Unconscious social interaction coherent intelligence in learning

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Acquisition of knowledge mainly based on discovery of new key relationships between cause and effect within prior knowledge, and/or on the opening links between elements of prior knowledge and new information domain. Prior knowledge is grounded in explicit and implicit memory. Previous research show that (a) an increase of the implicit memory improves students' performance on tasks and fills their solutions with confidence, (b) testing under particular features can be more efficient to learning, and (c) a collaboration in a group during problem-solving can significantly improve long memory. The current research studies an unconscious part of acquisition of knowledge. The more efficient learning methods introduce problem solving into curriculum, incorporating higher-order thinking with deeper levels of information processing to create a richer memory structure. One of the possibility to develop such problem based methods is to understand (i) how a teacher may efficiently introduce a new knowledge domain into the implicit memory of students, and (ii) how the curriculum can excite and increase students' implicit memory while solving problems to facilitate and speed up their learning in a predictable and reliable way. The paper introduces the new concept of non-perceptual social interaction. This research also assumes that non-perceptual social interaction can improve implicit memory and accelerate students' learning. The results of experiments on non-perceptual social interaction are presented.
Original languageEnglish
Title of host publicationICERI Proceedings
PublisherIATED-INTERNATIONAL ASSOCIATED TECHNOLOGY EDUCATION & DEVELOPMENT
Pages2217-2222
ISBN (Print)978-84-09-14755-7
Publication statusPublished - 2019
Event12th International Conference of Education, Research and Innovation - Seville, Spain
Duration: 11 Nov 201913 Nov 2019
Conference number: 12

Publication series

Name12TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2019)
ISSN (Print)2340-1095

Conference

Conference12th International Conference of Education, Research and Innovation
Abbreviated titleICERI
Country/TerritorySpain
CitySeville
Period11/11/1913/11/19

Keywords

  • Theory of Mind (ToM)
  • Social synchronization
  • Visuospatial Perspective taking (VSP)
  • Implicit memory
  • Unconscious thinking
  • Interpersonal perception
  • Socialization
  • Coherent Intelligence
  • Non-perceptual social interaction
  • Learning Method

Field of Science

  • 5.3 Educational sciences

Publication Type

  • 3.1. Articles or chapters in proceedings/scientific books indexed in Web of Science and/or Scopus database

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