“It’s Scary but It’s Also Exciting”: Evidence of Meta-Affective Learning in Science

We study the case of Marya, a freshman engineering major who showed and spoke of a drastic shift in her feelings and approach to learning physics during an introductory course. For the first several weeks, she was anxiously manipulating equations without considering physical meaning, and she was terribly worried about being correct. By the end of the semester, however, she was sense-making and taking pleasure in it, showing and expressing an enjoyment of challenges and uncertainty. In this paper, we illustrate Marya’s transformation using data from her interview and coursework, and we propose it as an example of meta-affective learning. We argue that meta-affective learning was an important part of Marya’s physics learning and that it was deeply entangled with her developing epistemology.     

The power integration diffusion model for production breaks

The learning curve during repetitive production and the associated forgetting during production breaks are fundamental issues in the understanding of behavior. A model is suggested that combines 3 basic findings, namely, that single memory traces decay according to a power function of the retention interval, that aggregated memory traces can be combined by integration, and that the time to produce a unit can be described by a diffusion process on the memory trace. This power integration diffusion model is validated with empirical data, and the result fits better than 14 other published forgetting models.