NLSummit 2010 Insight - Optimizing Learning Initiatives
Lila Davachi, Ph.D. is Associate Professor of Psychology Cognition & Perception, Center for Neuroscience & Center for Brain Imaging at NYU. Tobias Kiefer, Ph.D. is Head of Global Learning & Development, Booz & Company, Munich, Germany. Lila and Tobias presented the second session on day two of the 2010 Summit on ‘Optimizing Learning Initiatives & Creating WOW’.
During this session we dove into the neuroscience research findings on learning and memory. Memory was defined by Lila as the conscious access to the past. Understanding how we encode, generate and retrieve memories can help to shape the strategies we implement to enhance learning & training in organizations.
Over the course of a year coming up to the 2010 Summit, Lila worked with Tobias as well as David Rock on identifying a way of summarizing what we know about memory from neuroscience research. The result is the AGES model, a tool to assist in defining and remembering how to apply the learnings. There is a paper in the 2010 NeuroLeadership Journal on this model in detail.
Over the course of a year coming up to the 2010 Summit, Lila worked with Tobias as well as David Rock on identifying a way of summarizing what we know about memory from neuroscience research. The result is the AGES model, a tool to assist in defining and remembering how to apply the learnings. There is a paper in the 2010 NeuroLeadership Journal on this model in detail.
AGES stands for:
A = Attention
G = Generation
E = Emotion
S = Spacing
Join a FREE webinar for a full 2010 Summit debrief, 24 March, 7.30pm USET
(RSVP to support@neuroleadership.org)
For more on Lila's work visit http://www.psych.nyu.edu/davachi/
To order the 2010 Summit recordings and accompanying slides click here
A = Attention
G = Generation
E = Emotion
S = Spacing
One factor critical to the successful formation of memory is focused attention, research reveals that memory suffers with distraction. It may be that we are doing our memories a disservice by living & engaging in a media heavy world.
Once information is in the brain system, generation is important, as the way we attend to information changes the probability of later remembering it. Generation is most effective when we make the information personally relevant and attach it to existing associations in our brain. Encouraging people to transform the information in an individual way can have a huge boost on memory.
Once information is in the brain system, generation is important, as the way we attend to information changes the probability of later remembering it. Generation is most effective when we make the information personally relevant and attach it to existing associations in our brain. Encouraging people to transform the information in an individual way can have a huge boost on memory.
Emotion is the physical aspect you might feel in relation to an event. Because emotion ‘grabs our attention’ it influences the attention component of memory and enhances your memory for the experience. As a result memories are more likely to stick, they are more likely to consolidate and become durable memories that you can remember later on.
The last component of the AGES model is spacing. Lila described ‘spacing’ as simple, and a free gift. Unlike other components of AGES that require effort, thought, and implementation, spacing allows us to strengthen memory traces as we rest. Rest periods between learning work for us to help solidify the learnings and can actually contribute to making the memory last.
So what does AGES mean to the corporate world? The application of AGES has the potential to revolutionize how we drive change and teach people. It has implications not only on training design and delivery but also the cost structure of training for organizations. Designing brain-friendly training programs that take into account what we know about our learning and memory brain systems could greatly enhance their effectiveness individually and systemically.
So what does AGES mean to the corporate world? The application of AGES has the potential to revolutionize how we drive change and teach people. It has implications not only on training design and delivery but also the cost structure of training for organizations. Designing brain-friendly training programs that take into account what we know about our learning and memory brain systems could greatly enhance their effectiveness individually and systemically.
Join a FREE webinar for a full 2010 Summit debrief, 24 March, 7.30pm USET
(RSVP to support@neuroleadership.org)
For more on Lila's work visit http://www.psych.nyu.edu/davachi/
To order the 2010 Summit recordings and accompanying slides click here
posted by David Rock at
6:22 PM
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