Amplifire works because it is built upon discoveries in cognitive science

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Our Science Advisory Board are world leaders who figured out how people learn and remember

Robert Bjork, PhD is UCLA’s former Chair of Psychology and past president of the Association of Psychological Science. He is a pioneer on the role of desirable difficulties, testing effects, and the counterintuitive nature of learning. His work is the basis for Malcolm Gladwell’s David and Goliath.

Elizabeth Bjork, PhD the Co-principal investigator of the Bjork Learning and Forgetting Laboratory at UCLA. Her work has shown the public that forgetting is not the unfortunate tendency of a limited system, rather, it is the consequence of an adaptive one.

Dan Schacter, PhD is Harvard’s former Chair of Psychology. He has written eight books, including The Seven Sins of Memory; The Brain, the Mind, and the Past; and Psychology a university-level textbook, and 300 scientific articles.

Rich Mayer, PhD is UCSB’s former Chair of the Department of Psychological & Brain Sciences. For fifteen years, Educational Psychology ranked him the “most productive educational psychologist in the world.”

Roddy Roediger, PhD is Washington’s former Chair of Psychology and Chair of the governing board of the Psychonomic Society. He is the author of Make It Stick and over 175 research papers.

Kathleen McDermott, PhD is a Professor of Psychology at Washington University who investigates human memory encoding and retrieval and how they interact.

Chad Lane, PhD is a professor at the University of Illinois interested in the foundational theories and practices of educational psychology, including learning and development. His work seeks to build advanced learning environments that reap the benefits of timely and appropriate guidance.

Brain Gears

The cognitive triggers of the AMP Process

for Speed, Engagement and Retention

Retrieval: Socrates was right about the power of questions. Retrieval is the number one way to remember because memory is greatly strengthened every time you retrieve it into consciousness. Actively testing your knowledge is a vastly better use of time than passively reading or watching a video.

Confidence: Thinking about your thinking (also known as meta-cognition) is another driver of memory formation. Asking, “are you sure” causes a kind of focus called executive attention, and attention is a key driver of learning and  memory.

Spaced Repetition: Ironically, some forgetting must take place if repetition is going to have an effect on remembering. Repeating the learning to refresh one’s memory is most effective when done right before the material is completely forgotten.

Priming: Socrates understood that a question has much more power to teach than an answer. A question actively primes the mind with a search through the possibilities. This mental activity causes learning to stick.

Multiple Choice: Long thought merely an easy way to grade tests, multiple-choice questions turn out to be the best technique for generating long-term memory. This is because multiple choice causes both retrieval and recognition. It also does not suffer from the memory damaging phenomenon called retrieval induced forgetting.

Adaptive Micro-repetition: Boredom is the enemy of learning. Within a learning session, information that is understood should drop away quickly, while information that is unknown should be repeated at intervals.

Uncertainty: Motivation in all mammals, human beings included, is caused by the brain circuitry that controls the neurotransmitter dopamine. The highest levels of curiosity occur when uncertainty of the outcome is 50%.

Feedback: After answering a question, a slight delay of a minute or so gives feedback its maximum influence on memory.

Games: Emotional engagement is activated when challenge and benign risk are present—the very definition of a game.

Interleaving: When different sub-topics in a domain are studied simultaneously, the mind compares and contrasts the characteristics of the subject and memory is greatly enhanced.

Progress: Human beings learn best under “Goldilocks conditions.” Learning must be challenging, but not too challenging. ‘Just right’ is usually a combination of 20% easy material, 20% moderately hard, and 60% difficult.

Find sections or campuses that need help

Amplifire shows administrators locations or campuses that are experiencing struggle and actionable patterns that would otherwise remain invisible. In this example, there is a remarkable range of struggle among students in different campus locations.

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