Surprise and Computer-Mediated Learning: A Theoretical Model Based on a Darwinian Perspective

22 Pages Posted: 28 Feb 2006

See all articles by Ned Kock

Ned Kock

Texas A&M International University - College of Business

Date Written: February 23, 2006

Abstract

This paper discusses a variety of empirical findings suggesting that surprise is positively related with enhanced memory recall. This opens the door for the assumption that surprising stimuli can be used in a controlled way to enhance learning. A predictive model based on a Darwinian interpretation of this phenomenon is proposed. The model is coined CLEBS, which stands for "computer-based learning enhanced by surprise". A discussion on how the model can be tested is provided in the context of a finance-oriented Web-based learning task, where subjects learn about investment instruments such as stocks and bonds. Important implications are discussed, including possible applications in a variety of areas of interest to organizations in general.

Keywords: Cognitive Processes, Mental Schemas, Human Evolution, Evolutionary Psychology, Threatening Stimuli, Computer-Mediated Learning, Flashbulb Memories

Suggested Citation

Kock, Ned, Surprise and Computer-Mediated Learning: A Theoretical Model Based on a Darwinian Perspective (February 23, 2006). Available at SSRN: https://ssrn.com/abstract=886526 or http://dx.doi.org/10.2139/ssrn.886526

Ned Kock (Contact Author)

Texas A&M International University - College of Business ( email )

5201 University Blvd.
Laredo, TX 78041-1900
United States

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