The Information Processing ApproachHASNAN HASSANnan1184@uum.edu.my

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*Memory - learning that has persisted over time. *

Learning GoalsDescribe the information-processing approach.Characterize attention and summarize how it changes during development.Discuss memory in terms of encoding, storage, and retrieval.Draw some lessons about learning from the way experts think.Explain the concept of metacognition and identify some ways to improve childrens metacognition.*

The Information-Processing ApproachThe Nature of theInformation-ProcessingApproachMechanisms of ChangeInformation, Memory, and ThinkingCognitive Resources: Capacity and Speed of Processing Information*

Characteristics of Information ProcessingThe information-processing approach to learning emphasizes that children manipulate information, monitor it, and strategize about it.*

The Information-Processing ApproachAttentionDevelopmental ChangesWhat Is Attention?*

What Is Attention?Attention is the focusing of mental processesSustained attentionSelective attentionDivided attention

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Getting Students to Pay AttentionBe interestingEncourage attention and minimize distractionUse cues and gesturesfor important materialFocus on active learning and be aware of individual differencesUse media and technology to make learning enjoyable*

The Information-Processing ApproachMemoryWhat IsMemory?StorageRetrieval andForgettingEncoding*

Enter the DebateShould teachers require students to engage in rote memorization? YESNO8.**

Memory - is the retention of information over timeKeyboard(Encoding)Disk(Storage)Monitor(Retrieval)Sequential ProcessGetting information into memoryRetaining information over timeTaking information out of storageENCODINGSTORAGERETRIEVAL

*Flashbulb MemoryFlashbulb memory - a highly emotional event can cause a clear, strong, and persistent memory. *

Encoding StrategiesCONSTRUCTING IMAGESDEEP PROCESSINGDeeper processing, better memoryREHEARSAL Consistent repetition ofinformation over timeELABORATIONAdds to distinctivenessORGANIZATIONAided by chunkingATTENTIONConcentrate and focus*

Levels of ProcessingQ: Did the word begin with a capital letter?StructuralEncodingQ: Did the word rhyme with the word weight?Q: Would the word fit in the sentence? He met a __________ in the street.PhonemicEncodingSemanticEncodingWhaleCraik and Lockhart (1972)IntermediateDeepShallow*

Results*

Visual EncodingMental pictures (imagery) are a powerful aid especially when combined with semantic encoding.Showing adverse effects of tanning and smoking Both photos: Ho/AP Photo

Organizing Information for EncodingComplex information broken down into broad concepts and further subdivided into categories and subcategories.ChunkingHierarchy

ChunkingOrganizing items into familiar, manageable unit. Try to remember the number below.1-7-7-6-1-4-9-2-1-8-1-2-1-9-4-1chunk the number and see if you can recall it easier. 1776 1492 1812 1941.*

Encoding Summarized in a Hierarchy*

Atkinson and Shiffrins Theory*

Memorys Time FramesSensory Memory Retains information for an instantShort-Term Memory Limited capacity; retains for 30 seconds without rehearsalLong-Term Memory Unlimited capacity over a long period of time*

Sensory Memories*

Developmental Changes in Memory*

Working Memory(7 2 or 5-9 bits of information)

and short duration(about 20 30 seconds). George Miller

ChunkingF-B-I-T-W-A-C-I-A-I-B-M Capacity of working memory may be increased by Chunking.FBI TWA CIA IBM4 chunks*

Baddeleys Model of Memory*

Atkinson and Shiffrins Theory*

*Episodic MemorySemantic Memory*

HippocampusHippocampus a neural center in the limbicsystem that processes explicit memories.Weidenfield & Nicolson archives*

No New MemoriesAnterograde & Retrograde AmnesiaAnterogradeAmnesia(HM)SurgeryHM cannot make new memories. We call this anterograde amnesia.HM cannot remember 1-3 years before the surgery. We call this Memory Intactretrograde amnesia*

*Implicit MemoryEach time he plays it he is unable to remember the fact that he has already played the game.HM can form newmemories that are procedural (implicit).*

CerebellumCerebellum a neural center in the hindbrain that processes implicit memories.*

Representing Information in Memory- Nodes stand for labels and concepts- Network is irregular and distorted- Long-term searches are not exact- Retrieved information is fit into an existing formation (schema)- Schemas: concepts, knowledge, or information about events that already exist in the mind and influence the way we encode informationSchema TheoriesNetwork Theories*

Dja Vu Dja Vu means "I've experienced this before. Cues from the current situation may unconsciously trigger retrieval of an earlier similar experience.

The New Yorker Collection, 1990. Leo Cullum from cartoonbank.com. All Rights Reserved

Retrieval*

Recallpreviously learned information, as in essay or fill-in-the-blankRecognitionidentify learned information, as in multiple choice

Serial Position Effect*

*Context Effects (encoding specificity)According to the principle of encoding specificity, the way we encode a word during original learning determines which cues will remind us of that word later.*

*Context Effects*

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Moods and Memories (state-dependent memory)Tendency to recall experiences that are consistent with ones current mood. Emotions, or moods serve as retrieval cues.Jorgen Schytte/ Still Pictures

Forgetting*

Cue-Dependent ForgettingCaused by a lack of retrieval cuesInterference TheoryOther information (new or old) gets in the way of what we are trying to rememberDecay TheoryPassage of time allows memory trace to disintegrate

Retrieval CuesMemories are held in storage by a web of associations. These associations are like anchors that help retrieve memory.Fire Trucktruckredfireheatsmokesmellwaterhose*

Retrieval FailureAlthough the information is retained in the memory store it cannot be accessed.Tip-of-the-tongue (TOT) is a retrieval failure phenomenon. Given a cue (What makes the blood cells red?) the subject says the word begins with an H (hemoglobin).

Forgetting as Interference*

Proactive interference problem driving in England after learning in US.*

*Memory ConstructionMisinformation Effect: Incorporating misleading information into one's memory of an event.*

*Eyewitnesses reconstruct memories when questioned about the event.Misinformation and Imagination Effects Depiction of the actual accident.*

*MisinformationGroup A: How fast were the cars going when they hit each other?

Group B: How fast were the cars going when they smashed into each other?*

*Memory ConstructionA week later they were asked; Was there any broken glass? Group B (smashed into) reported more broken glass than Group A (hit).*

Chart1

14

32

Verb

Verb

Broken Glass? (%)

Sheet1

VerbBroken Glass?

Hit14

Smashed into32

Sheet1

Verb

Verb

Broken Glass? (%)

Sheet2

Sheet3

*Source AmnesiaSource Amnesia: Attributing an event to the wrong source*

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False Memory SyndromeA false but strongly believed memory of traumatic experience sometimes induced by well-meaning therapists.Elizabeth Loftus*

Improving MemoryPromote understandingAssist organization of knowledgeTeach mnemonicsMethod of lociPegword MethodRhymesAcronymsKeyword8.**

Method of LociList of Items

CharcoalPensBed SheetsHammer...RugImagined Locations

BackyardStudyBedroomGarage...Living Room*

Method of Loci123*

Pegword MethodOne is a bunTwo is a shoeThree is a treeFour is a doorFive is a hiveSix is sticksSeven is heavenEight is a gateNine is a swineTen is a hen*

AcronymsHOMES = Huron, Ontario, Michigan, Erie, Superior

PEMDAS = Parentheses, Exponent, Multiply, Divide, Add, Subtract

ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet

King Philip Can Only Find his Green Slippers = Kingdom Phylum Class Order Family Genus Species*

Planet Order*

MercuryMyManyMyMotherVenusVeryVeryViciousVeronicaEarthEducatedElderlyEarthwormEnjoyedMarsMotherMenMightMyJupiterJustJustJustJamSaturnServed SnoozeSwallowSandwichUranusUsUnderUsUnderNeptuneNachos / Noodles NewspapersNowNeptune

Planet and dwarf orderMy Very Exciting Magic Carpet Just Sailed Under Nine Palace Elephants*

Rhymesi before e except after cthirty days hath September, April, June, and NovemberThe alphabet song*

Keyword Methodla carta*

Pato = duck*

2 apples getting marriedAnnapolis is the capitol of Maryland*

Keyword Method*

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Ms. Blackwood has assigned her students 20 spelling words to learn for the week. She notices that most of her students have no problems remembering how to spell the first few and the last few words, but many struggle with those in the middle of the list. Information Processing Theory Theory into PracticeQ: Why might students have an easier time remembering how to spell the first and last few words, but struggle with those in the middle of the list? Explain.8.*

The Information-Processing ApproachExpertiseAcquiringExpertiseExpertise andLearningExpertise andTeaching*

ExpertsDetect features and meaningful patterns of informationAccumulate more content knowledge; organize around important ideas and conceptsRetrieve important aspects of knowledge with little effortAdapt an approach to new situationsUse effective learning strategies*

Learning strategiesDistributive practice versus massed practiceQuestion oneself (reflection)Take good notes summarize, outline, concept mapsUse a study system PQ4R Preview Question Read Reflect Recite Review*

Concept Map*

The Information-Processing ApproachMetacognitionThe Good Information-ProcessingModelDevelopmentalChangesStrategies andMetacognitiveRegulation*

MetacognitionKnowing about knowingMetacognitive KnowledgeMonitoring and reflecting on ones current or recent thoughtsMetacognitive ActivityStudents consciously adapt and manage their thinking strategies during problem solving and purposeful thinking*

Improving Metacognitive SkillsImprovement of metacognitive skills results from:Developmental changes as student matures cognitively in metamemory and theories of mindThe Good Information-Processing model that includes specific learning strategies, knowing the similarities and differences in multiple strategies, and the benefits of using themMonitoring the effectiveness of strategies and modifying when necessary*

Crack the CaseThe TestWhat are the issues in this case?With what type of learning is George having difficulty?What type of learning is easier for George?Design a study skills program for George drawing on principles of the cognitive information-processing approach.*

Reflection & ObservationReflection:What strategies have teachers used to help you understand difficult concepts?Why were these strategies helpful?Observation:What strategies does this teacher use to promote students understanding of the concepts in this math lesson?How does she develop their metacognitive knowledge and skills?

Thank you!HASNAN HASSANSchool of Education and Modern LanguagesCollege of Arts and SciencesUniversiti Utara Malaysia

nan1184@uum.edu.my

*Psychology 7e in Modules*OBJECTIVE 24-1| Define memory, and explain how flashbulb memories differ from other memories.********During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.

**Psychology 7e in Modules***OBJECTIVE 25-3| Compare the benefits of visual, acoustic, and semantic encoding in remembering verbal information, and describe a memory-enhancing strategy related to the self-referent effect.**OBJECTIVE 25-4| Explain how encoding imagery aids effortful processing, and describes some memory-enhancing strategies that use visual encoding.*OBJECTIVE 25-5| Discuss the use of chunking and hierarchies in effortful processing.***********Psychology 7e in Modules*OBJECTIVE 26-6| Distinguish between implicit and explicit memory, and identify the main brain structure associated with each.**********Psychology 7e in Modules*OBJECTIVE 27-3| Cite some ways that context can affect retrieval.**OBJECTIVE 27-4| Describe the effects of internal states on retrieval.**OBJECTIVE 27-2| Explain how retrieval cues help us access stored memories, and describe the process of priming.*****Psychology 7e in Modules*OBJECTIVE 28-6| Explain how misinformation and imagination can distort our memory of an event.***Psychology 7e in Modules*OBJECTIVE 28-7| Describe source amnesias contributions to false memories.*Psychology 7e in Modules***************A: Serial position effect. We tend to remember things that come first and last and forget the rest. ********This case is on page 277 of the text. ED: in other chaps the Crack the Case section was the very last slide (or slides) in the presentationmove here?*Classroom Observation Video: Information-ProcessingPlease note: Some of these videos are very large; large videos may take a minute or two to download. You will need QuickTime player to view the videos.