Educational Psychology:Theory and Practice
Chapter 6Information Processing and Information Processing and
Cognitive Theories of LearningCognitive Theories of Learning
Sensory RegisterSensory RegisterShort Term Short Term
(Working)(Working)Long TermLong Term
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The Memory System
Information Processing: Sensory Register PerceptionPerception Very BriefVery Brief Large CapacityLarge Capacity Remembering: AttentionRemembering: Attention Forgetting: DecayForgetting: Decay Sperling ChartSperling Chart
Pause Here for Sensory RegisterDemonstration
Information Processing: Sensory Register DemonstrationReview
Large CapacityLarge Capacity Very BriefVery Brief Decays QuicklyDecays Quickly
Sensory Input
Sensory Memory
Forgetting:
Decay
Attention
Information Processing:Short-Term or Working Memory
Smaller Capacity (5-9 Items)Smaller Capacity (5-9 Items) Contains What You Are Thinking NowContains What You Are Thinking Now Remembering: RehearsalRemembering: Rehearsal Forgetting: Displacement (Demonstrate)Forgetting: Displacement (Demonstrate) Remembering II: Making Better Use of Remembering II: Making Better Use of
Short-Term MemoryShort-Term Memory
Pause Here for
Short-Term Memory Demonstration
Information Processing:Short-Term or Working MemoryDemonstration Review
Capacity (5-9 Items)Capacity (5-9 Items) Information That Has Meaning is Easier to Information That Has Meaning is Easier to
RememberRemember Unfamiliar Information is Easily DisplacedUnfamiliar Information is Easily Displaced We Can Make Better Use of Short-Term We Can Make Better Use of Short-Term
Memory by Utilizing Pre-Existing SchemesMemory by Utilizing Pre-Existing Schemes
Sensory Input
Sensory Memory
Forgetting:
Decay
AttentionShort-Term
Memory
Rehearsal
Forgetting:
Displacement
Information Processing: Long-Term Memory
Capacity May Be UnlimitedCapacity May Be Unlimited Remembering: Schemes (Connections)Remembering: Schemes (Connections) Forgetting: Retrieval FailureForgetting: Retrieval Failure
Sensory Input
Sensory Memory
Forgetting:
Decay
AttentionShort-Term
Memory
Rehearsal
Forgetting:
DisplacementStorage
Retrieval Long-Term
Memory
Forgetting:
Retrieval
Failure
Information Processing: Long-Term Memory Episodic MemoryEpisodic Memory Semantic MemorySemantic Memory Procedural MemoryProcedural Memory
Information Processing: Factors That Impair Long-Term
Retroactive Inhibition (Interference)Retroactive Inhibition (Interference) Proactive Inhibition (Interference)Proactive Inhibition (Interference)
Information Processing: Factors That Impact Long-Term Memory
Dual CodingDual Coding Retroactive FacilitationRetroactive Facilitation Proactive FacilitationProactive Facilitation Serial Position EffectsSerial Position Effects
Primacy EffectPrimacy Effect Recency EffectRecency Effect
Connections: Chunking or CategoriesConnections: Chunking or Categories Levels of Processing TheoryLevels of Processing Theory
Verbal Learning
Paired AssociatePaired Associate Free RecallFree Recall Serial LearningSerial Learning
Strategies for Remembering: Mnemonic Devices Paired Associate LearningPaired Associate Learning
Imagery (See Next Slide)Imagery (See Next Slide)
Strategies for Remembering: Mnemonic Devices Paired Associate LearningPaired Associate Learning
Imagery Imagery Free Recall LearningFree Recall Learning
Organization Organization Serial LearningSerial Learning
LociLoci PegwordPegword
Pegwords
One = BunOne = Bun Two = ShoeTwo = Shoe Three = TreeThree = Tree Four = DoorFour = Door Five = HiveFive = Hive
Six = SticksSix = Sticks Seven = HeavenSeven = Heaven Eight = GateEight = Gate Nine = Vine (Line)Nine = Vine (Line) Ten = HenTen = Hen
Other Memory Strategies:
RhymingRhyming Initial LetterInitial Letter
What is Meaningful Learning?
4x7=284x8=324x9=?
Rote Learning (Memorization of Facts) is Sometimes Necessary.
However, Teachers and Students Can Work to Make Learning More Meaningful.
Meaningful Information
Inert Vs. Meaningful KnowledgeInert Vs. Meaningful Knowledge Schema TheorySchema Theory
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