Information Processing Theory
EDU 330: Educational PsychologyDaniel Moos
Tall in the the saddle
Guiding Question: What does this activity suggest about the role of prior knowledge and experience in learning?
“Phraseology” example
In 1763 Marian and the settlements ended a seven-year war with the Langurians and Pitoks. As a result of this war Languia was driven out of East Bacol. Marain would now rule Laman and other lands that had belonged to Languia. This brought peace to Bacolian settlements. The settlers no longer had to fear attacks from Laman. The Bacolians were happy to be part of Marain in 1763. Yet a dozen years later, these same people would be fighting the for independence (Beck and Mckeown, 1993, p.2)
In 1763 Britain and the settlements ended a seven-year war with the French and Native Americans. As a result of this war, the French were driven out of North America. Britain would now rule Canada and other lands that had belonged to the French. This brought peace to the North American settlements. The settlers no longer had to fear attacks from Canada. The North Americans were happy to be part of Britain in 1763. Yet a dozen years later, these same people would be fighting the for independence.
Guiding Question: What does this activity suggest about the role of prior knowledge and experience in learning? Implications for teachers?
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Guiding Question: What does this activity suggest about the importance of organization in learning? What does this activity suggest about the maximum number of items we can learn at one time? Implications for teachers?
“Numbers” example
As quickly as you can…
…state the months of the year
…state the months of the year, alphabetically
Guiding Question: What does this activity suggest about the role of how we originally learn in retrieving this knowledge? Implications for teachers?
“Months” example
“Riding a bike” example On a scale of 1 (very poorly) to 5 (very easily), how
well can you ride a bike? Turn to your neighbor and discuss how you would
teach someone who does not know how to ride a bike On a scale of 1 (very hard) to 5 (very easy), describe
the difficulty level you just experienced in describing how you might teach someone to ride a bike
Why might there be a discrepancy between your “expertise” and ability to teach?
Guiding Question: What does this activity suggest about the challenges “experts” might face in teaching novices? Implications for teaching?
RED BLACK BLUE BLACK YELLOW BLACK RED YELLOW BLUE BLACK
RED BLACK BLUE BLACK YELLOW RED YELLOW BLUE BLACK RED
As quickly as you can, quietly say the COLOR and not the pronunciation of the following words (from left to right):Example: Yellow Blue
Guiding Question: What does this activity suggest about the role of “attention” and “perception” in learning? Implications for teachers?
“Color” example
Cognitive processes: IPT Model
Assumptions of each “stage”
The Sensory Memory Capacity
Very large Duration
1 to 3 seconds Contents
Raw sensory data (encoded in same form as perceived)
The Sensory Memoryand Its Control Processes Recognition
Noting key features of a stimulus and relating them to already stored information
Attention Selective focusing on a portion of the information
currently stored in the sensory register What we attend to is influenced by information in
long-term memory
“Phraseology” example
Tall in the the saddle
“Color” exampleSelecting focusing
Working Memory(also called:Short-Term Memory) Capacity
7 +/- 2 chunks of information Duration
20 to 30 seconds Contents
What you are currently thinking about (information from the sensory register and information from long term memory)
Rehearsal Maintenance Rehearsal
– Repeating information over and over again; no (or minimal) effect on long-term memory storage
Elaborative Rehearsal– Relating new information to knowledge already
stored in long-term memory
Working Memory(also called:Short-Term Memory)Control process
“Numbers” exampleDate is relevant/long-
term memory
“Words” example2nd list of words
meaningful
Organization Putting interrelated pieces of information into
chunks Meaningfulness
When new material can be related to information in long-term memory
Visual Imagery Encoding Generating images in your mind of objects,
ideas, and actions
Working Memory(also called:Short-Term Memory)Control processes, continued
“Numbers” exampleChunking numbers
into date
Cognitive processes: Metacognition (II)
Total Processing Space in Working Memory (short-term memory)
Operating Space
Storage Space
Cognitive Processes: IPT application (I)
Reducing cognitive load: Overcoming limitations of working memoryChunkingAutomaticity
Is it effective to multi-task?…only if you are an “expert” with at least one of the tasks…
Dual-Coding Theory
Short-term Memory and Its Control Processes
Teachers’ Organization!!!!Teach how to organize
Organization of material into chunks makes it much easier to remember.
Teach rehearsal techniques.
Rehearsal important. 2nd graders can do independently.
ImplicationsResearch Findings
Short-term Memory and Its Control Processes (cont’d)
Teach visual imagery as a learning tool.
Visual imagery is easier to recall than abstractions.
Know your students! What do they already know? What interests them?
Meaningful learning = relate new information to old information.
ImplicationsResearch Findings
Long-Term Memory Capacity
Unlimited Duration
Permanent, long-term Contents
Schema (or “schemata”), which affect information in short term memory (i.e. misconceptions)
Explicit knowledge: knowledge we CAN easily recall and explain
Implicit knowledge: knowledge we CANNOT easily recall and explain
“Riding a bike” exampleImplicit vs. explicit
“Association” & “Categorization example
Cognitive processes: Forgetting
Why do we “forget” information? Encoding is the key to retrieval Retrieval failure may be due to encoding Example: State the months of the year Example: State the months of the year alphabetically Why is it more difficult to state the months of the year
alphabetically? Diversity in backgrounds influences encoding and
retrieval
Cognitive dissonance Hot vs. Cold cognition
Example: I just recently read a story about some advanced technologies that measure metacognition. How do you think that made me feel and not just think?
What benefits arise from situations that result in hot cognition?
Cognitive dissonance: Information strongly contradicts something we know or strongly believe to be true. Result can be either a help (with an open mind) or
hinderance
Cognitive processes: Applying IPT to the classroom
Begin lessons with an activity that attracts attention.
Conduct frequent reviews to activate students’ prior knowledge and check their perceptions.
Proceed in short steps and represent content both visually and verbally to reduce cognitive load.
Help students make information meaningful and aid encoding through organization, imagery, elaboration, and activity.
Model and encourage metacogniton.
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