Knowledge BasisInformation Processing
Types of KnowledgeDeclarative knowledge – FACTUAL
informationProcedural knowledge – HOW TO – STEPSStrategic knowledge – WHEN to APPLY
Knowledge ProcessesIncreased knowledge reduces the need to
remember a great deal of information short-termShort term memory stores up to 7 bits If you don’t use it you loose it!
Increased knowledge allows more effective USE of the cognitive processes.
Increased knowledge reduces the amount of conscious attention needed to perform some tasks.
Information Processing CapacityATTENTION – being able to attend to
relevant and irrelevant stimuliOverexclusive mode (young children) attend
to one stimulus exclusive of all othersOverinclusive (older children and
preadolescents) attend to many stimuli irrelevant to task
Information Processing SpeedEvidence suggests speed of processing
increases as children mature; i.e. reaction time studies
Effective Use of MemoryEncoding & RetrievalDifferences in effective use of the memory
system could be due to the 1. available mental capacity,2. the strategies of memory use, or3. a combination of both
Types of MemorySensory store (1 second or less)
- Holds stimuli briefly for possible processing- Example – Radio number – you will not recall it
Short-term store (20 seconds)- Holds up to seven (7) bits of information for
about 20 seconds- Example – Long enough to dial number
Long-term store (unlimited)- Our permanent storehouse of memories, which is thought to have essentially unlimited capacity.
Effective Memory UseEvidence suggests children do NOT use their
memory systems (strategies) as effectively as adults.
Current research suggests that STRATEGIES of memory use (NOT capacity) best explain differences between age groups.
Implication as teachers – we must teach strategies to help children learn and remember.-Teach METACOGNITION – teaching children how
to learn, remember, retain information-Use best practices to help children learn, use, and
apply information
What are some of the control processes or memory strategies that facilitate the movement of information into memory?
Strategies for MemoryRehearsal (say & do)
Teaching children rehearsal strategy in addition to the skill itself will enhance their skill acquisition.
Labeling (verbal label-meaningful)Instructing children to use labels helps recall
Grouping (Chunking/Organizing)
Strategies for MemoryRecoding (re-organizing information) – research
indicates children do not do this.i.e. Balls with backspin, 2 or more items combined = new term
Ridiculous Associationsi.e. To learn names associate action or imagery then substitute words; i.e. for Smith picture a blacksmith hammering,; for doering picture someone ringing a doorbell or a door with a ring around it or a bell under the door frame, get the idea?
“I hear and I forget. I see, and I remember. I do, and I understand.” Chinese proverbActivity
a. Either verbal or physical activity can be used to encode material in long-term memory:
b. Physical activity aides memorization. Teach concept of around/through having a child move around/through a hoop for example.
- math manipulatives- science exploration with magnets, water, colors, etc.- spelling with bodies, in sandboxes, with shaving cream- sing songs to memorize lengthy or complex stuff; ie. Hip bone connected to leg bone, Obama song, presidents, capitals,
Other Memory StrategiesMeaningfulness – new to old, connectionsDepth of association aids memory
Mnemonic devices work will because they enhance encodability and retrievability of information.Mnemonic Devices (jingles or phrases)
a. “I before e except after c” - “When two vowels go walking the first one does the talking”
b. Acrostic (sentence mnemonic) “The star boarder is always right.” “The ship left port.”
c. Acronym (1st letter) B.E.E.F.d. Keyword method – isolate a keyword then form an
interesting visual image (used often to teach a foreign language); i.e. PATO is duck in Portuguese – picture a pot on a ducks head.