information processing and memory
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Information Processing and Memory. Chapter 6 Ergle. Think of two or three ways that you memorize needed information. Meaning Maker. - PowerPoint PPT PresentationTRANSCRIPT
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Information Processing and MemoryChapter 6Ergle
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Think of two or three ways that you memorize needed information.
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Meaning Maker“The human mind is a meaning maker. From the first microsecond you see, hear, taste, or feels something, you start a process of deciding what it is, how it relates to what you already know, and whether it is important to keep in your mind or should be discarded. This whole process may take place consciously, unconsciously, or both.” p. 158
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W R T Z
S H N L
D J F X
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Information Processing ModelRecreate this model on your own
paper:◦External Stimulus◦Sensory Register◦Initial processing◦Working or Short Term Memory◦Long-Term memory◦Rehearsal and Coding◦Retrieval
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PerceptionThe sensory images of which we
are conscious are not exactly the same as what we saw, heard, of felt; they are what are senses perceived.
It is mental interpretation of external stimuli.
Influenced by mental state, past experiences, knowledge.
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AttentionLimited resourceShift priorities that screens out
other stimuliTeachers?
◦Arouse interest◦Have emotional content◦Unusual, inconsistent, surprising
stimuli◦Cue for future importance or use
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Short-Term or Working MemoryLimited capacity to hold
information for a few seconds- about 30 seconds
Information currently being usedOrganizes info for storage or
discard and connects it to other information
Read page 161Can hold information in working
memory by repetition
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Working Memory Capacity5-9 bitsEach bit may contain a great deal of
infoBackground knowledge will enhance
working memoryCan be taught strategies to organize
informationTeachers:
◦Organize new information◦Relate information to existing schema
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Long Term Memory3 parts:
◦Episodic memory: images from our personal experiences/ stored in images based on when and where.
◦Semantic Memory: stores facts and general knowledge (most school information)/ organized by network of ideas.
◦Procedural Memory: Knowing how to do something like ride a bike or type/ stored as stimulus-response.
◦These 3 organize in different ways and in different parts of the brain.
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TeachersMental images; visual and auditory cuesUse Semantic mapping (p. 166- bison_Concepts are retained longer than namesWhatever is retained after 12-24 weeks is
cementedActive involvement increases retention (p.
167)The more processing of the information,
the better retentionSimilar to John Dewey and Progressive
Education!
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Parallel Distributed Processing ModelSensory Register, Short Term and
Long Term all work simultaneously to make meaning of stimuli.
Even at first stages of perception, what you see if heavily influenced by what you expect to see.
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Connectionist ModelsKnowledge is stored by a series
of connections instead of individual bits.
Brain research information is stored in many areas of brain and connected by neural pathways
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Brain ResearchRead p. 1701. Brain capacity is not set at
birth and neural connections are made in first 18 months
2. After 18 months, the brain begins to slough off connections not used
3. As a person becomes knowledge and skill, the brain becomes more efficient (reading example pg. 171)
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What causes people to remember or forget?Interference: information gets
pushed aside by other information. ◦Not able to rehearse new information
Retroactive Inhibition: information lost because it is mixed up with new or similar information
Proactive Inhibition: one set of information interferes with learning another (like driving on right and left side of road)
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FacilitationProactive facilitation: learning
one thing can help learn another (English and Spanish)
Retroactive facilitation: learning something new that increases the understanding of something already learned (Latin for English)
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Primacy and RecencyPrimacy: learn the first things
presentedRecency: learn the last things
presented
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AutomaticityLevel of ease and rapidity that cause
tasks to be performed or skills utilized with little mental effort. (Reading, soccer, chess)◦Practice:
Massed practice: practice initially until learned Distributed practice: a little over a long period
of time Long term retention greatly enhanced by
distributed practice! (vs. cramming) Doing better than just seeing.
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Verbal LearningPaired Associate (states and capitals)Serial Learning (ordered like Pledge of
Allegiance) Free Recall (no order)
Methods:◦ Imagery◦Mnemonics◦Loci method from Greece◦ Initial letter◦Pegword Method
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MeaningfulRote learning: facts that are
arbitraryMeaningful learning: relate to
other information
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Schema Theory: Structure for organizing and connecting information
Metacognition: knowledge about one’s own learning or about how to learn◦Metacognitive skills are ways students can
learn, study and solve problems◦Self-questioning strategies can be taught to
students to improve learningRank the suggested strategies on page 185-186 in order that appeal to your cognitive processes
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TeachersMake relevant and activate prior
knowledgeAdvance organizers/ visual organizersOrganize information into bits or
hierarchyUse questioning techniquesAnalogies and elaborationsStories or contextsModel strategies all the time