LEARNERS AS ACTIVE INFORMATION PROCESSORS

Neil H. Schwartz, Ph.D.

Department of PsychologyCalifornia State University, Chico

When we learn something new, we think; we relate; we problem solve. We do what ever it takes to comprehend; to understand-- if, of course, we are engaged in the learning process.

But, where do we do this thinking? Where do we do this problem solving?

We do it in a place called the Information Processing System (CIP)

But, what is this thing we call the information processing system?

Long Term StoreShort Term Store

SensoryBuffer

Encoding

Retrieval

A Brief Look At Sensory Memory

Function Perception: detect stimuli; allocate

attention. Pattern Recognition: associate perceptual

information with a recognizable pattern. Assignment of Meaning: little to none;

rendered to familiar or not. Capacity

Icon: 1/2 second Echo: 3 seconds

A Brief Look At Short Term Store

Function Capacity

Reconceptualizing Short Term Store

Long Term StoreShort Term Store

SensoryBuffer

Encoding

Retrieval

Reconceptualizing Short Term Store

Short-Term Store ----- Working Memory

Executive

Episodic Buffer

VSS PL

I want to take a closer look at:

working memory and 2 theories of the

long term store.

I want to talk about what happens when a learneris engaged in learning--in the classroom.

I want to show you how active learners are as information processors...

Long Term Memory

Executive

Episodic Buffer

VSS PL

Long Term Memory

A Closer Look At Working Memory

All learning takes place within the limited capacity of working memory.

Executive

Episodic Buffer

VSS PL

Working Memory

A Closer Look At Working Memory

In that space , learning occurs by retrieving, from long term memory ,information a learner already knows...

Prior Knowledge

Long Term Memory

Working Memory

Long Term Memory

A Closer Look At Working Memory

Prior Knowledge

There, the learner mixes what she already knows with the new information she needs to learn-- all within a space that holds only 7 bits of information +/- 2.

New Information

Working Memory

Long Term Memory

A Closer Look At Working Memory

But, Control processesoccupy that small space, too.

Working Memory

Control Processes

A Closer Look At Working Memory

Control processes

Are the executive functions that learners use to:

1. Allocate and regulate their attention;2. Locate & retrieve relevant knowledge in LT M to mix with new information that is coming in;3. Identify what parts of information they do or do not understand;4. Monitor the success of their information comprehension process

Long Term Memory

Working Memory

A Closer Look At Working Memory

Control processes become automated & take up little or no space in working memory.

When learners have a lot of prior knowledge:

(a) About things (declarative knowledge) or (b) How to do things (procedural knowledge)

OrWhen to do things

(conditional knowledge)

Prior Knowledge

Long Term Memory

Working Memory

Long Term Memory

WorkingMemory

In short, the information processing system is a dynamic, active system, operated volitionally and controlled by the learner.

Prior Knowledge

New Information

A Closer Look At Working Memory

Working Memory

Control Processes

But, how is information stored in long-term memory?

And, what relevance does storage have on the processes of comprehension --when learners are listening to a lecture, participating in a class discussion, reading a text chapter, or participating in lab?

Schema Theory

Theories of information storage explain why learners interact the way they do in the presence of new material.

Take for example

Theories of Long-Term Storage

Schema Theory

•Data structures for representing generic concepts•Made up of images and propositions (ideas)•Hierarchical frameworks of generalised categories

of information with variable “slots” containing default values that become “instantiated” with specific instances of things.

Schema are:

Schema Theory

•Summarize the redundancy in our experiences •Represent what is generally true about things•Allow us to store information efficiently•Provide contexts for interpretation •Allow us to comprehend unfamiliar information•Are generic abstractions about the world•Are idiosyncratic, experience-based, and personal

Schema:

Consider a simple word...

Grounds

What schema do you access to interpret it?

A beautiful estate

Your morning coffee

How about the 9th Circuit Court of Appeals?

Schema provides learners with context for interpreting new information

Schema also provides learners with the information they will need to make new information comprehensible.

Consider a simple paragraph from a college text:

“The template is apparently a non-DNA system thatdirects the molecules in such a way that they conformto a particular pattern. If a mutant type that is curly is dissolved and precipitated again, it will take the pattern of the ‘template’ that provides the information for restoring the structure.”

Or, perhaps a simpler text:

“If the balloons popped, the sound wouldn’t be ableto carry since everything would be too far away fromthe correct floor. A closed window would also preventthe sound from carrying, since most buildings tend to bewell insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of thewire would also cause problems. Of course, the fellowcould shout, but the human voice is not loud enough tocarry that far. A string could break on the instrument.Then there could be no accompaniment to the message.It is clear that the best would be less distance.With face to face contact, the least number of things could go wrong.”

Perhaps, this graphic helps...

Dual Coding Theory

Graphics can be extremely helpful in summoning appropriate schema. But, another theory of long term memory explains the power of graphics in a simpler way.

That theory is known as:

Theories of Long-Term Storage

Dual Coding Theory

Theories of Long-Term Storage

Dual Coding Theory

Images:• Are stored as a whole units.• Are accessed synchronously-- all at once• Take up little room in working memory• Guide encoding by activating relevant propositions• Guide retrieval by organizing memory search

Theories of Long-Term Storage

Dual Coding Theory

Propositions:

• Are stored as networks.• Are accessed serially or sequentially• Take up huge amounts of working memory• Are difficult to represent w/o practice• Are difficult to access w/o the appropriate retrieval cues.

Propositions

Links

Birds

beautiful

serene

warm

Baja California

shrimping

Summary of Learning

Long-Term Store

Prior Knowledge

WorkingMemory

New Information

Nonverbal Store Verbal Store

Images

Propositions

Links

Birds

beautiful

serene

warm

Baja California

shrimpingGrounds

1. Learners actively use what they know to learn.

3. Learners represent their knowledge in frameworks of generic categories which explains errors in thinking, stereotypes, or misinterpretations.

4. Knowledge is represented as images and propositional networks.

5. Learners use their images to guide encoding and retrieval of new information.

2. When learners use their information frequently they are faster and more efficient processors.

A Selected Summary of Points