psychology : cognitive learning theories
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Psychology : Cognitive Learning Theories. Cognitive Psychology How do we store, represent, and remember information? Information Processing Sensori -Register – “The lens” Short Term, or Working, Memory – “The desktop” Long-Term Memory – “The file cabinet” Remembering & Forgetting. - PowerPoint PPT PresentationTRANSCRIPT
COGNITIVE PSYCHOLOGYHow do we store, represent, and remember information?
INFORMATION PROCESSINGSensori-Register – “The lens”Short Term, or Working, Memory – “The desktop”Long-Term Memory – “The file cabinet”Remembering & Forgetting
Psychology : Cognitive Learning Theories
We can now see how making strong connections in your brain works
The more you make connections
between new materialand old material
the easier it will be foryou to remember.
Cognitive PsychologyInformation Processing Model of Learning
Information Processing Model of Learning compares our brain to the computer We take in information We perform operations on the information We store, and later, locate the information We use the knowledge (information) we have to
respond and solve problems.
Information Processing Model
Sensory
Register
Attention is the Key
OUTSIDE
STI
MULI
Short-TermMemory(Retaining
Information)
WorkingMemory
(Chunking, Reworking, Organizing info for
Placement into LongTerm Memory)
InitialProcessing
Elaboration &Organization
Retrieval &Reconstruction
Long
Term
Memory
DecayPermanent Loss
Decay & InterferencePermanent Loss
ForgettingLost but
possible recovery
Executive Control Processes – Self-Regulated Learning(Attention, Strategy Selection, Monitoring Understanding)
Rehearsal
Information Processing ModelThe Computer Metaphor
Sensory RegisterMemory
(instantaneous)
Short-Term orWorkingMemory
(internal RAM)
Long-Term Memory
(Hard Drive)
Information Processing Model
Sensory
Register
Attention is the Key
OUTSIDE
STI
MULI
Short-TermMemory(Retaining
Information)
WorkingMemory
(Chunking, Reworking, Organizing info for
Placement into LongTerm Memory)
InitialProcessing
Elaboration &Organization
Retrieval &Reconstruction
Long
Term
Memory
DecayPermanent Loss
Decay & InterferencePermanent Loss
ForgettingLost but
possible recovery
Executive Control Processes – Self-Regulated Learning(Attention, Strategy Selection, Monitoring Understanding)
Rehearsal
Just to remind you Here is our goal … to make connections
The more you make connections
between new materialand old material
the easier it will be foryou to remember.
Connections come fromgood learning strategies
Sensory Register – Attention is the Key
Many students believe that they can Multi-Task but the research on this clearly shows we are not able to Multi-Task. We can only pay attention to one thing at a time.
Be sure to read the examples in your textbook and on-line. There will bequestions on the test on the researchon Multi-Tasking
Sensory
Register
Attention is the Key
Information Processing Model
Sensory
Register
Attention is the Key
OUTSIDE
STI
MULI
Short-TermMemory(Retaining
Information)
WorkingMemory
(Chunking, Reworking, Organizing info for
Placement into LongTerm Memory)
InitialProcessing
Elaboration &Organization
Retrieval &Reconstruction
Long
Term
Memory
DecayPermanent Loss
Decay & InterferencePermanent Loss
ForgettingLost but
possible recovery
Executive Control Processes – Self-Regulated Learning(Attention, Strategy Selection, Monitoring Understanding)
Rehearsal
Short-Term Memory or Working Memory
Short-Term is VERY Short Term - Seconds
Two Purposes
1. Retaining Information you plan on disposing
This is when the purpose is short-term memory
2. Working on information (working memory)
When purpose is to transfer information to long-term memory
Information Processing Model
Sensory
Register
Attention is the Key
OUTSIDE
STI
MULI
Short-TermMemory(Retaining
Information)
WorkingMemory
(Chunking, Reworking, Organizing info for
Placement into LongTerm Memory)
InitialProcessing
Elaboration &Organization
Retrieval &Reconstruction
Long
Term
Memory
DecayPermanent Loss
Decay & InterferencePermanent Loss
ForgettingLost but
possible recovery
Executive Control Processes – Self-Regulated Learning(Attention, Strategy Selection, Monitoring Understanding)
Rehearsal
Short-Term Memory or Working Memory
Short-Term Memory is Limited in 2 Ways
1. How long un-rehearsed information can be heldin short-term memory (20-30 seconds)
2. How much information may be held in short-term memory. (5-9 bit of information)
The 7+or-2 dictum can be overcome with Chunking
Short-TermMemory(Retaining
Information)
WorkingMemory
(Chunking, Reworking, Organizing info for
Placement into LongTerm Memory)
Retaining Information in Short-Term Memoryvs.
Using Working Memory to Solve Problems
Since STM holds so little, for so short a time, we have to use strategies to “think” because this is occurring in STM.
Maintenance Rehearsal – Repeating the information in your mind Phonological Loop – rehearsal of words and sounds in STM Visuospatial Sketchpad – manipulating images in STM (e.g., You are
traveling north, then turn right for a mile, then turn right, and then left…)
Elaborative Rehearsal – Connecting what you need to something you already know (e.g., How does CH 7 information compare to CH2 ? How can I use SRL to enhance learning in LTM by engagement in STM?)
Chunking – The 7+/-2 limits how much we can maintain in STM so how do we remember a phone number when we have to include the area code?
Long-Term Memory vs Short-Term MemorySTM
1. Fast and Automatic
2. Very Limited (7+-2)
3. Very brief (20-30 sec)
4. Words, Images
5. NO retrieval time. It is present tense
6. High maintenance – Rehearse it or lose it
LTM1. Slow & Requires Work
2. Unlimited
3. Practically unlimited
4. Propositional network, schemas, episodes
5. Depends on how info was organized
6. Low Maintenance, it’s there forever
1. Input
2. Capacity
3. Duration
4. Contents
5. Retrieval
6. Maintenance
Organization is the key to the retrievalof information from Long Term Memory
Explicit and Implicit Memory SystemsExtras for understanding how we remember and think
Memory
Explicit Memory(Conscious)
Implicit Memory(Unconscious)
EpisodicMemoryExperience
SemanticMemory
Facts, Knowledge
ProceduralMemory
Skills, habits,
tacit rules
PrimingImplicit
activation of concepts
Classical
Conditioning
Remembering and Forgetting in LTM
3 causes of forgetting in LTM
Lack of organization when information is stored
Weak connections to prior learning
Interference – We will talk about this next class
Long
Term
Memory
Storing and Retrieving Information
Elaboration is adding meaning to new information by connecting it to existing information.
Organization adds a structure to new information which will guide the learner to individual parts.
Context in which we learn can impact retrieval by adding physical and emotion cues.