Schemata and Information Processing

Types of Declarative Knowledge Chunks

Image Proposition

Type of information preserved

Spatial relationships among objects

Meaningful relationships among words, ideas, and concepts

Example

is aC h lo ro p h y llP ig m en t

is aChlorophyll

Pigment

Schema

• The idea that knowledge has a structural representation in the mind

• Stresses the idea of connectivity in the relationships

Characteristics of Schemata

• A schema may be small or large in size• One schema can become a part of another.• With experience schemata can become more

detailed.• Schemata are flexible.

Network Model

of Declarative Knowledge(e.g. concept

mapping!)

Copyright © Allyn & Bacon 2005

can be

can be

can be

may freeze to form may evaporate to form

e.g.e.g.

e.g.

may sublimate to form

is composed of

have

unite during process of

is the result of deceasing

is inversely proportional to

separate during the process of

creates

creates

is directly proportional to

causes

measures

can be

Under normal pressures existsUnder normal pressures exists

can be

can be

Under normal pressures exists

describes transistions between different forms of

is explained in terms of

condenses to form

may produce

upon falling may create evaporate to create

e.g.e.g.

e.g.

Water

Solid

Liquid

Gas

ice

vapor

rain

Particles

Movement

Condensation

Space

Density

Evaporation

Heat Sunlight

Temperature

At or below 0 degrees Celsius At or above

100 degrees Celsius

Between 0 and 100 degrees Celsius

The Water Cycle

clouds

puddles

snow

Information Processing

• Learning Theory that is analogous to how a computer operates– Information is stored (hard drive)

– There is a place in the brain that deals with “working” information

• Theory holds that knowledge is discrete and objective– Objective means that learners do not have unique structures.

– Contrast this with Constructivism

• Theory advocates a gradual, incremental accumulation of knowledge.– This is distinct from Piaget!

• Theory advocates types of knowledge:– Declarative

– Procedural

An Information-Processing Model

Selective

Perception

Processes

Working

Memory

Declarative

Memory

Procedural

Memory

Long-term

Memory

Retrieval

Compilation

Rehearsal

Automatic

Action

Sensory

Register

Consciously

Controlled

Action

Encoding

Selective Perception

Selective Perception

A D 1 F P 3 3 D W 4 Q

P U T R 3 1

Selective Perception

Selective Perception

A D 1 F P 3 3 D W 4 Q

P U T R 3 1

Selective Perception

You can see 6 different cards.Think on one.Just think on it.Are you thinking intently?I will find the card on your mind.

Selective Perception

Now, look straight into my eyes and think about your card…

I can’t see the card you have chosen…

…but I know exactly the card that is on your mind…

Selective Perception

Look!Your card is gone!

Do it again?

You can see 6 different cards.Think on one.Just think on it.Are you thinking intently?I will find the card on your mind.

Selective Perception

Now, look straight into my eyes and think about your card…

I can’t see the card you have chosen…

…but I know exactly the card that is on your mind…

Selective Perception

Look!Your card is gone!

What factors might influence (positively or negatively) “Selective Perception”?

The Efficiency of Working Memory

• Working Memory is finite– Only so much can be held and processed at once

Selective

Perception

Processes

Working

Memory

Declarative

Memory

Procedural

Memory

Long-term

Memory

Retrieval

Compilation

Rehearsal

Automatic

Action

Sensory

Register

Consciously

Controlled

Action

Encoding

Remembering Numbers

The 7 +/- 2 rule

Enhancing the Efficiency of Working Memory

• Maintenance Rehearsal• Chunking• Automaticity

Maximizing Students’ Encoding and Retrieval

• Active Learning• Aligning Learning and Performance• Review and Practice

– Distributed practice

Selective

Perception

Processes

Working

Memory

Declarative

Memory

Procedural

Memory

Long-term

Memory

Retrieval

Compilation

Rehearsal

Automatic

Action

Sensory

Register

Consciously

Controlled

Action

Encoding

An Example of Information Processing

Students draw from Long Term Memory into Working Memory:

objects closer to areis

3rd planet fromSun

Hot

Earth

Hotter

Students perceive from sensory instruction:

objects closer to areis

3rd planet fromSun

Hot

Earth

HotterPluto is a planet.Pluto is the 9thplanet from the sun.

New info coded into working memory:

objects closer to areis

3rd planet fromSun

Hot

Earth

Hotter

9th Planet in SS

Pluto

Planet

New propositional relationships by combining new and old

objects closer to areis

3rd planet from

9th Planet in SS

colder than

Sun

Hot

Earth

Hotter

Pluto

Planet

Considerations Using Information Processing Theory:

Minimize distractions (especially with younger children)

Base instruction on what students already know Use teaching strategies to organize information (e.g.

agendas, summary diagrams (e.g. Venn), etc.) Give students many opportunities to assess their own

learning efforts and identify what they do and do not know

Connecting to Practice

Selective

Perception

Processes

Working

Memory

Declarative

Memory

Procedural

Memory

Long-term

Memory

Retrieval

Compilation

Rehearsal

Automatic

Action

Sensory

Register

Consciously

Controlled

Action

Encoding

Use concepts from IP Model to explain the following:

• Teachers often use examples from students’ lives to help them better understand new and complicated ideas. • A teacher provides students with a list of questions to answer as they are reading a chapter in the textbook. • A teacher provides students with an outline of her lecture to look at as she delivers her lecture. • A teacher tries to have students learn new skills in the way they will have to use them.