enduring understanding: depth of processing should be considered and facilitated when helping...

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Enduring Understanding:

• Depth of processing should be considered and facilitated when helping students learn.

• Consider the cognitive nature of what the students are learning to help the students process more deeply.

• Provide different ways for students to process the information based on the PASS processes.

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Eric Pickering, Ph.D.

• Ph.D. from The Ohio State University ’02• Ohio Board of Psychology Licensed

Psychologist• Ohio Department of Education licensed School

Psychologist• SPCO Best Practices Award 2008• Co-author: Helping Children Learn• Love to fish and play lacrosse…

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You?

• Administrators• Teachers• Intervention Specialists• Psychs• S/L Therapists• Other

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Pre-Assessment….

• Craik and Lockhart• Hyde and Jenkins• P.A.S.S. processes

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What is the MOST important factor in learning?

• 1) The intention or desire to learn• 2) What you think about the information• 3) Paying close attention to the material• 4) Learning in a way that matches ones own

style of learning• 5) Amount of time you attend to the

information

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1969 Thomas Hyde & James Jenkins

• A number of adults placed in five groups (but each individual works independently)

• Each group given a list of 24 words

• Later asked to recall the words

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The Groups

• Incidental – NOT told they would be tested• Intentional – TOLD they would be tested• Shallow Processing – Check if the words have “E”• Deep Processing – Judge the word: like or dislike• Control (“Here, read these words, you’ll be asked

about them later”)

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What is the MOST important factor in learning?

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The intention and desire to learn?

• -NOPE – Intention didn’t matter

Shallow Deep0

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20

30

40

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60

70

80

IncidentalIntentional

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Paying close attention to the material

• -NO – all groups paid close attention to do their task

Shallow Deep0

10

20

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40

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60

70

80

IncidentalIntentional

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Amount of time you think about the information

• -Time, alone, is insufficient for successful learning

Shallow Deep0

10

20

30

40

50

60

70

80

IncidentalIntentional

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Learning a way that matches own learning style

• Not really: there isn’t currently solid research supporting matching “learning style”. – This doesn’t mean individuals can’t approach

learning differently…

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What you think about while studying

• BINGO!• Note: Intention…

Shallow Deep0

10

20

30

40

50

60

70

80

IncidentalIntentional

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• Processing levels can be viewed as a continuum: at one extreme, a brief sensory analysis, a sight or a sound, will give rise to memory traces that are transient and easily disrupted. At the other end of the continuum, the process of deep semantic analysis will lead to a more permanent memory.

• How well information is remembered (learned) depends on how it is processed.

• Or… what you think about while learning is the most important factor…

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• Deeper levels of analysis are associated with more elaborate, longer lasting and stronger memories.

• What is needed for real learning is meaning, and the extraction of meaning involves the deeper levels of processing.

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Acoustic vs. Semantic

• Previous researchers have found that short term memory tends to use an acoustic code and long term memory tends to use a semantic code.

• Acoustic information is forgotten quickly!

• Meaning is remembered.

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Why is “hands-on” or “using manipulatives” for learning good?

Although this point is buried in the literature of cognitive psychology, education should emphasize the importance of the learner's activity - active versus passive learning.

The crucial point is that learning is a by-product of engagement and comprehension.

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• One way of understanding why deep processing should lead to better memory is that deep processing may lead to a more elaborate mental representation.

• By elaborate we simply mean that the representation of something becomes associated with a greater number of other things.

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Good Instruction…

• Should teach the student HOW to think about learning.

– That WHAT you think about matters!– To PROCESS or THINK deeply about MEANING.

So… what do we do?

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Orienting Tasks

• An orienting task is a task that causes people to engage in a certain level of processing. (Does this word contain the letter E?; Is this word pleasant or unpleasant?)

• POINT: Engage different cognitive processes to orient the student.

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• Should consider the COGNITIVE PROCESS involved in the task.

• Should change instruction/differentiate to focus on the process involved in different tasks.

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PASS Theory & Application• Basic Psychological Processes include:

– Planning – decisions about how to do things, control of actions, self-monitoring, use of processes and knowledge, (Luria’s Third functional unit)

– Attention - focused cognitive activity and resistance to distraction (First unit)

– Simultaneous & Successive - two forms of working with information (Second unit)

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PASS Theory

Input

Base of Knowledge

Output

Planning

Attention

Successive

Simultaneous

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Planning Processing

• Planning is a mental process by which the child determines, selects, and uses efficient solutions to problems– problem solving – developing plans and using strategies– impulse control and self-control – control of processing– retrieval of knowledge

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Planning Architecture

There isa goal

Yes

Develop a new plan

YesKnowa plan

?

YesSelect the plan

Completethe task No

Yes

No

Yes

Is theplan

O.K.?

Is itworking

?

No

No

Apply theplan

Needa plan

?

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Planning in Curriculum

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Good Planning?“And so you just threw everything together ? … Mathews, a posse is something you have to organize.”

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Planned Codes

• Child fills in the codes in the empty boxes

• Children are encouraged to think of a good way to complete the page

AX O

BO O

CX X

A B C D

A B C D

A B C D

A B C D

DO X

A

A

A

A

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Planned Codes

• Page 2• What is a good

plan to complete this page?

• Note orientation

AX O

BO O

CX X

A B C D

A B C D

A BC D

BB C D

DO X

A

C

A

D

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Attentional Processing

• Attention is a mental process by which the person selectively attends to some stimuli and ignores others– focused cognitive

activity– selective attention– resistance to

distractionNo Response

No Response

Response

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Expressive Attention: 8-17 yrs

RED BLUE GREEN YELLOW

YELLOW GREEN RED BLUE

RED YELLOW YELLOW GREEN

BLUE GREEN RED BLUE

GREEN YELLOW RED YELLOW

The child says the color not the word Score is time and number correct

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READY ?

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Expressive Attention - Italiano

ROSSO AZZURRO VERDE GIALLO

GIALLO VERDE ROSSO AZZURRO

ROSSO GIALLO GIALLO VERDE

AZZURRO VERDE ROSSO AZZURRO

VERDE GIALLO ROSSO GIALLO

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Sample B – Expressive Attention

Animals are sized relative to their real dimensions

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Item 3 Expressive Attention

Animals are usually NOT sized relative to their real dimensions

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Attention

“OK, when I say ‘draw,’ we draw … Ready?…One, two, three - STRAW ! ..OK, just checkin’ your ears…One, two, three - CLAW! OK, DRAWbridge !”

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Simultaneous Processing

• Simultaneous processing is a mental activity by which the child integrates stimuli into groups– Stimuli are seen

as a whole– Each piece

must be related to the others

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Nonverbal Matrices

Child selects one of the options that best completes the matrix

1 2 3 4 56

?

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Verbal-Spatial Relations

Child selects the picture that answers the question read by the examiner

Which picture shows the arrow pointing to the square in the circle?

1 2 3

4 5 6

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Simultaneous Verbal Task• Simultaneous

processing using verbal content

• Who is this song about?

My momma’s daddy was his oldest son.

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Successive

• Successive processing is a mental activity by which the person integrates stimuli in a specific serial order– Stimuli form a chain-like progression– Stimuli are not inter-related

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Sentence Repetition

1. The blue is white....10. The red greens the yellow and blues the white....20. The red blues a green pink of yellows, that are brown in the purple, and then tans the gray.

The child repeats sentences spoken by the examiner

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Sentence Questions (Ages 8-17)

1. The blue is yellow. Who is yellow?...10. The red greened the blue with a yellow. Who used the yellow?...20. The red blues a yellow green of pinks, that are brown in the purple, and then grays the tan. What does the red do first?

The child answers a question read by the examiner

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PASS and School Work

Connecting processing with achievement

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Learning Math Facts

* +

8 + 9 = 1 78 + 9 = 1 78 + 9 = 1 7

This method involves successive processing due to serial nature of the task

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Math Strategies

This work sheet encourages the child to use strategies (plans) in math such as: “If 8 + 8 = 16, then 8 + 9 is 17”

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Should teach the student HOW to think about learning.

That WHAT you think about matters!To PROCESS or THINK deeply about MEANING.

Should consider the COGNITIVE PROCESS involved in the task.

Should change instruction/differentiate to maximize students’ strongest processing style and/or consider the nature of the task.

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Intervention

Changing or highlighting the processing demand of an academic

task

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History?

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Willie• Grade 2• Problems with recall

of basic math facts• Taught by

memorization• How can we teach

him his basic math facts

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Naglieri & Pickering

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Naglieri & Pickering

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Naglieri & Pickering

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Naglieri & Pickering

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Naglieri & Pickering

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Lesson

• Examine the PASS demands of the task

• Ensure that the PASS status of the child is not inconsistent with the PASS demands of the task

– If child is low in Successive do not teach using a successive dominant approach

Offer at least one other way of learning, practicing, and/or remembering the information.

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Word Find

Which PASS processes are involved in this word finding worksheet ?

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1 to 100

How is ...Simultaneousprocessing facilitated by this work sheet?

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Attention

This work sheet has a strong ATTENTION demand because the child has to look for a specific target among many distracting stimuli

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu 62

Attention

This sheet has a strong ATTENTION demand because of the similarity of the options

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Successive

The sequence of the sounds is emphasized in this work sheet

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Successive and Reading

• How do we ensure that children focus on the successive nature of reading– Give them confusable text that demands careful

articulation of the sequence of sounds– Speech articulation involves successive processing

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Successive & Reading

Silly Sara slipped on the mat. Silly Sara missed with the bat.

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Enduring Understanding:

• Depth of processing should be considered and facilitated when helping student learn

• Consider the cognitive nature of what the students are learning to help the students process more deeply

• Provide different ways for students to process the information based on the PASS processes

Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. naglieri@gmu.edu

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