Educational Psychology:Theory and Practice

Chapter 6Information Processing and Information Processing and

Cognitive Theories of LearningCognitive Theories of Learning

Sensory RegisterSensory RegisterShort Term Short Term

(Working)(Working)Long TermLong Term

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The Memory System

Information Processing: Sensory Register PerceptionPerception Very BriefVery Brief Large CapacityLarge Capacity Remembering: AttentionRemembering: Attention Forgetting: DecayForgetting: Decay Sperling ChartSperling Chart

Pause Here for Sensory RegisterDemonstration

Information Processing: Sensory Register DemonstrationReview

Large CapacityLarge Capacity Very BriefVery Brief Decays QuicklyDecays Quickly

Sensory Input

Sensory Memory

Forgetting:

Decay

Attention

Information Processing:Short-Term or Working Memory

Smaller Capacity (5-9 Items)Smaller Capacity (5-9 Items) Contains What You Are Thinking NowContains What You Are Thinking Now Remembering: RehearsalRemembering: Rehearsal Forgetting: Displacement (Demonstrate)Forgetting: Displacement (Demonstrate) Remembering II: Making Better Use of Remembering II: Making Better Use of

Short-Term MemoryShort-Term Memory

Pause Here for

Short-Term Memory Demonstration

Information Processing:Short-Term or Working MemoryDemonstration Review

Capacity (5-9 Items)Capacity (5-9 Items) Information That Has Meaning is Easier to Information That Has Meaning is Easier to

RememberRemember Unfamiliar Information is Easily DisplacedUnfamiliar Information is Easily Displaced We Can Make Better Use of Short-Term We Can Make Better Use of Short-Term

Memory by Utilizing Pre-Existing SchemesMemory by Utilizing Pre-Existing Schemes

Sensory Input

Sensory Memory

Forgetting:

Decay

AttentionShort-Term

Memory

Rehearsal

Forgetting:

Displacement

Information Processing: Long-Term Memory

Capacity May Be UnlimitedCapacity May Be Unlimited Remembering: Schemes (Connections)Remembering: Schemes (Connections) Forgetting: Retrieval FailureForgetting: Retrieval Failure

Sensory Input

Sensory Memory

Forgetting:

Decay

AttentionShort-Term

Memory

Rehearsal

Forgetting:

DisplacementStorage

Retrieval Long-Term

Memory

Forgetting:

Retrieval

Failure

Information Processing: Long-Term Memory Episodic MemoryEpisodic Memory Semantic MemorySemantic Memory Procedural MemoryProcedural Memory

Information Processing: Factors That Impair Long-Term

Retroactive Inhibition (Interference)Retroactive Inhibition (Interference) Proactive Inhibition (Interference)Proactive Inhibition (Interference)

Information Processing: Factors That Impact Long-Term Memory

Dual CodingDual Coding Retroactive FacilitationRetroactive Facilitation Proactive FacilitationProactive Facilitation Serial Position EffectsSerial Position Effects

Primacy EffectPrimacy Effect Recency EffectRecency Effect

Connections: Chunking or CategoriesConnections: Chunking or Categories Levels of Processing TheoryLevels of Processing Theory

Verbal Learning

Paired AssociatePaired Associate Free RecallFree Recall Serial LearningSerial Learning

Strategies for Remembering: Mnemonic Devices Paired Associate LearningPaired Associate Learning

Imagery (See Next Slide)Imagery (See Next Slide)

Strategies for Remembering: Mnemonic Devices Paired Associate LearningPaired Associate Learning

Imagery Imagery Free Recall LearningFree Recall Learning

Organization Organization Serial LearningSerial Learning

LociLoci PegwordPegword

Pegwords

One = BunOne = Bun Two = ShoeTwo = Shoe Three = TreeThree = Tree Four = DoorFour = Door Five = HiveFive = Hive

Six = SticksSix = Sticks Seven = HeavenSeven = Heaven Eight = GateEight = Gate Nine = Vine (Line)Nine = Vine (Line) Ten = HenTen = Hen

Other Memory Strategies:

RhymingRhyming Initial LetterInitial Letter

What is Meaningful Learning?

4x7=284x8=324x9=?

Rote Learning (Memorization of Facts) is Sometimes Necessary.

However, Teachers and Students Can Work to Make Learning More Meaningful.

Meaningful Information

Inert Vs. Meaningful KnowledgeInert Vs. Meaningful Knowledge Schema TheorySchema Theory