Understanding Learning and Memory Chapter 3: Understanding Learning and Memory © Routledge/Taylor & Francis 2016
Agenda Learning Objectives Fixed vs. Growth Mindsets Information-Processing System Flaws in Memory Rote vs. Meaningful Learning Discussion Chapter 4 Preview © Routledge/Taylor & Francis 2016
Learning Objectives Evaluate your mindset and how it impacts your ability to learn and self-regulate. Explain how the information-processing system and our ability to learn are impacted by attention, working memory, encoding, and changes in memory or memory loss. Evaluate the effectiveness of rote vs. meaningful learning and how rehearsal, elaboration, and organization strategies are related to each. © Routledge/Taylor & Francis 2016
How much do you agree or disagree with the following two statements? 1 2 3 4 5 6 Strongly Agree Agree Mostly Agree Mostly Disagree Disagree Strongly Disagree No matter how much intelligence you have, you can always change it quite a bit. You can learn new things but you cannot really change how intelligent you are. © Routledge/Taylor & Francis 2016
What is your theory of intelligence? Growth Mindset Fixed Mindset You can learn new things but you cannot really change how intelligent you are. A person with a growth mindset has an incremental theory of intelligence. No matter how much intelligence you have, you can always change it quite a bit. A person with a fixed mindset has an entity theory of intelligence. © Routledge/Taylor & Francis 2016
Theories of Intelligence are related to the learner’s goal orientation; affect learners as young as 5 years old; impact a wide range of abilities; may matter more for females or learners of ethnic or racial groups that are subject to stereotypes about ability; can be changed through interventions. © Routledge/Taylor & Francis 2016
The Information-Processing System Short-term Sensory Store Input Memory Loss Rehearsal Working Memory Long-term Memory Storage Retrieval Attention Elaboration Organization Have students complete Exercise 3.2: Demonstrating the Capacity of Working Memory © Routledge/Taylor & Francis 2016
7 Flaws in Human Memory Transience Absent-mindedness Blocking Misattribution Suggestibility Bias Persistence © Routledge/Taylor & Francis 2016
Rote vs. Meaningful Learning Rote Learning Meaningful Learning Simple repetition Keeps info in WM, but does not necessarily transfer to LTM Passive learning Recognizes similarities Constructs personal meaning Encodes in LTM Active learning © Routledge/Taylor & Francis 2016
Rote vs. Meaningful Learning Rote Learning Meaningful Learning Rehearsal Strategies Copying material Underlining text Reciting Organization Strategies Selecting main ideas Outlining Visual mapping Elaboration Strategies Summarizing Note-making Answering questions Have students complete Exercise 3.4: Identifying Learning Strategies © Routledge/Taylor & Francis 2016
Example Representation (Matrix) of the Information-Processing System Sensory Store Working Memory Long-term Memory Capacity Duration Small 72 Large Large Very Short: Visual: 1 second or less Auditory: 2-3 seconds 5-20 seconds Indefinitely long © Routledge/Taylor & Francis 2016
Discussion Questions Now that you have learned about the information- processing system, what changes may you need to make to your study routine? What strategies do you normally use when studying? Are they rote or meaningful learning strategies? What elaboration and organization strategies could you incorporate into your study routine? © Routledge/Taylor & Francis 2016
Preview of Chapter 4 Goal Setting After studying Chapter 4, you will be able to: establish personal goals; develop and implement effective plans for attaining goals. Giving students a preview of the next unit/chapter is a great way to get them engaged in learning and support them in self-regulating. NOTE: If you are using this book out of order (as recommended), you can find the preview of other chapters at the end of the PowerPoint for the previous chapter. © Routledge/Taylor & Francis 2016