Educational Psychology: Theory and Practice Chapter 6 Information Processing and Cognitive Theories of Learning

Organizing Questions What is information processing model? What causes people to remember or forget? How can memory strategies be taught? What makes information meaningful? How do cognitive skills help students learn? What study strategies help students learn? How do cognitive teaching strategies help students learn?

Information-Processing Model Cognitive Theory describes Processing Storage Retrieval of knowledge

Short-Term/Working Memory Limited information stored for a few seconds. Rehearsal: repetition of an item to keep it in STM/WM longer. Capacity: can hold five to nine bits of information—essentially the same as intelligence. Differences exist in an individual’s ability to use and organize it to accomplish learning

Flashbulb Memory : important events fixed in visual & auditory memory Long-Term Memory Definition: Large amounts of information stored for long Periods of time Three Parts 1.Episodic: images 2.Semantic: facts & general knowledge 3.Procedural: how to do things Flashbulb Memory : important events fixed in visual & auditory memory

The Brain Left Hemisphere: language spatial & non-Verbal information Right Hemisphere: spatial & non-Verbal information

Forgetting and Remembering Implications for Teachers 1. Do NOT teach similar concepts too closely in time 2. Teach a concept thoroughly BEFORE the next one is introduced 3. Use different activities to Teach Similar Concepts 4. Use On-Going assessment & re-teach when necessary 5. Teach important material at the beginning of the Lesson and summarize at the end 6. Provide plenty of practice

Memory Strategies Taught Verbal Learning 2. Paired-Associate Learning 3. Imagery 4. Serial Learning 5. Free-Recall Learning

Schema Theory Structure and Functions of Schemata: Schema Theory: information is stored in long-term memory in schemata Structure and Functions of Schemata: Network of connected facts & concepts Provides structure for assigning meaning Organized in hierarchies Information grouped under general categories Meaningful Learning: requires active involvement & use of background knowledge

Study Strategies That Facilitate Learning Note-Taking 2. Underlining 3. Summarizing 4. Writing to Learn 5. Outlining and Mapping 6. The PQ4R Method

Making Learning Relevant and Activating Prior Knowledge 1. Advance Organizers: orient students to material about to be learned; help recall related information 2. Analogies: Comparisons, parallels 3. Elaboration: Connecting new material to information already learned