Chapter 8 The Information- Processing View of Learning Viewing recommendations for Windows: Use the Arial TrueType font and set your screen area to at least 800 by 600 pixels with Colors set to Hi Color (16 bit). Viewing recommendations for Macintosh: Use the Arial TrueType font and set your monitor resolution to at least 800 by 600 pixels with Color Depth set to thousands of colors.
Copyright © Houghton Mifflin Company8–2 Overview The information processing view of learning A model of information processing Metacognition Helping students become strategic learners Technology as an information-processing tool
Copyright © Houghton Mifflin Company8–3 Information processing view of learning: Assumptions Information is processed in steps or stages There are limits on how much information can be processed at each stage The human information processing system is interactive
Copyright © Houghton Mifflin Company8–4 A model of information processing
Copyright © Houghton Mifflin Company8–5 The sensory register Capacity –Very large Duration –1 to 3 seconds Contents –Information perceived by the sensory receptors (encoded as perceived)
Copyright © Houghton Mifflin Company8–6 The sensory register and its control processes Recognition –Noting key features of a stimulus and relating them to already stored information Attention –Selective focusing on a portion of the information currently stored in the sensory register
Copyright © Houghton Mifflin Company8–7 Short-term memory Capacity –7 +/- 2 chunks of information Duration –20 to 30 seconds Contents –What you are currently thinking about (information from the sensory register and information from long term memory)
Copyright © Houghton Mifflin Company8–8 Short-term memory and its control processes Rehearsal –Maintenance rehearsal—repeating information over and over again; no effect on long-term memory storage –Elaborative rehearsal—relating new information to knowledge already stored in long-term memory
Copyright © Houghton Mifflin Company8–9 Short-term memory and its control processes Organization –Organizing information into chunks (related items) so that more information can be stored and thus remembered Meaningfulness –Organizing material and relating it to ideas and experiences already known
Copyright © Houghton Mifflin Company8–10 Short-term memory and its control processes Visual imagery encoding –Generating mental images of objects, ideas, and actions to aid in the storage of memories
Copyright © Houghton Mifflin Company8–11 Long-term memory Capacity –Unlimited Duration –Permanent, long-term Contents –Schemata
Copyright © Houghton Mifflin Company8–12 How well do we remember what we learn in school? More than 7 out of 10 studies reported less than a 20% loss of what was learned Subject matter that had a higher than average level of unfamiliar facts and for which students would have little relevant prior knowledge was associated with increased levels of forgetting Most of the forgetting of information occurred within 4 weeks after the end of a unit of instruction
Copyright © Houghton Mifflin Company8–13 How well do we remember what we learn in school? Less forgetting occurred among students who learned the material to a high level either by being required to achieve a high score, teach it to less knowledgeable students, or take advanced courses Less forgetting occurred in classes where students were more actively involved in learning
Copyright © Houghton Mifflin Company8–14 The governance of memory
Copyright © Houghton Mifflin Company8–15 What is metacognition? Metacognition is… our knowledge about attention, recognition, encoding, storage, and retrieval and how those operations might best be used to achieve a learning goal.
Copyright © Houghton Mifflin Company8–16 Learning strategies vs. learning tactics Learning strategy –A general plan that a learner formulates for achieving a somewhat distant academic goal Learning tactic –A specific technique that a learner uses to accomplish an immediate objective
Copyright © Houghton Mifflin Company8–17 Types of tactics Memory-directed tactics –Techniques that help produce accurate storage and retrieval of information Comprehension-directed tactics –Techniques that aid in understanding the meaning of ideas and their interrelationships
Copyright © Houghton Mifflin Company8–18 Memory-directed tactics Rehearsal –Rote rehearsal –Cumulative rehearsal Mnemonic devices –Rhyme –Acronym –Acrostic –Method of loci –Keyword
Copyright © Houghton Mifflin Company8–19 Comprehension-directed tactics Questioning –Self-questioning –Peer questioning Notetaking –Summarizing –Outlining
Copyright © Houghton Mifflin Company8–20 Self-questioning stems (King, 1992) What is a new example of…? How would you use … to…? What would happen if…? What are the strengths and weaknesses of…? What do we already know about…? How does … tie in with what we learned before? Explain why… Explain how… How does … affect …? What is the meaning of…? Why is … important? What is the difference between … and …? How are … and … similar? What is the best …, and why? What are some possible solutions to the problem of …? Compare … and … with regard to …? How does … cause …? What do you think causes…?
Copyright © Houghton Mifflin Company8–21 The components of a learning strategy Metacognition Analysis Planning Implementation of the plan Monitoring of progress Modification
Copyright © Houghton Mifflin Company8–22 Technology as an information- processing tool Tools to represent knowledge Technology tools for writing Technology tools for reading Technology tools for science and math Technology tools for art and music Multimedia tools Hypermedia tools
End of Chapter 8 The Information- Processing View of Learning