1. Understanding Learning and Memory
Chapter 3:
Understanding
Learning and Memory
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2. Agenda Learning Objectives Fixed vs. Growth Mindsets
Information-Processing System
Flaws in Memory
Rote vs. Meaningful Learning
Discussion
Chapter 4 Preview
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3. 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.
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4. 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.
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5. 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.
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6. 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.
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7. 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
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8. 7 Flaws in Human Memory Transience Absent-mindedness Blocking
Misattribution
Suggestibility
Bias
Persistence
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9. 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
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10. 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
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11. Example Representation (Matrix) of the Information-Processing System
Sensory Store
Working Memory
Long-term Memory
Capacity
Duration
Small
72
Large
Large
Very Short:
Visual: 1 second or less
Auditory: 2-3 seconds
5-20
seconds
Indefinitely
long
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12. 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?
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13. 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.
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