1. Neil H. Schwartz, Ph.D. Department of Psychology California State University, Chico

2. When we learn something new, we think; we relate; we problem solve. We do what ever it takes to comprehend; to understand-- if, of course, we are engaged in the learning process. But, where do we do this thinking? Where do we do this problem solving? We do it in a place called the Information Processing System (CIP) Information Processing System (CIP)

3.  But, what is this thing we call the information processing system? Long Term Store Short Term Store SensoryBuffer Encoding Retrieval

4.  Function  Perception  Perception : detect stimuli; allocate attention.  Pattern Recognition  Pattern Recognition : associate perceptual information with a recognizable pattern.  Assignment of Meaning  Assignment of Meaning : little to none; rendered to familiar or not.  Capacity  Icon: 1/2 second  Echo: 3 seconds

5.  Function  Capacity

6. Long Term Store Short Term Store SensoryBuffer Encoding Retrieval

7. Short-Term Store -----  Working Memory Executive Episodic Buffer VSSPL

8. I want to take a closer : look at: working memory long term store and 2 theories of the long term store. I want to talk about what happens when a learner is engaged in learning--in the classroom. I want to show you how active learners are as information processors... Long Term Memory Executive Episodic Buffer VSSPL

9. Long Term Memory All learning takes place within the limited capacity of working memory. Executive Episodic Buffer VSSPL Working Memory

10. A Closer Look At Working Memory In that space, learning occurs by retrieving, from long term memory,information a learner already knows... Long Term Memory Working Memory

11. Long Term Memory A Closer Look At Working Memory There, the learner mixes what she already knows with the new information she needs to learn-- all within a space that holds only 7 bits of information +/- 2. Working Memory

12. Long Term Memory A Closer Look At Working Memory But, Control processes Control processes occupy that small space, too. Working Memory Control Processes

13. A Closer Look At Working Memory Control processes Control processes Are the executive functions that learners use to: 1. Allocate and regulate their attention; 2. Locate & retrieve relevant knowledge in LT M to mix with new information that is coming in; 3.Identify what parts of information they do or do not understand; 4. Monitor the success of their information comprehension process Long Term Memory Working Memory

14. A Closer Look At Working Memory Control processes automated Control processes become automated & take up little or no space in working memory. When learners have a lot of prior knowledge: (a) About things (declarative knowledge) or (b) How to do things (procedural knowledge) Or When to do things (conditional knowledge) Long Term Memory Working Memory

15. Long Term Memory In short, the information processing system is a dynamic, active system, operated volitionally and controlled by the learner. A Closer Look At Working Memory Working Memory Control Processes

16. But, how is information stored in long-term memory? And, what relevance does storage have on the processes of comprehension --when learners are listening to a lecture, participating in a class discussion, reading a text chapter, or participating in lab?

17. Schema Theory Schema Theory Theories of information storage explain why learners interact the way they do in the presence of new material. Takefor example

18. Theories of Long-Term Storage Schema Theory Data structures for representing generic concepts Made up of images and propositions (ideas) Hierarchical frameworks of generalised categories of information with variable “slots” containing default values that become “instantiated” with specific instances of things. Schema are:

19. Schema Theory Summarize the redundancy in our experiences Represent what is generally true about things Allow us to store information efficiently Provide contexts for interpretation Allow us to comprehend unfamiliar information Are generic abstractions about the world Are idiosyncratic, experience-based, and personal Schema:

20. Consider a simple word... Grounds What schema do you access to interpret it?

21. A beautiful estate

22. Your morning coffee

23. How about the 9th Circuit Court of Appeals?

24. Schema provides learners with context for interpreting new information Schema also provides learners with the information they will need to make new information comprehensible.

25. Consider a simple paragraph from a college text: “The template is apparently a non-DNA system that directs the molecules in such a way that they conform to a particular pattern. If a mutant type that is curly is dissolved and precipitated again, it will take the pattern of the ‘template’ that provides the information for restoring the structure.”

26. Or, perhaps a simpler text: “If the balloons popped, the sound wouldn’t be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying, since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course, the fellow could shout, but the human voice is not loud enough to carry that far. A string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best would be less distance.With face to face contact, the least number of things could go wrong.”

27. Perhaps, this graphic helps...

28. Dual Coding Theory Dual Coding Theory Graphics can be extremely helpful in summoning appropriate schema. But, another theory of long term memory explains the power of graphics in a simpler way. That theory is known as:

29. Theories of Long-Term Storage Dual Coding Theory Dual Coding Theory

30. Theories of Long-Term Storage Dual Coding Theory Dual Coding Theory Images: whole unitsAre stored as a whole units. accessed synchronouslyAre accessed synchronously-- all at once little roomTake up little room in working memory Guide encodingGuide encoding by activating relevant propositions Guide retrievalGuide retrieval by organizing memory search

31. Theories of Long-Term Storage Dual Coding Theory Dual Coding Theory Propositions: networks.Are stored as networks. seriallyAre accessed serially or sequentially huge amountsTake up huge amounts of working memory difficult to representAre difficult to represent w/o practice difficult to accessAre difficult to access w/o the appropriate retrieval cues.

32. Summary of Learning Grounds

33. 1. Learners actively use what they know to learn. 3. Learners represent their knowledge in frameworks of generic categories which explains errors in thinking, stereotypes, or misinterpretations. 4. Knowledge is represented as images and propositional networks. 5. Learners use their images to guide encoding and retrieval of new information. 2. When learners use their information frequently they are faster and more efficient processors. A Selected Summary of Points