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

2. 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?

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

4. 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

5. 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

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

7. 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

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

9. 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

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

11. 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