1. http://miblsi.cenmi.org Visible Learning: Knowledge Acquisition Highlights

2. How Information Gets to Long-Term Memory Multi-store theory Iconic (Sensory Memory or ultra short-term memory) Short-term memory (Working memory) Long-term memory Things we see and hear lasts between less than a second or up to 3 seconds. Work bench of our conscious minds. Bench needs to stay active or things fall off. Problems: 1.Capacity – only can hold a few things 2.Time which things can fall off (be lost) Archival Time does not impact LTM Problems: 1.Difficult to load information to LTM 2.Need for efficient strategies to code new information to existing info 3.Retrieval strategies to easily access info.

3. 3 Conditions for Learning 1.Time, effort and motivation 1.Concentration (spans are short) 1.Distributed practice - more effective than massed practice (or cramming) 1.Prior knowledge - effects are powerful 1.Multimedia input - is important (mind responds to the combination of visual and auditory information) 1.Mind needs to do something with the information

4. 4 Factors Influencing Memory Retention 1.Recognize vs. Recall –Recognize: information / concept is known (multiple choice test) –Recall: information / concept is known such that your mind can produce, reconstruct, or rebuild the information (test items that involve deeper level processing) Recognizing is easy and recalling is hard!

5. 5 Factors Influencing Memory Retention 2.It is easier to recall information that is given first and last 2.We will forget information at different rates over time –Depends on how information was learned in the first place (rote memorization vs. deep learning) –The mind will shed arbitrary facts very quickly (e.g., phone numbers or bank account #’s)

6. 6 Factors Influencing Memory Retention 4.Our minds constantly try to make sense of information (constructive process) 4.Even if our minds forget things, that information can still expedite the learning the second time around (e.g., foreign language)

7. 7 Factors Influencing Memory Retention 6.Our minds are subject to interference (this impacts what we gets placed in our memory) –Faulty prior knowledge impacts the interference or creates a misconception

8. Sources of Overload Little prior knowledge Weak mental strategies to learn the information or inappropriate strategies to cope with information overload Unrealistic expectations for learning (goal too high, over confident)

9. Sources of Overload (cont.) Poor instruction, teaching was inadequate, unable to successfully engage with the learning material Learning conditions were not favorable for learning the information (e.g., taking golf but never going on a golf course) Anxiety around assessment (tests are not measuring the right things, emotional duress)