Understanding Memory Clare Hedlund EDCI 500 October 10, 2008

Overview Cognitive Perspective Information Processing System Sensory Working Long-term Strategies for learning and teaching

Cognitive Perspective

Information Processing System

Sensory

Working

Long-term

Strategies for learning and teaching

Cognitive Perspective “ Knowledge is learned, and changes in knowledge make changes in behavior” (Woolfolk, 2007, p. 248) Humans are active participants in mental processes, which can be studied scientifically Different than Behavioral Perspective Behaviors are learned People are passively influenced (Woolfolk, 2007, p. 248)

“ Knowledge is learned, and changes in knowledge make changes in behavior” (Woolfolk, 2007, p. 248)

Humans are active participants in mental processes, which can be studied scientifically

Different than Behavioral Perspective

Behaviors are learned

People are passively influenced

(Woolfolk, 2007, p. 248)

Information Processing System Sensory Memory Perception – information is assigned meaning and sent to working memory (Woolfolk, 2007, p. 251) Working Memory Information is either recycled in working memory to remain immediately available or combined with existing knowledge in long term memory and is learned Long-term Memory Knowledge is stored and retrieved for use

Sensory Memory

Perception – information is assigned meaning and sent to working memory (Woolfolk, 2007, p. 251)

Working Memory

Information is either recycled in working memory to remain immediately available or combined with existing knowledge in long term memory and is learned

Long-term Memory

Knowledge is stored and retrieved for use

Working Memory – “Workbench” 3 Parts Central Executive – attention and processes Phonological Loop – rehearse words and sounds Visuospatial Sketchpad – manipulate images Retaining Info in the Working Memory Maintenance rehearsal – repeating info so that it remains available in working memory Elaborative rehearsal – moves info to long-term memory by connecting new info with existing knowledge (Woolfolk, 2007, pp.254-255)

3 Parts

Central Executive – attention and processes

Phonological Loop – rehearse words and sounds

Visuospatial Sketchpad – manipulate images

Retaining Info in the Working Memory

Maintenance rehearsal – repeating info so that it remains available in working memory

Elaborative rehearsal – moves info to long-term memory by connecting new info with existing knowledge

(Woolfolk, 2007, pp.254-255)

Long-term Memory Knowledge is permanently stored More time to input but capacity is unlimited Contents Declarative Knowledge – “knowing that” Procedural Knowledge – “knowing how to do something” Conditional Knowledge – “knowing when and why” (Woolfolk, 2007, pp. 257-258)

Knowledge is permanently stored

More time to input but capacity is unlimited

Contents

Declarative Knowledge – “knowing that”

Procedural Knowledge – “knowing how to do something”

Conditional Knowledge – “knowing when and why”

(Woolfolk, 2007, pp. 257-258)

Storing, Retrieving and Forgetting Storing and Retrieving Elaboration – connecting new information with existing information Organization – organized information is easier to learn and remember Context – environment and context is learned with information and so can help recall information Forgetting – information is lost through interference or time decay (Woolfolk, 2007, pp. 263-265)

Storing and Retrieving

Elaboration – connecting new information with existing information

Organization – organized information is easier to learn and remember

Context – environment and context is learned with information and so can help recall information

Forgetting – information is lost through interference or time decay

(Woolfolk, 2007, pp. 263-265)

Teaching and Memory To get students to learn Get attention Teach students to focus on important information Make connections between new information and existing knowledge Repeat and review Organize material and present it clearly Focus on meaning (Woolfolk, 2007, p. 266)

To get students to learn

Get attention

Teach students to focus on important information

Make connections between new information and existing knowledge

Repeat and review

Organize material and present it clearly

Focus on meaning

(Woolfolk, 2007, p. 266)

More Strategies for Teaching and Learning Lessons are more meaningful when using language familiar to students Use visual aids to get the point across Explain and model memory strategies Mnemonic Devices Chucking – grouping bits of info together to make larger bits—can remember more Distributive practice – intermittently over a period of time (Woolfolk, 2007, pp. 256,269-273)

Lessons are more meaningful when using language familiar to students

Use visual aids to get the point across

Explain and model memory strategies

Mnemonic Devices

Chucking – grouping bits of info together to make larger bits—can remember more

Distributive practice – intermittently over a period of time

(Woolfolk, 2007, pp. 256,269-273)

References Woolfolk, A. (2007). Educational Psychology . Boston: Pearson Education.

Woolfolk, A. (2007). Educational Psychology . Boston: Pearson Education.