Cognitive Views of Learning Joanie McGlinn EDCI 500-03

Overview Information Processing of Memory & System Working Memory Retaining Information in Working Memory Long – Term Memory Information Ideas in the Classroom

Information Processing of Memory & System

Working Memory

Retaining Information in Working Memory

Long – Term Memory

Information Ideas in the Classroom

Information Processing of Memory Information is encoded in the “Sensory Memory” where perception and attention determine what is held in the “Working Memory” for further use. In working memory, new information connects with knowledge from “Long –Term Memory,” and can be activated to return to working memory. Implicit memories are formed without conscious effort (Woolfolk, 251).

Information is encoded in the “Sensory Memory” where perception and attention determine what is held in the “Working Memory” for further use. In working memory, new information connects with knowledge from “Long –Term Memory,” and can be activated to return to working memory. Implicit memories are formed without conscious effort (Woolfolk, 251).

Information Processing System Sensory Memory Implicit memories Knowledge influences Executive Control Perception Learn (save) Directs Attention Working Memory Long-Term Memory Retrieve (activate memories)

Working Memory Is where new information is held temporarily and combined with knowledge from long-term memory. Three parts of the Working Memory: Central Executive - Cognitive activities such as focusing attention, reasoning or comprehension. Phonological loop – holds verbal and sound information. Visuospatial sketchpad – holds visual and spatial information.

Is where new information is held temporarily and combined with knowledge from long-term memory.

Three parts of the Working Memory:

Central Executive - Cognitive activities such as focusing attention, reasoning or comprehension.

Phonological loop – holds verbal and sound information.

Visuospatial sketchpad – holds visual and spatial information.

Retaining Information in Working Memory To keep information active in the working memory, most people rehearse using…. Maintenance rehearsal – repeating the information in your in your mind. Elaborative rehearsal – uses knowledge from your longer term memory and connecting to information you are trying to recall.

To keep information active in the working memory, most people rehearse using….

Maintenance rehearsal – repeating the information in your in your mind.

Elaborative rehearsal – uses knowledge from your longer term memory and connecting to information you are trying to recall.

Long – Term Memory Holds information that is learned and retained as images, words or both. Contents of Long-Term Memory Declarative – is knowledge that is declared such as symbol system, sign language Procedural – is “knowing how” to do something such as add, subtract numbers Conditional – is “knowing when and why” to apply your declarative and procedural knowledge.

Holds information that is learned and retained as images, words or both.

Contents of Long-Term Memory

Declarative – is knowledge that is declared such as symbol system, sign language

Procedural – is “knowing how” to do something such as add, subtract numbers

Conditional – is “knowing when and why” to apply your declarative and procedural knowledge.

Long-Term Memory Schemas – basic structure for organizing information; concepts. Story grammar – is a typical structure that would fit the any story so that it is easily retrieved from memory. Script – is a standard sequence of events used in reoccurring events.

Schemas – basic structure for organizing information; concepts.

Story grammar – is a typical structure that would fit the any story so that it is easily retrieved from memory.

Script – is a standard sequence of events used in reoccurring events.

Information Processing Ideas in the Classroom (Woolfolk, 266) Make sure you have the students attention Help students: separate essential from nonessential details focus on the most important information. make the connection between new information and what they already know. Provide repetition and review of information Present material in a clear, organized way. Focus on meaning, not memorization.

Make sure you have the students attention

Help students:

separate essential from nonessential details

focus on the most important information.

make the connection between new information and what they already know.

Provide repetition and review of information

Present material in a clear, organized way.

Focus on meaning, not memorization.

Reference Woolfolk, Anita (2007) Educational Psychology: Tenth Edition. Boston: Pearson

Woolfolk, Anita (2007) Educational Psychology: Tenth Edition. Boston: Pearson