Memory, Teaching, and Learning EDCI 500-Educational Psychology Chapter 7: Cognitive Views of Learning Julie Moring October 20, 2008

Memory More than one type of memory Sensory memory: processes environmental stimuli to senses Perception-environmental stimuli combined with prior knowledge Bottom-up processing-stimuli arranged into patterns Top-down processing-recognition of patterns/parts already known Large capacity, short duration (1-3 seconds)

More than one type of memory

Sensory memory: processes environmental stimuli to senses

Perception-environmental stimuli combined with prior knowledge

Bottom-up processing-stimuli arranged into patterns

Top-down processing-recognition of patterns/parts already known

Large capacity, short duration (1-3 seconds)

Memory Working Memory Where new information is held Temporary, combined with long-term memory knowledge Easier and quicker to retrieve Consists of: Central Executive-controls attention/other mental resources Phonological Loop-holds verbal/acoustical information Visuospatial Sketchpad-visual/spatial information Duration 5 to 20 seconds, unless rehearsed, practiced

Working Memory

Where new information is held

Temporary, combined with long-term memory knowledge

Easier and quicker to retrieve

Consists of:

Central Executive-controls attention/other mental resources

Phonological Loop-holds verbal/acoustical information

Visuospatial Sketchpad-visual/spatial information

Duration

5 to 20 seconds, unless rehearsed, practiced

Memory Long-Term Memory Holds information that is well learned Capacity is unlimited Info remains permanently, but requires time/effort to retrieve Contents Declarative knowledge- “knowing that” something is the case Procedural knowledge- “knowing how” to do something Conditional knowledge- “knowing when/why” to apply type of knowledge Can be either general or domain-specific knowledge

Long-Term Memory

Holds information that is well learned

Capacity is unlimited

Info remains permanently, but requires time/effort to retrieve

Contents

Declarative knowledge- “knowing that” something is the case

Procedural knowledge- “knowing how” to do something

Conditional knowledge- “knowing when/why” to apply type of knowledge

Can be either general or domain-specific knowledge

Memory Contents (cont.) Words/Images Information stored verbally/visually Easier to learn if stored both ways Two types of long-term memory Explicit Memory (for meaning) Semantic-not connected to events/experiences Episodic-connected to events/experiences Implicit Memory Procedural Memory-how to do things Priming-using info by unconscious process (Also, classical conditioning; 1 st type of implicit memory)

Contents (cont.)

Words/Images

Information stored verbally/visually

Easier to learn if stored both ways

Two types of long-term memory

Explicit Memory (for meaning)

Semantic-not connected to events/experiences

Episodic-connected to events/experiences

Implicit Memory

Procedural Memory-how to do things

Priming-using info by unconscious process

(Also, classical conditioning; 1 st type of implicit memory)

How is memory affected? By learning and motivation Significant interference from events/experiences Wishes, fears, fantasies Physical state Biological condition

By learning and motivation

Significant interference from events/experiences

Wishes, fears, fantasies

Physical state

Biological condition

What can teachers do to help students? Help students develop metacognitive skills Teach learning strategies to assist learning Ex. : “DEFENDS” writing strategy “ LINCS” vocabulary strategy Metacognitive skills enable students to: Choose best approach to learning task Set goals Organize tasks Change strategies if necessary

Help students develop metacognitive skills

Teach learning strategies to assist learning

Ex. : “DEFENDS” writing strategy

“ LINCS” vocabulary strategy

Metacognitive skills enable students to:

Choose best approach to learning task

Set goals

Organize tasks

Change strategies if necessary

Developing Declarative Knowledge Make lessons meaningful Link current knowledge to new information Effective devices Visual images-graphic organizers Mnemonics-loci method, acronyms, keyword method Part learning, distributed practice

Make lessons meaningful

Link current knowledge to new information

Effective devices

Visual images-graphic organizers

Mnemonics-loci method, acronyms, keyword method

Part learning, distributed practice

Keys to effective learning Attention to learning Get and maintain students attention Motivation to learning Teach self-motivation; role model Link current knowledge to new information Find out what they know first; establish relationship between past/new knowledge Make lessons meaningful Employ various learning strategies/methods of teaching

Attention to learning

Get and maintain students attention

Motivation to learning

Teach self-motivation; role model

Link current knowledge to new information

Find out what they know first; establish relationship between past/new knowledge

Make lessons meaningful

Employ various learning strategies/methods of teaching

References Video: Remembering and Forgetting from Learner.org Woolfolk, A.(2007). Educational Psychology. (10 th ed.). Boston: Allyn and Bacon

Video: Remembering and Forgetting from Learner.org

Woolfolk, A.(2007). Educational Psychology. (10 th ed.). Boston: Allyn and Bacon