This document summarizes key points from Chapter 5 of a cognitive development course. It discusses cognitivism and the modal model of memory, which includes sensory, short-term and long-term memory. Sensory memory is fleeting and limited, while short-term memory lasts less than 20 seconds. Long-term memory has an unlimited capacity and is the result of encoding through processes like rehearsal, elaboration and organization. The document also outlines potential issues with long-term memory like fading, distortion and interference, and recommends instructional strategies to address them like repetition, emphasis on salient features, and teaching for transfer.

1. Course: EDC 303
Cognitive Development
Chapter 5: Learning and Teaching
• Cognitivism
• The Modal Model of Memory
• Process in Long-Term Memory
• Teaching for Retrieval
Presenter: SVAY VANTHAN

2. Cognitivism
Cognitivism Behaviorism
Cognitivism emphasizes the
role of mental structure,
or organization, in the
processes of knowing.
Behaviorism emphasizes the
study of actual behaviors and
their consequences.
Theories of learning primarily concerned with such topics
as perception, problem solving, information processing,
and understanding.
vs

3. • Sensory
• Short-Term
• Long-Term

4. Sensory Memory
 ALTERNATE LABELS :
 DURATION :
 STABILITY :
 CAPACITY :
 GENERAL
CHARACTERISTICS :
Echoic or iconic
Less than 1-second
Fleeting
Limited
Momentary, unconscious
impression

5. SHORT-TERM
 ALTERNATE LABELS :
 DURATION :
 STABILITY :
 CAPACITY :
 GENERAL
CHARACTERISTICS :
Primary or working
Less than 20 seconds
Easily disrupted
Limited (7+2 items)
Working memory;
immediate
consciousness; active,
maintained by rehearsal

6. LONG-TERM
 ALTERNATE LABELS :
 DURATION :
 STABILITY :
 CAPACITY :
 GENERAL
CHARACTERISTICS :
Secondary
Indefinite
Not easily disrupted
Unlimited
Knowledge base;
associationistic; passive;
the result of encoding

7. Types of Long-Term Memory

8. Processes in Long-Term Memory
 Rehearsal: A memory process involving repetition,
important for maintaining information in short-term
memory and transferring it to long-term memory.
 Elaboration: A long-term memory process involving
changing or adding to material, or making
associations to make remembering easier.
 Organization: A memory strategy involving grouping
and relating material to maintain it in long-term
memory.

9. EXPLANATION
&
POSSIBLE INSTRUCTIONAL COUNTERMEASURES

10. Fading
 Memory traces dacay from disuse.
 Provide opportunities for repetition and rehearsal;
teach in a variety of settings using different
approaches.

11. Distortion
 Memory is constructive; we often remember the gist
and make up the rest; hence, what is recalled changes
over time.
 Emphasize the most important or salient features of
what is to be learned.

12. Repression
 Traumatic experiences are unconsciously buried and
no longer consciously accessible.
 Avoid traumatizing students (Is the bear serious? Was
he traumatized as a cub?).

13. Interference
 Old memories interfere with learning new material
(proactive), or new learning interferes with recall of
old learning (retroactive)
 Teach for transfer, highlight similarities and
differences.

14. Retrieval Cue Failure
 Learner lacks cues to enable specific recall.
 Point out relationships and associations that can serve
as retrieval cues; teach specific retrieval cues; teach
learners some of the memory aids described in this
chapter.