Information processing model
•Download as PPTX, PDF•
11 likes•13,476 views
Information processing model Presented in class of Principle of Foreign Language Teaching At Allameh Tabatabaee University
Report
Share
Report
Share
Recommended
Information processing model or memory model
memory model is part of Cognitive Processes that are used in interface design.information process model consist of sensory,working and long term memory.these memories must be considered while designing interfaces.
Information processing models
The document outlines the Information Processing Model, which likens human thinking to computer processing. It describes the three types of memory - sensory, short-term, and long-term. Sensory memory briefly stores initial stimuli through iconic, echoic, and haptic forms. Short-term memory retains information through encoding, rehearsal, and storage before it is either transferred to long-term memory or forgotten. Long-term memory securely stores information for long periods through procedural, semantic, and episodic memory types.
Guilford's Structure of intellect
Guilford's Structure of Intellect : Intelligence is viewed as comprising operations, contents, and products. ...
Thurston's Group Factor Theory
Thurston's Group Factor Theory proposes that intelligence consists of several primary mental abilities. Louis Thurston originally identified 7 primary mental abilities in 1937, including verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added deductive reasoning and problem solving abilities. Each primary ability represents a different cluster of mental operations and they are relatively independent of each other. Thurston's theory influenced later theories of multiple intelligences and contributed techniques for measuring attitudes.
information processing theory
Information processing theory views how people receive, mentally modify, remember, and process information over time. It has four main components: thinking, analyzing stimuli, modifying responses based on situations, and evaluating obstacles. Information is received through senses and stored in three parts of memory - sensory memory briefly stores sensory information, working memory actively processes and stores information for brief periods, and long-term memory permanently stores vast amounts of information through different types like episodic, semantic, procedural, and implicit memories.
Concept formation
This document discusses concepts and concept formation. It defines concepts as general mental representations that capture common properties of objects, events, or people. Concept formation involves 3 steps: perception of examples, abstraction of common features, and generalization into a concept. Concepts are not static and can change as a person learns. They are formed through both direct experience and indirect means like pictures. The document also discusses Piaget's stages of cognitive development and how concepts develop through those stages.
Cognitive theories of learning
This document discusses several cognitive learning theories including social cognitive theory, cognitive behavioral theory, and theories proposed by Wolfgang Kohler, Kurt Lewin, and Jerome Bruner. It outlines key concepts from each, including Kohler's insight theory of gaining understanding through restructuring perceptions, Lewin's life space theory examining an individual's psychological field, and Bruner's view of learning as conceptualization. The document also summarizes information processing theory and models, and discusses applying learning theories to classroom practices such as behavior modification and program learning with pre-established sequential steps.
Model of Teaching
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
Recommended
Information processing model or memory model
memory model is part of Cognitive Processes that are used in interface design.information process model consist of sensory,working and long term memory.these memories must be considered while designing interfaces.
Information processing models
The document outlines the Information Processing Model, which likens human thinking to computer processing. It describes the three types of memory - sensory, short-term, and long-term. Sensory memory briefly stores initial stimuli through iconic, echoic, and haptic forms. Short-term memory retains information through encoding, rehearsal, and storage before it is either transferred to long-term memory or forgotten. Long-term memory securely stores information for long periods through procedural, semantic, and episodic memory types.
Guilford's Structure of intellect
Guilford's Structure of Intellect : Intelligence is viewed as comprising operations, contents, and products. ...
Thurston's Group Factor Theory
Thurston's Group Factor Theory proposes that intelligence consists of several primary mental abilities. Louis Thurston originally identified 7 primary mental abilities in 1937, including verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added deductive reasoning and problem solving abilities. Each primary ability represents a different cluster of mental operations and they are relatively independent of each other. Thurston's theory influenced later theories of multiple intelligences and contributed techniques for measuring attitudes.
information processing theory
Information processing theory views how people receive, mentally modify, remember, and process information over time. It has four main components: thinking, analyzing stimuli, modifying responses based on situations, and evaluating obstacles. Information is received through senses and stored in three parts of memory - sensory memory briefly stores sensory information, working memory actively processes and stores information for brief periods, and long-term memory permanently stores vast amounts of information through different types like episodic, semantic, procedural, and implicit memories.
Concept formation
This document discusses concepts and concept formation. It defines concepts as general mental representations that capture common properties of objects, events, or people. Concept formation involves 3 steps: perception of examples, abstraction of common features, and generalization into a concept. Concepts are not static and can change as a person learns. They are formed through both direct experience and indirect means like pictures. The document also discusses Piaget's stages of cognitive development and how concepts develop through those stages.
Cognitive theories of learning
This document discusses several cognitive learning theories including social cognitive theory, cognitive behavioral theory, and theories proposed by Wolfgang Kohler, Kurt Lewin, and Jerome Bruner. It outlines key concepts from each, including Kohler's insight theory of gaining understanding through restructuring perceptions, Lewin's life space theory examining an individual's psychological field, and Bruner's view of learning as conceptualization. The document also summarizes information processing theory and models, and discusses applying learning theories to classroom practices such as behavior modification and program learning with pre-established sequential steps.
Model of Teaching
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
Observational learning
Observational learning is learning that occurs through observing others, also known as modeling. A significant amount of learning, especially in childhood, happens this way as people watch and imitate others. Albert Bandura's social-cognitive theory emphasized that people learn by observing models and believing they can also influence events through their own behaviors. The modeling process involves paying attention, retaining information, being able to reproduce behaviors, and having motivation.
Multi factor theory
Edward Thorndike proposed the multi-factor theory of intelligence, which argued that intelligence is composed of multiple independent mental abilities rather than a single general ability. He believed intelligence involves three main abilities: social intelligence, concrete intelligence, and abstract intelligence. Thorndike also described four attributes of intelligence: level refers to task difficulty, range refers to number of tasks solved, area refers to number of stimuli responded to, and speed refers to rapidity of response.
Unit 08 intelligence in educational psychology
This document discusses theories of intelligence and intelligence testing. It describes Spearman's two-factor theory of intelligence comprising a general factor (G) and specific factors (S). It also summarizes Thurstone's group factor theory identifying seven primary mental abilities. The document outlines characteristics of intelligence tests and their uses, including selection, classification, guidance, and improving learning.
Dimensions of growth and development
The document discusses physical, cognitive, social, moral, and emotional development from infancy through adolescence. It describes the major physical changes that occur, including rapid growth in the first years followed by slower growth. It also outlines key stages in cognitive development like language acquisition, memory development, and the development of reasoning abilities. Socially, children transition from egocentric behavior to learning social norms. Morally, children progress from anomy to understanding right and wrong through influences like parents and peers.
Attention, Sensation, Perception, Memory, Forgetting
The document provides an overview of attention and memory from a psychology perspective. It defines attention and discusses types of attention like voluntary and involuntary. It also covers related topics like distraction, inattention, and span of attention. For memory, it defines types of memory like short-term and long-term memory. It discusses models of memory storage and strategies to improve memory. The document also addresses forgetting and memory disorders. Concept formation and factors influencing perception are also summarized.
TRIARCHIC THEORY OF INTELLIGENCE
Sternberg developed a triarchic theory of intelligence comprising analytical, creative, and practical thinking elements that are balanced by metacognition. The analytical component involves planning, monitoring, and problem solving. The creative component focuses on developing new ideas and solutions. The practical component focuses on adapting to real-world contexts. Sternberg described types of people who rely more on certain elements, with the ideal being a balanced use of all three.
Schema theory
Schema theory explanation including psychologists experiment.
Covers entire topic - Stages, developmental process, experiments by Bartlett, Brewer & Treyens, & French and Richards.
thurstone theory of intelligence
Thurstone proposed a theory of intelligence comprising multiple primary mental abilities. He identified 7 primary abilities initially - verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added 2 more abilities - deductive reasoning and problem solving. According to Thurstone, intelligence is made up of these distinct but interrelated abilities rather than being a single general ability. His theory contributed to the measurement of attitudes and development of later theories of multiple intelligences. However, its limitation was discarding the concept of a common factor underlying all abilities.
Concept of learning
Learning is defined as a relatively permanent change in behavior resulting from experience. It is a continuous process that occurs through interactions with the environment from birth to death. Learning involves acquiring knowledge, skills, and attitudes and can take various forms including skill learning, perceptual learning, conceptual learning, associative learning, appreciative learning, and attitudinal learning.
Guilford's structure of intellect model
J.P. Guilford proposed the Structure of Intellect (SOI) model to describe 180 different types of intellectual abilities. The SOI model categorizes abilities into three dimensions: operations (6 types of thinking processes), content (5 types of information), and products (6 types of outcomes). Each combination of one operation, one content, and one product defines a specific intellectual ability. The model suggests intelligence involves distinct skills that can be improved through training. It also implies curriculum should incorporate different combinations of operations, content, and products to develop students' intellects based on their individual differences.
Information - Processing View (Atkinson Shiffrin).pptx
Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations
Information-processing view (Atkinson Shifrin)
Atkinson and Richard Shiffrin. In 1968 these two proposed a multi-stage theory of memory. They explained that from the time information is received by the processing system, it goes through different stages to be fully stored. They broke this down to sensory memory, short-term memory, and long-term memory (Atkinson). In the Atkinson-Shiffrin model, stimuli from the environment are processed first in sensory memory, storage of brief sensory events, such as sights, sounds, and tastes. It is very brief storage—up to a couple of seconds. We are constantly bombarded with sensory information. An information processing model in psychology emphasises how information perceived via the senses is encoded, stored, retrieved and utilised by the human brain. It is a framework used by psychologists to explain and describe mental and cognitive processes. The premise of Information Processing Theory is that creating a long-term memory is something that happens in stages; first we perceive something through our sensory memory, which is everything we can see, hear, feel or taste in a given moment; our short-term memory is what we use to remember things for very short
Gagne learning theory
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Cognitive development jerome s bruner
Jerome Bruner developed a theory of cognitive development that occurs in three stages - enactive, iconic, and symbolic. In the enactive stage, knowledge is represented through motor actions and skills. In the iconic stage, knowledge is represented through mental images and diagrams. In the symbolic stage, knowledge is represented through language, words, and other abstract symbol systems. Bruner believed that scaffolding from teachers and discovery learning were important for cognitive growth as students develop more complex thinking abilities through these sequential stages.
Guilford
J.P. Guilford was a 20th century American psychologist best known for his study of human intelligence and the distinction between convergent and divergent thinking. He developed a detailed model of intelligence in the 1950s that categorized intellectual abilities into three dimensions: operations, content, and products. Guilford's model proposed that intelligence involves diverse mental abilities beyond just analytical reasoning, including creativity. However, his Structure of Intellect model was criticized and is not widely accepted today.
Information processing model file 1
The document describes two information processing models: the concept attainment model and the scientific inquiry model.
The concept attainment model, developed by Bruner, Goodrow, and Austine, focuses on developing inductive reasoning skills. It involves presenting data, forming and testing hypotheses, and reaching a conclusion. The scientific inquiry model, developed by Suchman, aims to develop scientific inquiry skills through a five step process of encountering a problem, gathering data through verification and experimentation, formulating an explanation, and analyzing the inquiry process. Both models are aimed at actively engaging students in the learning process and developing skills like critical thinking, but can be challenging to implement and rely heavily on student and teacher participation.
Information processing – Atkinson-shriffrin model of information processing
The Atkinson-Shiffrin model from 1968-1971 proposes that human memory involves receiving input through the senses, transforming and storing it, and retrieving it when needed. It uses the information processing approach which likens memory to how computers process information by taking it in, processing it step-by-step, and producing an output. Specifically, the model describes memory as involving three stages - encoding where information is converted for storage, storage where information is retained over time, and retrieval where stored information is accessed when needed.
Long term memory
memory
and one of the type of a memory is long term memory
further details are in the presentation.
how long term memory works
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACH
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
Skinner’s operant conditioning theory
Skinner's operant conditioning theory posits that behavior is shaped by its consequences rather than driven by internal processes or stimuli. Through experiments using a Skinner box, he found that rats would learn to press a lever when rewarded with food pellets. Their behavior was conditioned and reinforced through positive reinforcement. Operant conditioning is a process of learning whereby behaviors are strengthened if followed by rewarding consequences or weakened if followed by unpleasant consequences, with the goal of increasing or decreasing certain behaviors.
Thorndike multifactor theory
Thorndike proposed a multi-factor theory of intelligence that opposed the idea of general intelligence. He believed intelligence is composed of many specific mental abilities or factors. Each intellectual task involves a combination of these factors. The degree of correlation between two tasks depends on the common factors involved. Thorndike identified four attributes of intelligence: level, range, area, and speed. He also proposed three laws of learning: the law of readiness, the law of exercise, and the law of effect. Learning is influenced by motivation, practice, rewards and punishments.
Information processing
This document discusses information processing theory and how it explains how stimuli entering memory are selected, organized, stored, and retrieved from memory. It describes the three main components of memory: sensory memory, short-term memory, and long-term memory. It then discusses concepts like cognitive load, chunking, dual coding theory, encoding, retrieval, and interference which influence how information is processed and stored in our memory systems. Interactive diagrams, categorization, meaningful examples and hands-on activities are recommended for optimizing encoding and retrieval from long-term memory.
Error analysis lecture
This document discusses error analysis in second language acquisition. It defines error analysis as the investigation of errors made by second language learners. The document outlines Corder's influential work developing error analysis and identifies several key aspects of the field, including:
- Distinguishing between systematic errors reflecting a learner's developing rules and non-systematic errors
- The two main justifications for studying learner errors - improving teaching and understanding the language acquisition process
- The typical steps in conducting an error analysis, including collecting samples, identifying, describing, explaining, and evaluating errors
- Sources of errors such as interlingual transfer from the first language and intralingual transfer of incorrect rules.
More Related Content
What's hot
Observational learning
Observational learning is learning that occurs through observing others, also known as modeling. A significant amount of learning, especially in childhood, happens this way as people watch and imitate others. Albert Bandura's social-cognitive theory emphasized that people learn by observing models and believing they can also influence events through their own behaviors. The modeling process involves paying attention, retaining information, being able to reproduce behaviors, and having motivation.
Multi factor theory
Edward Thorndike proposed the multi-factor theory of intelligence, which argued that intelligence is composed of multiple independent mental abilities rather than a single general ability. He believed intelligence involves three main abilities: social intelligence, concrete intelligence, and abstract intelligence. Thorndike also described four attributes of intelligence: level refers to task difficulty, range refers to number of tasks solved, area refers to number of stimuli responded to, and speed refers to rapidity of response.
Unit 08 intelligence in educational psychology
This document discusses theories of intelligence and intelligence testing. It describes Spearman's two-factor theory of intelligence comprising a general factor (G) and specific factors (S). It also summarizes Thurstone's group factor theory identifying seven primary mental abilities. The document outlines characteristics of intelligence tests and their uses, including selection, classification, guidance, and improving learning.
Dimensions of growth and development
The document discusses physical, cognitive, social, moral, and emotional development from infancy through adolescence. It describes the major physical changes that occur, including rapid growth in the first years followed by slower growth. It also outlines key stages in cognitive development like language acquisition, memory development, and the development of reasoning abilities. Socially, children transition from egocentric behavior to learning social norms. Morally, children progress from anomy to understanding right and wrong through influences like parents and peers.
Attention, Sensation, Perception, Memory, Forgetting
The document provides an overview of attention and memory from a psychology perspective. It defines attention and discusses types of attention like voluntary and involuntary. It also covers related topics like distraction, inattention, and span of attention. For memory, it defines types of memory like short-term and long-term memory. It discusses models of memory storage and strategies to improve memory. The document also addresses forgetting and memory disorders. Concept formation and factors influencing perception are also summarized.
TRIARCHIC THEORY OF INTELLIGENCE
Sternberg developed a triarchic theory of intelligence comprising analytical, creative, and practical thinking elements that are balanced by metacognition. The analytical component involves planning, monitoring, and problem solving. The creative component focuses on developing new ideas and solutions. The practical component focuses on adapting to real-world contexts. Sternberg described types of people who rely more on certain elements, with the ideal being a balanced use of all three.
Schema theory
Schema theory explanation including psychologists experiment.
Covers entire topic - Stages, developmental process, experiments by Bartlett, Brewer & Treyens, & French and Richards.
thurstone theory of intelligence
Thurstone proposed a theory of intelligence comprising multiple primary mental abilities. He identified 7 primary abilities initially - verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added 2 more abilities - deductive reasoning and problem solving. According to Thurstone, intelligence is made up of these distinct but interrelated abilities rather than being a single general ability. His theory contributed to the measurement of attitudes and development of later theories of multiple intelligences. However, its limitation was discarding the concept of a common factor underlying all abilities.
Concept of learning
Learning is defined as a relatively permanent change in behavior resulting from experience. It is a continuous process that occurs through interactions with the environment from birth to death. Learning involves acquiring knowledge, skills, and attitudes and can take various forms including skill learning, perceptual learning, conceptual learning, associative learning, appreciative learning, and attitudinal learning.
Guilford's structure of intellect model
J.P. Guilford proposed the Structure of Intellect (SOI) model to describe 180 different types of intellectual abilities. The SOI model categorizes abilities into three dimensions: operations (6 types of thinking processes), content (5 types of information), and products (6 types of outcomes). Each combination of one operation, one content, and one product defines a specific intellectual ability. The model suggests intelligence involves distinct skills that can be improved through training. It also implies curriculum should incorporate different combinations of operations, content, and products to develop students' intellects based on their individual differences.
Information - Processing View (Atkinson Shiffrin).pptx
Views on human learning with reference to (i) Concepts and principles of each view and
their applicability in different learning situations (ii) Relevance and applicability of
various theories of learning for different kinds of learning situations(iii) Role of learner
and teacher in various learning situations
Information-processing view (Atkinson Shifrin)
Atkinson and Richard Shiffrin. In 1968 these two proposed a multi-stage theory of memory. They explained that from the time information is received by the processing system, it goes through different stages to be fully stored. They broke this down to sensory memory, short-term memory, and long-term memory (Atkinson). In the Atkinson-Shiffrin model, stimuli from the environment are processed first in sensory memory, storage of brief sensory events, such as sights, sounds, and tastes. It is very brief storage—up to a couple of seconds. We are constantly bombarded with sensory information. An information processing model in psychology emphasises how information perceived via the senses is encoded, stored, retrieved and utilised by the human brain. It is a framework used by psychologists to explain and describe mental and cognitive processes. The premise of Information Processing Theory is that creating a long-term memory is something that happens in stages; first we perceive something through our sensory memory, which is everything we can see, hear, feel or taste in a given moment; our short-term memory is what we use to remember things for very short
Gagne learning theory
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Cognitive development jerome s bruner
Jerome Bruner developed a theory of cognitive development that occurs in three stages - enactive, iconic, and symbolic. In the enactive stage, knowledge is represented through motor actions and skills. In the iconic stage, knowledge is represented through mental images and diagrams. In the symbolic stage, knowledge is represented through language, words, and other abstract symbol systems. Bruner believed that scaffolding from teachers and discovery learning were important for cognitive growth as students develop more complex thinking abilities through these sequential stages.
Guilford
J.P. Guilford was a 20th century American psychologist best known for his study of human intelligence and the distinction between convergent and divergent thinking. He developed a detailed model of intelligence in the 1950s that categorized intellectual abilities into three dimensions: operations, content, and products. Guilford's model proposed that intelligence involves diverse mental abilities beyond just analytical reasoning, including creativity. However, his Structure of Intellect model was criticized and is not widely accepted today.
Information processing model file 1
The document describes two information processing models: the concept attainment model and the scientific inquiry model.
The concept attainment model, developed by Bruner, Goodrow, and Austine, focuses on developing inductive reasoning skills. It involves presenting data, forming and testing hypotheses, and reaching a conclusion. The scientific inquiry model, developed by Suchman, aims to develop scientific inquiry skills through a five step process of encountering a problem, gathering data through verification and experimentation, formulating an explanation, and analyzing the inquiry process. Both models are aimed at actively engaging students in the learning process and developing skills like critical thinking, but can be challenging to implement and rely heavily on student and teacher participation.
Information processing – Atkinson-shriffrin model of information processing
The Atkinson-Shiffrin model from 1968-1971 proposes that human memory involves receiving input through the senses, transforming and storing it, and retrieving it when needed. It uses the information processing approach which likens memory to how computers process information by taking it in, processing it step-by-step, and producing an output. Specifically, the model describes memory as involving three stages - encoding where information is converted for storage, storage where information is retained over time, and retrieval where stored information is accessed when needed.
Long term memory
memory
and one of the type of a memory is long term memory
further details are in the presentation.
how long term memory works
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACH
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
Skinner’s operant conditioning theory
Skinner's operant conditioning theory posits that behavior is shaped by its consequences rather than driven by internal processes or stimuli. Through experiments using a Skinner box, he found that rats would learn to press a lever when rewarded with food pellets. Their behavior was conditioned and reinforced through positive reinforcement. Operant conditioning is a process of learning whereby behaviors are strengthened if followed by rewarding consequences or weakened if followed by unpleasant consequences, with the goal of increasing or decreasing certain behaviors.
Thorndike multifactor theory
Thorndike proposed a multi-factor theory of intelligence that opposed the idea of general intelligence. He believed intelligence is composed of many specific mental abilities or factors. Each intellectual task involves a combination of these factors. The degree of correlation between two tasks depends on the common factors involved. Thorndike identified four attributes of intelligence: level, range, area, and speed. He also proposed three laws of learning: the law of readiness, the law of exercise, and the law of effect. Learning is influenced by motivation, practice, rewards and punishments.
What's hot (20)
Attention, Sensation, Perception, Memory, Forgetting
Attention, Sensation, Perception, Memory, Forgetting
Information - Processing View (Atkinson Shiffrin).pptx
Information - Processing View (Atkinson Shiffrin).pptx
Information processing – Atkinson-shriffrin model of information processing
Information processing – Atkinson-shriffrin model of information processing
Viewers also liked
Information processing
This document discusses information processing theory and how it explains how stimuli entering memory are selected, organized, stored, and retrieved from memory. It describes the three main components of memory: sensory memory, short-term memory, and long-term memory. It then discusses concepts like cognitive load, chunking, dual coding theory, encoding, retrieval, and interference which influence how information is processed and stored in our memory systems. Interactive diagrams, categorization, meaningful examples and hands-on activities are recommended for optimizing encoding and retrieval from long-term memory.
Error analysis lecture
This document discusses error analysis in second language acquisition. It defines error analysis as the investigation of errors made by second language learners. The document outlines Corder's influential work developing error analysis and identifies several key aspects of the field, including:
- Distinguishing between systematic errors reflecting a learner's developing rules and non-systematic errors
- The two main justifications for studying learner errors - improving teaching and understanding the language acquisition process
- The typical steps in conducting an error analysis, including collecting samples, identifying, describing, explaining, and evaluating errors
- Sources of errors such as interlingual transfer from the first language and intralingual transfer of incorrect rules.
Error analysis revised
1. Error analysis emerged in the 1960s as a reaction to the view of contrastive analysis that language transfer is the central process in second language learning. It showed that contrastive analysis was unable to predict many learner errors.
2. There are different approaches to defining and classifying errors, including distinguishing between errors and mistakes, receptive vs. productive errors, and linguistic-based vs. process-based classifications.
3. Learner errors are significant for teachers, researchers, and learners themselves as they provide insight into the learner's progress and language acquisition process.
Criticisms of krashen’s five hypotheses (full)
The document summarizes criticisms of Stephen Krashen's five hypotheses about second language acquisition. It discusses issues with Krashen's input hypothesis, affective filter hypothesis, acquisition-learning hypothesis, monitor hypothesis, and natural order hypothesis. Key criticisms include the difficulty of defining language levels, lack of evidence that increased input leads to acquisition, failure to explain individual differences in adult language learning, declining accessibility of the language acquisition device in adults, difficulties applying the monitor hypothesis in real-life usage, and evidence that second language acquisition order depends on an individual's first language.
Error analysis revised
This document provides an overview of error analysis in second language learning. It discusses key topics such as:
- Definitions of error analysis and the distinction between errors and mistakes. Errors reflect a learner's developing linguistic system, while mistakes are performance issues.
- The significance of analyzing learner errors for teachers, researchers, and learners themselves. Errors can indicate what remains to be learned and provide insights into the language learning process.
- Models for conducting error analysis, including data collection, error identification and classification, and explaining error sources.
- Procedures for collecting spontaneous and elicited language samples from learners and interpreting errors in context. The analysis involves identifying intended meanings to reconstruct errors.
Second language acquisition
This document discusses key concepts in second language acquisition, including the distinction between learning and acquisition, affective factors that can impact adult L2 learning, methods and approaches to teaching languages, and components of communicative competence. It addresses differences between acquiring an L1 and learning an L2, barriers to L2 acquisition for adults, and theories like the critical period hypothesis. Input/output processing and the role of practice producing the L2 are covered. The concept of an interlanguage is introduced, as well as positive/negative transfer from the L1.
Diffusion and adoption of innovation
This document discusses the diffusion of innovation, including definitions of key concepts like new products, diffusion, adoption, and the innovation adoption process. It outlines the 5 stages of the adoption process: awareness, interest, evaluation, trial, and adoption/rejection. It also describes the characteristics that influence the diffusion of innovations like relative advantage, compatibility, complexity, trialability, and observability. Finally, it provides a profile of consumer innovators and compares their characteristics to non-innovators.
Viewers also liked (7)
Similar to Information processing model
Crawford - eLearning
This document discusses the Cognitive Learning Theory, including its origins and applications to online learning. It proposes that information moves through three stages - from the sensory register, where it is first sensed for 2-3 seconds, to short-term memory lasting up to 20 seconds, to long-term memory for permanent storage. To help information transfer between these stages, online content should be organized simply to complex, relate to prior knowledge, include visuals and interactivity to engage learners, and provide reinforcement.
MEMORY
This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
PPT-U4-Memory.pptx
This document discusses memory and forgetting. It covers:
1. The dimensions (stages) of memory including encoding, storage, and retrieval. Encoding involves processes like rehearsal and elaboration to convert information into a storable form.
2. Memory storage occurs in sensory memory, working (short-term) memory, and long-term memory. Long-term memory can be declarative (facts) or non-declarative (skills).
3. Retrieval is the process of accessing stored memories and bringing them into conscious awareness using cues. Forgetting occurs due to factors like decay, interference, or retrieval failure.
Memory Essay
This document discusses memory and cognitive psychology. It defines memory as the persistence of learning over time through storing and retrieving information. It describes the three-stage model of memory - encoding, storing, and retrieving information. It discusses factors that influence memory like rehearsal and spacing effects. It also evaluates two models of memory - the multi-store model and levels of processing model, weighing their strengths and limitations. Finally, it discusses the evolution of cognitive psychology as a field emerging in the 1960s to study mental processes using a more scientific approach than previous introspection methods.
Cognitivism
The document summarizes the Cognitive Learning Theory, outlining its origins in response to limitations of behaviorist approaches. It discusses Albert Bandura's work on reciprocal determinism and modeling steps. Finally, it describes the three-stage learning process model involving the sensory register, short-term memory, and long-term memory, emphasizing the importance of engaging learners to move information from short-term to long-term storage.
7MemoryRevised by Pauline Davey Zeece, University of N.docx
7
Memory
Revised by Pauline Davey Zeece, University of Nebraska-Lincoln
Chapter Overview
Studying memory
Building memories: Encoding
Memory storage
Retrieval: Getting information out
Forgetting
Memory construction errors
Improving memory
Memory
Persistence of learning over time through the encoding, storage, and retrieval of information
Information-processing model
Compares human memory to a computer’s operation
4
Stages in Information-Processing Model
Encoding
Getting information into the memory system
Storage
Retaining encoded information over time
Retrieval
Getting information out of memory storage
Information-Processing Model: Stages in Forming Memories
Recording to-be-remembered information as a fleeting sensory memory
Processing information into short-term memory, where it is encoded through rehearsal
Moving information into long-term memory for later retrieval
Sensory memory: Immediate and very brief recording of sensory information in the memory system
Short-term memory: Activated memory that holds a few items briefly before the information is stored or forgotten
Long-term memory: Relatively permanent and limitless storehouse of the memory system
Includes knowledge, skills, and experiences
6
Modified Three-Stage Processing Model of Memory
Atkinson and Shiffrin’s classic three-step model helps us to think about how memories are processed, but today’s researchers recognize other ways long-term memories form.
For example, some information slips into long-term memory via a “back door,” without our consciously attending to it (automatic processing).
And so much active processing occurs in the short-term memory stage that many now prefer to call that stage working memory.
7
Working Memory
Newer understanding of short-term memory
Includes the conscious and active processing of:
Incoming information
Information retrieved from long-term memory
Working memory is more efficient when individuals focus on one task at a time, without distractions.
8
Want to try to see how good your working memory is?
In Class Demonstration
Two-Track Memory System
Implicit (nondeclarative) memory
Retention of learned skills, or classically conditioned associations, without conscious awareness
Formed via automatic processing
Explicit (declarative) memory
Retention of facts and personal events that can be consciously retrieved
Formed via effortful processing
Building Memories
Automatic processing and implicit memories
Implicit memories include automatic skills and classically conditioned associations.
Effortful processing and explicit memories
Explicit memories become automatic with experience and practice.
This Photo by Unknown author is licensed under CC BY.
Your two-track mind processes information efficiently via parallel processing, which involves processing of many aspects of a problem at the same time.
This method is the brain’s natural mode of information processing for many functions.
13
Sensory.
7MemoryRevised by Pauline Davey Zeece, University of N.docx
7
Memory
Revised by Pauline Davey Zeece, University of Nebraska-Lincoln
Chapter Overview
Studying memory
Building memories: Encoding
Memory storage
Retrieval: Getting information out
Forgetting
Memory construction errors
Improving memory
Memory
Persistence of learning over time through the encoding, storage, and retrieval of information
Information-processing model
Compares human memory to a computer’s operation
4
Stages in Information-Processing Model
Encoding
Getting information into the memory system
Storage
Retaining encoded information over time
Retrieval
Getting information out of memory storage
Information-Processing Model: Stages in Forming Memories
Recording to-be-remembered information as a fleeting sensory memory
Processing information into short-term memory, where it is encoded through rehearsal
Moving information into long-term memory for later retrieval
Sensory memory: Immediate and very brief recording of sensory information in the memory system
Short-term memory: Activated memory that holds a few items briefly before the information is stored or forgotten
Long-term memory: Relatively permanent and limitless storehouse of the memory system
Includes knowledge, skills, and experiences
6
Modified Three-Stage Processing Model of Memory
Atkinson and Shiffrin’s classic three-step model helps us to think about how memories are processed, but today’s researchers recognize other ways long-term memories form.
For example, some information slips into long-term memory via a “back door,” without our consciously attending to it (automatic processing).
And so much active processing occurs in the short-term memory stage that many now prefer to call that stage working memory.
7
Working Memory
Newer understanding of short-term memory
Includes the conscious and active processing of:
Incoming information
Information retrieved from long-term memory
Working memory is more efficient when individuals focus on one task at a time, without distractions.
8
Want to try to see how good your working memory is?
In Class Demonstration
Two-Track Memory System
Implicit (nondeclarative) memory
Retention of learned skills, or classically conditioned associations, without conscious awareness
Formed via automatic processing
Explicit (declarative) memory
Retention of facts and personal events that can be consciously retrieved
Formed via effortful processing
Building Memories
Automatic processing and implicit memories
Implicit memories include automatic skills and classically conditioned associations.
Effortful processing and explicit memories
Explicit memories become automatic with experience and practice.
This Photo by Unknown author is licensed under CC BY.
Your two-track mind processes information efficiently via parallel processing, which involves processing of many aspects of a problem at the same time.
This method is the brain’s natural mode of information processing for many functions.
13
Sensory ...
Memory
Memory involves three basic processes - encoding, storage, and retrieval. There are three types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a short time, short-term memory can hold information for 15-25 seconds using rehearsal and chunking, and long-term memory stores information more permanently. The hippocampus aids in encoding, the cerebral cortex stores memories, and the amygdala is involved with emotional memories.
Memory
Memory involves three basic processes - encoding, storage, and retrieval. There are three types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a short time, short-term memory can hold information for 15-25 seconds through rehearsal, and long-term memory stores information more permanently. The hippocampus aids in encoding, the cerebral cortex stores memories, and the amygdala is involved with emotional memories.
Memory
Memory involves three basic processes - encoding, storage, and retrieval. There are three types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory only lasts a short time, short-term memory can hold information for 15-25 seconds using rehearsal and chunking, and long-term memory stores information more permanently. The hippocampus aids in encoding, the cerebral cortex stores memories, and the amygdala is involved with emotional memories.
PSY 150 403 Chapter 8 SLIDES
The document discusses models of memory and how it works. It describes:
1) The Atkinson-Shiffrin model which proposes that stimuli are encoded into sensory memory briefly before being rehearsed in working memory and stored in long-term memory.
2) Dual-track processing with both explicit memories formed through effortful encoding and implicit memories formed automatically without awareness.
3) Encoding involves attention, rehearsal in working memory which can hold around 7 items briefly before decay, and effortful strategies like chunking, mnemonics and distributed practice to facilitate long-term storage.
Chapter 4 Memory
1. The document discusses human memory, defining it as the process of encoding, storing, and retrieving information.
2. It describes the different types of long-term memory, including declarative, procedural, semantic, and episodic memory.
3. Methods of recalling memory are discussed, including retrieval cues, levels of processing (shallow to deep), explicit vs implicit memory, flashbulb memory, and priming.
4. Forgetting is defined as the failure to recall stored information, and some causes mentioned include decay over time, interference from other information, and intentional or motivated forgetting.
Memory and Learning - Psychology slides
These slides is for our group's members that spent a lot of time with this research. I hope all of you not mind and help any mistake with the slide by comment below or sending messages to me through FaceBook: https://www.facebook.com/chanrongna
Note: Our goup member was hiden.
©chanrong, 2016
Psychology - Lesson 6 Memory Luqman .pptx
Memory refers to the processes of encoding, storing, and retrieving information over time. There are three main stages of memory: sensory memory, short-term memory, and long-term memory. Information is encoded through automatic and effortful processing and can be stored through different memory systems like procedural, episodic, and semantic memory in long-term storage. Memories are retrieved through recognition and recall. Forgetting can occur due to encoding failure, memory decay, interference, or retrieval failure. Spaced practice over time leads to better long-term recall compared to massed practice or cramming.
Memory
Memory involves encoding, storing, and retrieving information through three systems: sensory memory, short-term memory, and long-term memory. There are various ways to improve memory, such as chunking information, rehearsal, mnemonics, and semantic networks. Memory can be declarative or nondeclarative, explicit or implicit, and is supported by different brain regions like the hippocampus and amygdala. Factors like interference, failure of encoding, and context dependent cues can lead to forgetting over time.
8. memory
1. Memory works through encoding, storing, and retrieving information. Encoding gets information into the brain, storage holds it, and retrieval recalls it.
2. The Atkinson-Shiffrin model describes memory formation moving from sensory memory to short-term memory to long-term memory. Working memory processes information in short-term memory.
3. Memories are formed through either effortful processing requiring rehearsal and encoding or automatic processing without awareness into implicit memory.
Cognitive information processing approach
Assignment submitted to Dr. Syed Iftikhar Jafri
MPhil Program 2016 - Sindh University Faculty of Education
Cognitive information processing approach
The document discusses the cognitive information processing approach. It explains that this approach views the human mind as an information processor similar to a computer. It takes in information, transforms it through various processing systems like attention and memory, and produces an output. The key assumptions of this approach are that information is processed in stages, from perception to short and long-term memory storage and retrieval. The goal is to understand the cognitive processes and structures underlying human thinking and performance.
Embedding memories for brands
The document discusses memory structures and processes. It describes the three main types of memory - sensory memory, short-term memory, and long-term memory. Sensory memory stores impressions briefly, while short-term memory can hold information for seconds unless rehearsed. Long-term memory has unlimited capacity and stores information indefinitely. For content to be memorable, it must effectively move from sensory memory to short-term memory through gaining attention, then be encoded and stored in long-term memory by relating to existing knowledge structures. Brands aim to stand out from clutter and be introduced to consumers' sensory memory, then impact short-term memory through novelty or emotion to ultimately integrate into long-term memory schemas.
Information storage and retrieval PPT.pdf
Suraj Motiram Dhikar presented on Information Storage and Retrieval at Sant Gadge Baba Amravati University. The presentation defined information retrieval as the process of locating and selecting relevant data from stored information. It discussed the need for information retrieval to search for documents, information, or answers to questions. Traditional information retrieval techniques included catalogs, indexes, abstracts, and bibliographies, while modern techniques utilize semi-automatic and automatic systems like computers, CD-ROMs, and the internet. The main objective of information retrieval systems is to provide the right information to the right user at the right time.
Similar to Information processing model (20)
7MemoryRevised by Pauline Davey Zeece, University of N.docx
7MemoryRevised by Pauline Davey Zeece, University of N.docx
7MemoryRevised by Pauline Davey Zeece, University of N.docx
7MemoryRevised by Pauline Davey Zeece, University of N.docx
Recently uploaded
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaHow to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcPCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Recently uploaded (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Information processing model
- 1. In The Name of Allah The beneficent The Merciful 11/20/2014 1
- 2. INFORMATION PROCESSING MODEL by Z. Arian (2014) 11/20/2014 2
- 3. Contents: Introduction Multi store model Sensory memory Short term memory Long term memory Implication in teaching Summary (video) 11/20/2014 3
- 4. 11/20/2014 4 INFORMATION PROCESSING MODEL
- 5. The model is based on the work of Atkinson and Shriffin (1968) and proposes that information is processed and stored in three stages: • Sensory memory • Short-term memory • Long-term memory 11/20/2014 5 Multi store model
- 6. Sensory memory Other labels: i. sensory register ii. sensory information store iii.echoic or iconic Duration: 1-3 sec Stability: fleeting Capacity: limited Features: i.Momentary ii. unconscious impression 11/20/2014 6
- 7. Attention filtering and selecting Limited source: we can pay attention to only one demanding task at a time(Anderson,1995) Automaticity 11/20/2014 7 Sensory memory
- 8. 11/20/2014 8 Sensory memory perception Attaching meaning to raw information meaning: objective reality + existing knowledge
- 9. 11/20/2014 9 Short-Term memory Other labels: i.Primary ii. working Duration: less than 20 sec Stability: easily disrupted Capacity: limited(7±2 items) Features: i. immediate consciousness ii.Content: activated information iii.Retrieval: immediate iv. maintained by rehearsal
- 10. 11/20/2014 10 Short-Term memory: Two storage systems Working memory (Braddeley,1986)
- 11. It must be kept activated to be retained 5-6-8-9-3-2-4-5-2 56-89-32-452 11/20/2014 11 Retaining Information in Working Memory: Rehearsal (Executive control process) maintenance elaborative chunking - Repeating information in The articulatory loop - Rote repetition - Making association - Connecting new information to what you already know
- 12. 11/20/2014 12 Short-Term memory: Forgetting Interference decay
- 13. 11/20/2014 13 Long-Term memory Other labels: secondary Duration: unlimited Stability: not easily disrupted Capacity: unlimited Features: i.knowledge base ii.Content : well-learned information iii.Retrieval: require time iv.Passive v.elaboration in STM
- 14. Semantic memory: memory for meaning Words are believed to be stored in LTM according to their semantic properties. These memories are stored as propositions, images , and schemas episodic memory: LTM for information tied to a particular time and place, esp. memory of events in a person’s life. Procedural memory: LTM for how to do things. 11/20/2014 14 Long-Term memory
- 15. 11/20/2014 15 Long-Term memory
- 16. Proposition: the smallest unit of information interconnected concepts and relationships in which long-term knowledge is held. 11/20/2014 16 Long-Term memory: Semantic Proposition that can be judged true or false. Propositional network : set of e.g. "Susan gave a white cat to Maria who is the president of the club"
- 17. e.g. "Susan gave a white cat to Maria who is the president of the club.“ OR “a white cat was given to Maria who is the president of the club by Susan.” 11/20/2014 17 Long-Term memory: Semantic Proposition Propositional network
- 18. Representation based on structure and appearance of the information E.g. how many window panes are there in you living room? 11/20/2014 18 Long-Term memory: Semantic image
- 19. Long-Term memory: Semantic schema Schemas are abstract knowledge structures that organize large amounts of information. Schema(singular form) is a pattern or guide for understanding an event, concept, or skill. Schemas are individual. Two types of schema: - Script = schema representations for events - Story grammar = schema representations for texts and stories 11/20/2014 19
- 20. Long-Term memory: Storing and retrieving information 11/20/2014 20 Elaboration Organization Context
- 21. Long-Term memory: Storing and retrieving information Elaboration Adding and extending meaning by connecting new information to existing knowledge. 11/20/2014 21
- 22. Long-Term memory: Storing and retrieving information Organization 11/20/2014 22 Material that is well organized is easier to learn and to remember than separate bits of information
- 23. Long-Term memory: Storing and retrieving information Context Aspects of physical and emotional context (places, rooms, how we are feeling in a particular day, who is with us) are learned along with other information. 11/20/2014 23
- 24. Long-Term memory: Storing and retrieving information Conscious search Automatic search Information is retrieved through: 11/20/2014 24 Spread of activation reconstruction
- 25. Time decay Interference 11/20/2014 25 Long-Term memory: Forgetting
- 26. 11/20/2014 26
- 27. Gain and maintain students attention. Help students elaborate new ideas and “make their own”. Present material in a clear organized way. Focus on meaning, not memorization. Don’t overload students’ STM. Teach some ways of remembering things. 11/20/2014 27 Implication of this model