Chapter 5 Information ProcessingPaired Article Presentation/Critique

Thursday, June 23, 2011Dr. Binyao ZhengKathy D. Shields with Sherri Booker

Learning Theories

MEMORY“…premised on the belief that memory is a multi-faceted, if not multi-staged, system of connections and representations that encompass a lifetime accumulation of perceptions.”

Purpose – Study Learning

•Encode•Structure•Store•Retrieve

Research

Stage Theories• Discontinuous and multi-staged• Three stages, sensory, short and long-term memory• Visual ½ second transfer• Auditory 3 second transfer• Attention• Automaticity• Holistic versus individual characteristics• Short-term 15-30 second unrehearsed• Limitations on working memory• Encoding is critical• Elaboration can transfer from short to long-term

Network Theories• “To perceive is to categorize, to conceptualize is to categorize, to

learn is to form categories, to make decisions is to categorize.” (Bruner, 1998, pg. 3).

• Categorizing Memories (pg. 6)• Episodic• Semantic• Declarative• Procedural

Non-Linear Memory Theory

Levels of Processing Not stagedSimultaneous processingCharacteristicsMeaningfulnessAttentionDepth of Process

Dual Coding-ConnectionistLanguage & Nonverbal(Rumelhart, 1980, pg. 8)Memory stored throughout the brainNo serial processingConnections throughout the network

Brain Changes Maturity Experience Processing Speed, Efficiency Modified Connections New Concepts, Reorganization Increased Capacity to Solve Problems

Applications

• Encoding • Elaborating• Categorizing• Comparing• Strategy Assimilation over time (pg. 10)• Allow for Deep Processing• Blooms (pg. 11)“…meaningful learning is reflective, constructive, and self-regulated.” (pg. 14)