Information Processing Theory

EDU 330: Educational Psychology

Daniel Moos

Tall in the the saddle

Guiding Question: What does this activity suggest about the role of prior knowledge and experience in learning?

“Phraseology” example

In 1763 Marian and the settlements ended a seven-year war with the Langurians and Pitoks. As a result of this war Languia was driven out of East Bacol. Marain would now rule Laman and other lands that had belonged to Languia. This brought peace to Bacolian settlements. The settlers no longer had to fear attacks from Laman. The Bacolians were happy to be part of Marain in 1763. Yet a dozen years later, these same people would be fighting the for independence (Beck and Mckeown, 1993, p.2)

In 1763 Britain and the settlements ended a seven-year war with the French and Native Americans. As a result of this war, the French were driven out of North America. Britain would now rule Canada and other lands that had belonged to the French. This brought peace to the North American settlements. The settlers no longer had to fear attacks from Canada. The North Americans were happy to be part of Britain in 1763. Yet a dozen years later, these same people would be fighting the for independence.

Guiding Question: What does this activity suggest about the role of prior knowledge and experience in learning? Implications for teachers?

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Guiding Question: What does this activity suggest about the importance of organization in learning? What does this activity suggest about the maximum number of items we can learn at one time? Implications for teachers?

“Numbers” example

As quickly as you can…

…state the months of the year

…state the months of the year, alphabetically

Guiding Question: What does this activity suggest about the role of how we originally learn in retrieving this knowledge? Implications for teachers?

“Months” example

“Riding a bike” example

On a scale of 1 (very poorly) to 5 (very easily), how well can you ride a bike?

Turn to your neighbor and discuss how you would teach someone who does not know how to ride a bike

On a scale of 1 (very hard) to 5 (very easy), describe the difficulty level you just experienced in describing how you might teach someone to ride a bike

Why might there be a discrepancy between your “expertise” and ability to teach?

Guiding Question: What does this activity suggest about the challenges “experts” might face in teaching novices? Implications for teaching?

RED BLACK BLUE BLACK YELLOW BLACK RED YELLOW BLUE BLACK

RED BLACK BLUE BLACK YELLOW RED YELLOW BLUE BLACK RED

As quickly as you can, quietly say the COLOR and not the pronunciation of the following words (from left to right):

Example: Yellow Blue

Guiding Question: What does this activity suggest about the role of “attention” and “perception” in learning? Implications for teachers?

“Color” example

Cognitive processes: IPT Model

Assumptions of each “stage”

The Sensory Memory Capacity

Very large Duration

1 to 3 seconds Contents

Raw sensory data (encoded in same form as perceived)

The Sensory Memoryand Its Control Processes Recognition

Noting key features of a stimulus and relating them to already stored information

Attention Selective focusing on a portion of the information

currently stored in the sensory register What we attend to is influenced by information in

long-term memory

“Phraseology” example

Tall in the the saddle

“Color” exampleSelecting focusing

Working Memory(also called:Short-Term Memory) Capacity

7 +/- 2 chunks of information Duration

20 to 30 seconds Contents

What you are currently thinking about (information from the sensory register and information from long term memory)

Rehearsal Maintenance Rehearsal

– Repeating information over and over again; no (or minimal) effect on long-term memory storage

Elaborative Rehearsal– Relating new information to knowledge already

stored in long-term memory

Working Memory(also called:Short-Term Memory)

Control process

“Numbers” exampleDate is relevant/long-

term memory

“Words” example2nd list of words

meaningful

Organization Putting interrelated pieces of information into

chunks Meaningfulness

When new material can be related to information in long-term memory

Visual Imagery Encoding Generating images in your mind of objects,

ideas, and actions

Working Memory(also called:Short-Term Memory)Control processes, continued

“Numbers” exampleChunking numbers

into date

Cognitive processes: Metacognition (II)

Total Processing Space in Working Memory (short-term memory)

Operating Space

Storage Space

Cognitive Processes: IPT application (I)

Reducing cognitive load: Overcoming limitations of working memoryChunkingAutomaticity

Is it effective to multi-task?…only if you are an “expert” with at least one of the tasks…

Dual-Coding Theory

Short-term Memory and Its Control Processes

Teachers’ Organization!!!!

Teach how to organize

Organization of material into chunks makes it much easier to remember.

Teach rehearsal techniques.

Rehearsal important.

2nd graders can do independently.

ImplicationsResearch Findings

Short-term Memory and Its Control Processes (cont’d)

Teach visual imagery as a learning tool.

Visual imagery is easier to recall than abstractions.

Know your students! What do they already know? What interests them?

Meaningful learning = relate new information to old information.

ImplicationsResearch Findings

Long-Term Memory Capacity

Unlimited Duration

Permanent, long-term Contents

Schema (or “schemata”), which affect information in short term memory (i.e. misconceptions)

Explicit knowledge: knowledge we CAN easily recall and explain

Implicit knowledge: knowledge we CANNOT easily recall and explain

“Riding a bike” exampleImplicit vs. explicit

“Association” & “Categorization example

Cognitive processes: Forgetting

Why do we “forget” information? Encoding is the key to retrieval Retrieval failure may be due to encoding Example: State the months of the year Example: State the months of the year alphabetically Why is it more difficult to state the months of the year

alphabetically? Diversity in backgrounds influences encoding and

retrieval

Cognitive dissonance

Hot vs. Cold cognition Example: I just recently read a story about some

advanced technologies that measure metacognition. How do you think that made me feel and not just think?

What benefits arise from situations that result in hot cognition?

Cognitive dissonance: Information strongly contradicts something we know or strongly believe to be true. Result can be either a help (with an open mind) or

hinderance

Cognitive processes: Applying IPT to the classroom

Begin lessons with an activity that attracts attention.

Conduct frequent reviews to activate students’ prior knowledge and check their perceptions.

Proceed in short steps and represent content both visually and verbally to reduce cognitive load.

Help students make information meaningful and aid encoding through organization, imagery, elaboration, and activity.

Model and encourage metacogniton.