Transcript Educational Psychology: Theory and Practice Chapter 6

Educational Psychology:
Theory and Practice
Chapter 6
Information Processing and
Cognitive Theories of Learning
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ISBN: 0-205-37338-0
Copyright © Allyn & Bacon 2003
Organizing Questions
What Is Information Processing
Model?
 What Causes People to Remember
or Forget?
 How Can Memory Strategies Be
Taught?
 What Makes Information
Meaningful?

Organizing Questions
How Do Cognitive Skills Help
Students Learn?
 What Study Strategies Help
Students Learn?
 How Do Cognitive Teaching
Strategies Help Students Learn?

Information-Processing
Theory
“Cognitive Theory
of Learning that
describes the
Processing,
Storage, and
Retrieval of
Knowledge in the
Mind.”
Sensory Register
Perception
 Attention
 Gaining Attention

Short-Term Memory
Working Memory
 Rehearsal
 Working Memory Capacity
 Individual Differences

Long-Term Memory

Episodic Memory


Semantic Memory


Flashbulb Memory
Schemata
Procedural
Memory
Schema for the Concept
“Cat”
Description
•Small
•Furry
Non-mammals
Animals
Diet
Cat
Mammals
Non-cat
•Meat
•Loves Tuna
Uses
•Catch Mice
•Companions
Factors Enhancing LongTerm Memory
Type of Information
 Time
 Degree of Learning
 Instructional Strategies

Other Information
Processing Models
Levels-of-Processing Theory
 Dual Code Theory

Visual
 Verbal

Parallel Distributed Processing
Model
 Connectionist Models

Research on the Brain
Brain Specialization
 Hemispheric
Asymmetry



Left Hemisphere
Right Hemisphere
Importance of Early
Stimulation
 Plasticity
 Efficiency

Forgetting and Remembering
Interference
 Retroactive
Inhibition
 Proactive
Inhibition
 Individual
Differences


Facilitation


Proactive
Retroactive
Primacy Effects
 Recency Effects
 Automaticity
 Implications for
Education

Practice
Massed Practice
 Distributed
Practice
 Enactment

How can Memory Strategies
be Taught?
“If students can memorize the
routine things more efficiently, they
can free their minds for tasks that
involve understanding and
reasoning.” (p. 194)
Verbal Learning
Paired-Associate Learning
 Serial Learning
 Free-Recall Learning

Paired-Associate Learning
Imagery
 Keyword Mnemonics
 Research Findings

Serial and Free-Recall
Learning
Loci Method
 Pegword Method
 Initial-Letter Strategies

Rote versus Meaningful
Learning
Rote Learning
 Meaningful
Learning
 Uses of Rote
Learning
 Inert Knowledge

Schema Theory
Hierarchies of Knowledge
 The Importance of Background
Knowledge

How Do Metacognitive Skills
Help Students Learn?
Metacognition
 Metacognitive Skills

Thinking
 Study Skills

Self-Assessment
 Prediction
 Self-Questioning Strategies

Helpful Study Strategies
Note Taking
 Underlining
 Summarizing
 Writing to Learn
 Outlining and
Mapping
 The PQ4R Method

Making Learning Relevant and
Activating Prior Knowledge
Advance
Organizers
 Analogies
 Elaboration

Organizing Information
Using Questioning
Techniques
 Using Conceptual
Models





Graphs
Charts
Tables
Matrices
End of Chapter 6