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