Chapter 7Learning and

Memory

学习和记忆I hate mobile phone rings during the class.

Classroom Learning

每个小组围绕一个问题进行介绍，包括组织必要的活动，并进行总结。•  第一组：关于记忆和学习的关系。讲解并组织讨论， 25 分钟。•  第二组：用信息理论解释记忆过程，说明其中的关键环节和要素，以及他们之间的相互关系。以讲解为主。 20分钟。•  第三组：围绕记忆过程的理论提出讨论问题，组织讨论活动。 25 分钟。•  第四组：比较预编码、编码和重新编码（再编码）三个概念。讲解并组织讨论。 30 分钟。•  第五组：解释有意义学习的基本观点。组织同学讨论，用实际例子说明学生原有知识在学习中如何起作用。 30分钟。

Relations between learning & memory

• Memory: One important aspect of learning which deals with learning information, i.e. attending, pre-coding, selecting, coding and recoding, storing, outputting, etc..

记忆：学习中涉及信息处理的一个重要方面，包括注意、预编码、选择、编码和再编码、储存、输出，等等。

• Learning is not only a process to deal with information, but also a process of change of the learner in thinking logic and behaviour.

学习不仅仅是一个信息处理的过程，还包括了学习者思维逻辑和行为变化等等。

1. Three stages of information process in learning

学习过程中信息处理的三个阶段

• The sensory register (function: selective attention) 感觉登记（感觉记忆）（作用：注意选择）• Working memory (function: thinking) 工作记忆（作用：思考）• Long-term memory(function:storage and recall) 长时记忆（作用：储存和回想）

Three memory systems in processing input

Precoding ConsciousnessInput fromenvironment

Selectedinput

Plan

Processedinput

Sensory register Working memory Long term memory

Attending very quickscanning of input forimportance (up to onesecond)

Processing a more elaborate handlingof material to ensurelong term retention( up to one minute)

Storing input nowProcessed and Available for recall (up to a lifetime)

1. The Sensory Register感觉记录

• The first stage in information processing; a brief (about1/4 to 1 second) period during which information is held and scanned.

是感觉刺激停止之后所保持的瞬间映像，它是信息处理的第一个阶段，大约有 1/4秒到 1 秒，在这期进行信息扫描。

• Sensory register depends on several factors such as the strength of the stimulus.

感觉记录取决于一些因素，诸如刺激的强度。

• The function of sensory register is to sort input information into ‘important’/’reject’ categories.

感觉记录的作用是把输入的信息分为‘重要的’ /‘可舍弃的’两类。

Important concepts

related to sensory register

• Attending 注意– Value 价值– Mental set 心向– The physical properties of stimulus

刺激物的物理特征– Physiological or internal states

生理或内在状态• Precoding 预编码

– presetting 预设

Arousal:激发

Precoding ConsciousnessInput fromenvironment

Selectedinput

Plan

Processedinput

Sensory register

Working memory

Long term memory

Arousal system

VariationPrevailing set

The system acts as the source of the energy that drives the process. 推动记忆运作的动力系统

The general relation between arousal and quality of mental performance could be showed as an inverted U curve

可以用一条倒 U 曲线来描述“激发”与思维表现质量之间的一般关系

Wired up the arousal system引起激发的方式

• Variation 变化• Stimuli that are relevant to a prevailing

physiological or psychological set与带倾向性的物理或心理定势相关

• Anxiety 好奇• Physical exertion 身体兴奋

Enlightens to teaching

• Variability in style of teaching 教学形式多样化

• Variability in media and materials of instruction 媒体与教学资源多样化

• Keep anxiety    保持好奇心

• Physical excitement and freshmen  保持身体兴奋和清醒

2 、 Working Memory 工作记忆

• Working memory relates to where we are conscious of what we are thinking about. It is of limited capacity, so information needs to be chunked, either:

工作记忆是指个人当时注意着的信息，是唯一对信息进行有意识加工的记忆阶段，它的容量有限 , 所以信息需要编成组件（信息的一种意义单位），组件的方式有：

• By rehearsal, which leads to rote learning;       复述（它导致机械学习）• By coding, which leads to meaningful learning 编码（它导致意义学习）

Working Memory

• Needed for all cognitive activities

所有认知过程都有赖于工作记忆

• Limited in capacity 容量有限

• Based on one’s psychological quality

基于人的心理素质

• Optimising the use of working memory

最大限度地发挥工作记忆的作用– Organization of chunk

构建思维组件– Psychological states

心理状态

Ways of processing in working memory

• Use imagery 利用表象• Recycle 重复• Rehearse 背记• Coding & Recoding 编码与重编码

Three important concepts

• Precoding 预编码– The process, which takes place in the sensory

register, of selecting a particular train of information for conscious attention on the basis of its current importance.

     在感觉记录中进行的过程，依据这些信息在当前的重要性筛选出一组特定的信息予以有意识的注意。 

• Coding Reading in, interpreting and understanding input in

terms of existing coded knowledge.

    用已编码的知识对新输入的信息进行读入、解释和理解的过程。  

• Recoding Change in codes or cognitive structure brought about as

a result of mismatch (see also match). With the optimal degree of mismatch, cognitive structures grow more complex and intrinsic motivation is experienced.

由于错开而引起认知结构或编码的改变 ( 在偶合时也可见 ) 。当错开的程度最为恰当时，认知结构进一步复杂化，内发的动机发生作用。

• Two important factors that affect coding: 影响编码的两个重要因素

– Pre-knowledge 原有知识

– Method of coding 编码的方法

• Dimensions of coding 编码的类型– Enactive – motor skills 动作－运动技能– Sensory – raw experience 感觉－自然经验– Affective – feelings and emotions 情意－感知与

感情– Temporal – time flows 时间－时间感– Spatial – space and position 空间－空间与位置– Semantic – word meaning 语义－词语意义– Logic – logical structure 逻辑－逻辑结构

3 、 Long-term Memory 长时记忆

• Long-term memory:

Storage of previous learning to be reconstructed when appropriate in working memory.

长时记忆是指原来习得的知识储存，在恰当的时候可在

工作记忆中重新进行建构。

Three theories on long-term memory

• Trace Decay 痕迹衰退Memory traces ‘decay’ over time记忆痕迹随着时间的推移而逐渐消退

• Associative Interference 关联干扰Memories of similar events interfere with each other相似事件之间的记忆的互相干扰

• Coding Within a Structure 结构内编码Relate learning with pre-knowledge and building a

framework在原有知识基础上进行学习并建立一个框架

艾宾浩斯遗忘曲线

What can we learn?

• It is important to arouse students’ attention. 唤起学生的注意非常重要• Good learning involves: 高水平的学习应包括：

– A variety of dimensions being used for coding. 从多个方面进行编码– The highest levels of abstraction that the learner

can handle. 学习者能够把握最高的抽象水平• Try to teach in terms of meaningful learning. 根据有意义学习的要求进行教学

• In Teaching, we focus on encouraging students to consciously desire to attend, and by using variability: in teaching mode; in content; in media; and in student-teacher interaction.

在教学中通过多样化的教学方式，教学内容，教学媒体，师生互动，来激励学生有意识的注意。

How to teach meaningfully怎样进行有意义的教学

• See that the task is properly structured and is understandable。

    确保任务的结构合理并且是可理解的。• See that the task is at the right level of

difficulty.

确保任务的难度适当。

• See that the task is codeable in multiple ways.

确保任务可以通过多种方法编码。• See that the learner is active when coding

the task.

确保学习者主动地对任务编码。

Discussion 1. Discuss the relation between memorising and

learning.2. Give examples to explain processing in the three

stages of memory. 3. How many ways of processing do you know in

working memory. Discuss the role of repetition in memorizing and in understanding.

4. Compare the three concepts: precoding, coding and recoding. Explain your understanding with two examples for each concept.

5. Why meaningful learning is important? Give examples to explain how students’ pre-knowledge works in learning.

讨    论1. 讨论记忆和学习的关系。2. 用实际例子说明记忆过程的三个阶段是如何进

行的。3. 工作记忆中有多少种处理信息的方式？讨论重

复对记忆和理解的作用。4. 比较预编码、编码和重新编码（再编码）三个

概念。每个概念举两个例子进行说明。5. 为什么说有意义学习是很重要的？用实际例子

说明学生原有知识在学习中如何起作用。