1. Knowledge Basis Information Processing

2. Types of Knowledge Declarative knowledge – FACTUAL information Procedural knowledge – HOW TO – STEPS Strategic knowledge – WHEN to APPLY

3. Knowledge Processes Increased knowledge reduces the need to remember a great deal of information short-term  Short term memory stores up to 7 bits  If you don’t use it you loose it! Increased knowledge allows more effective USE of the cognitive processes. Increased knowledge reduces the amount of conscious attention needed to perform some tasks.

4. Information Processing Capacity ATTENTION – being able to attend to relevant and irrelevant stimuli Overexclusive mode (young children) attend to one stimulus exclusive of all others Overinclusive (older children and preadolescents) attend to many stimuli irrelevant to task

5. Information Processing Speed Evidence suggests speed of processing increases as children mature; i.e. reaction time studies

6. Effective Use of Memory Encoding & Retrieval Differences in effective use of the memory system could be due to the 1. available mental capacity, 2. the strategies of memory use, or 3. a combination of both

7. Types of Memory Sensory store (1 second or less) - Holds stimuli briefly for possible processing - Example – Radio number – you will not recall it Short-term store (20 seconds) - Holds up to seven (7) bits of information for about 20 seconds - Example – Long enough to dial number Long-term store (unlimited) - Our permanent storehouse of memories, which is thought to have essentially unlimited capacity.

8. Effective Memory Use Evidence suggests children do NOT use their memory systems (strategies) as effectively as adults. Current research suggests that STRATEGIES of memory use (NOT capacity) best explain differences between age groups. Implication as teachers – we must teach strategies to help children learn and remember. -Teach METACOGNITION – teaching children how to learn, remember, retain information -Use best practices to help children learn, use, and apply information

9. What are some of the control processes or memory strategies that facilitate the movement of information into memory?

10. Strategies for Memory Rehearsal (say & do) Teaching children rehearsal strategy in addition to the skill itself will enhance their skill acquisition. Labeling (verbal label-meaningful) Instructing children to use labels helps recall Grouping (Chunking/Organizing)

11. Strategies for Memory Recoding (re-organizing information) – research indicates children do not do this. i.e. Balls with backspin, 2 or more items combined = new term Ridiculous Associations i.e. To learn names associate action or imagery then substitute words; i.e. for Smith picture a blacksmith hammering,; for doering picture someone ringing a doorbell or a door with a ring around it or a bell under the door frame, get the idea?

12. “ I hear and I forget. I see, and I remember. I do, and I understand.” Chinese proverb Activity a. Either verbal or physical activity can be used to encode material in long-term memory: b. Physical activity aides memorization. Teach concept of around/through having a child move around/through a hoop for example. - math manipulatives - science exploration with magnets, water, colors, etc. - spelling with bodies, in sandboxes, with shaving cream - sing songs to memorize lengthy or complex stuff; ie. Hip bone connected to leg bone, Obama song, presidents, capitals,

13. Other Memory Strategies Meaningfulness – new to old, connections Depth of association aids memory

14. Mnemonic devices work will because they enhance encodability and retrievability of information. Mnemonic Devices (jingles or phrases) a. “I before e except after c” - “When two vowels go walking the first one does the talking” b. Acrostic (sentence mnemonic) “The star boarder is always right.” “The ship left port.” c. Acronym (1 st letter) B.E.E.F. d. Keyword method – isolate a keyword then form an interesting visual image (used often to teach a foreign language); i.e. PATO is duck in Portuguese – picture a pot on a ducks head.