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 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 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?

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 Memory and 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” example Selecting 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” example Date is relevant/long- term memory “Words” example 2 nd 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” example Chunking 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 memory Chunking Automaticity 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. 2 nd 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 ã Schema (or “schemata”), which affect information in short term memory (i.e. misconceptions) ã Explicit knowledge: knowledge we CAN easily recall and explain ã Implicit knowledge: knowledge we CANNOT easily recall and explain “Riding a bike” example Implicit 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.