Cognitive processes Cognitive processes are the processes that move information from one store to another, and they include: Attention Perception Rehearsal Meaningful encoding, and forgetting

Attention It is the beginning of information processing Attention is the process of consciously focusing on a stimulus It appears next to sensory memory Teachers should plan their lessons so students attend to what is being taught and ignore outside noises and irrelevant stimuli

Strategies of attracting attention ExampleType Pull a student on the chair to demonstrate the concept of force Demonstrations Teacher comes to class in a sheet to discuss ancient Greece Discrepant events Display a chart showing a high fat content of a popular food Charts Showing picture of a bearded Ernest Hemingway as introducing 20 th century American novels Pictures

Strategies of attracting attention, cont ExampleType A boy makes 10 Dirhams an hour, how many hours does he need to make 85 Dirhams Problems Suppose Germany had won the WW- II, how might the world be different now Thought-provo- king questions Teacher: “Pay attention, the next item is very important” Emphasis Amina! What is the answer?Student names

Perception Perception is the process people use to attach meaning to stimuli Students’ perceptions of what they see or hear are what enter working memory, and if these perceptions are not accurate, the information stored in long-term memory will also be inaccurate

Rehearsal Rehearsal is the process of repeating information over and over, either aloud or mentally, without altering its form Although rehearsal usually causes information to stay in working memory only until it is used, if rehearse enough, information can sometimes be transferred to long-term memory Rehearsal is one of the first memory strategies that develops in young children

Meaningful encoding Encoding is the process of representing information in long-term memory Meaningfulness describes the number of connections or links between an idea and other ones in long-term memory The more background information that exists, and the more interrelated the knowledge (the more elaborate the schemas) the more locations a learner has to connect new information and the more likely it is to be meaningfully encoded Meaningful encoding can be ensured by promoting 3 things: organization, elaboration, and activity

Organization, elaboration, and activity Organization is the process of clustering related items of content into categories or patterns that illustrate relationships Elaboration is the process of increasing the meaningfulness of information by forming additional links in existing knowledge or adding new knowledge Activity: Attempts to answer a question and then checking the feedback is an active process

Making information meaningful Organization Impose order and conn- ections in new information Elaboration Expand on existing schemas Activity Put learner in the most Active role possible in Making connections

forgetting Forgetting is the loss of, or inability to retrieve, information from memory Forgetting as interference: or the loss of information because something learned either before or after detracts from understanding Forgetting as retrieval failure: Retrieving information is pulling it from long-term memory into working memory for further processing Retrieving is like putting information into a file folder and then trying to figure out where you stored the folder; the information is there but can not be found