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Assumptions of the Cognitive Approach. Cognitive processes influence what is learned. 2. People are selective about what they process and learn. 3. Meaning is actively constructed by the learner. Active construction. Model of Human Memory:. The Information Processing Model .
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Cognitive processes influence • what is learned
Model of Human Memory: The Information Processing Model
Sensory Memory (SM) Short-Term Memory (STM) Long-Term Memory (LTM) Three Memory Stores Memory
Rehearsal Sensory memory Short-term memory Long-term memory Making Memories: Encoding • Information moves through each memory store The world
Sensory Memory: A Demo • Letters flashed quickly • Write down all letters
G P C S W Y R X J K M V
The Sperling Technique • Letters flashed quickly • Arrow appears next to one row • Write down letters from that row
L V P G M C X R O S K Q
G M Q Z B V P J R K D E
Y F G C U I D H K X B M
What Sperling Showed • Full report (first trial) • 3-4 correct • Partial report (later trials) • 3-4 correct (any row) • SM has a large capacity and short duration • Attention plays a key role in moving information from SM to STM
Sensory Register
Sensation and Perception • Sensation • The awareness of properties of an object or event when a sensory receptor is stimulated • Perception • The act of organizing and interpreting sensory input as signaling a particular object or event
Illusions • When perception does not accurately represent the world
Illusions • When perception does not accurately represent the world
Seeing Afterimages In the following slide, fix your eyes on the dot in the center of the flag
Proximity Continuity Similarity Closure Perceptual Organization: Gestalt Laws [ ] { } [ ] Good form } { ] [ } {
Perceptual Constancies • Size constancy • Shape constancy • Color constancy
Knowing the Distance • Binocular cues • Retinal Disparity • Convergence • Monocular cues • Motion cues • Static cues
B E F R Top-down processing
Selective Attention On the next slide, locate the red T
T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T
Selective Attention On the next slide, locate the red T (Again)
T L T L T L T L T T L T T L T T L T L T L T T L T L T L T T LL T T L T L T T T L T T L T T T L
Divided Attention 1 On the next slide, name the colors of the ink as quickly as possible
XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX
Divided Attention 2 On the next slide, name the colors of the ink as quickly as possible
BLUE PINK RED RED BLACK BLUE RED GREEN GREEN BLUE BLACK PINK RED BLUE GREEN PINK RED BLACK PINK GREEN RED PINK BLUE BLUE
Divided Attention 3 On the next slide, name the colors of the ink as quickly as possible
RED GREEN BLACK BLUE RED PINK GREEN RED BLUE RED BLUE GREEN BLACK PINK RED BLUE GREEN BLUE RED BLUE BLACK RED GREEN BLACK
Sensory Register Capacity: unlimited Source of info: 5 senses Duration: < second Loss caused by: not attending
Information will fade unless attended to and encoded. SO Principle 1 Actively get students’ attention, especially at the beginning of a new lesson.
Attend to this for 8 seconds; no writing TE2OH=A5MW
Write down information from previous screen: TE2OH=A5MW 7+/-2
Sensory register Working Memory “bottleneck” LTM
Working memory Capacity: 5-9 chunks Source: Sensory memory Duration: few seconds Loss caused by: not encoding
Getting past the Bottleneck: • Limit amount presented at • one time • Check for overload • Automaticity
Principle 2: Don’t overload working memory’s bottleneck. Always remember 7+-2.