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Cognitive Psychology

Cognitive Psychology. Information Processing Model. Attention . Directs information from what you perceive in sensory memory to working memory. Misunderstood Minds activity, video http://www.pbs.org/wgbh/misunderstoodminds/attention.html. Automaticity.

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Cognitive Psychology

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  1. Cognitive Psychology Information Processing Model

  2. Attention Directs information from what you perceive in sensory memory to working memory Misunderstood Minds activity, video http://www.pbs.org/wgbh/misunderstoodminds/attention.html

  3. Automaticity With practice some processes that that originally occupy a high degree of attention eventually become automatic

  4. What Attracts Attention • Size • Intensity • Novelty • Incongruity • Emotion • Personal Significance

  5. Memory Why do we need memory?

  6. Active Learning – Memory declarative knowledge procedural knowledge Conceptual knowledge conditional knowledge semantic memory 

  7. Many Memories • Sensory • Working • Long-term

  8. Why do we forget? • http://www.youtube.com/watch?v=gZ5EhEYtdLg

  9. Forgetting • Retrieval failure • Inability to locate material stored in long-term memory • Could be due to poor organization • Reconstruction error • Happens when students can only retrieve part of a memory and thus “fill in” the rest with information based on general knowledge and assumptions • Interference • Something the student already learned inhibits his/her ability to remember something else correctly • Decay • Information used infrequently difficult to retrieve • Failure to store • Student’s failure to use strategies that promote storage

  10. Levels of Processing • How we process information impacts memory. • Surface processing, inattention – deep levels of processing (full cognitive engagement) • Example: Levels of Processing Activity

  11. Conference • http://www.lds.org/move/index.html?type=conference&event=Oct179&lang=english • (6:14-8:17)

  12. What’s the big deal about transfer? • + Transfer + • -- Transfer • NearTransfer • Far  Transfer • Low-Road Transfer • High-Road Transfer

  13. Elements that Promote Transfer • Transfer is a degree of mastery of the original subjects • Transfer is affected by the degree to which people learn with understanding rather than just memorizing facts • Be realistic about how much time it takes to learn • Motivation to Learn—spend more time learning

  14. Objective: Identify and apply the order of operations

  15. From Sensory to Long-Term Memory inSeven Steps 1.Reach2. Reflect3.Recode4. Reinforce5. Rehearse6. Review7. Retrieve By Marilee Sprenger

  16. Factors that Influence Retrieval • How many “knowledge connections” are made • Whether the information has been learned to mastery • Learning to mastery helps students achieve automaticity • How frequently the knowledge is used • Whether there is a relevant retrieval cue

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