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Brief summary of c ognitive views on learning

Brief summary of c ognitive views on learning. Experiment ( Roediger & McDermott, 1995). Remember following 15 words. Wait for 10 seconds. Recall them !

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Brief summary of c ognitive views on learning

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  1. Brief summary of cognitive views on learning

  2. Experiment (Roediger & McDermott, 1995) Remember following 15 words. Wait for 10 seconds. Recall them! Construction: when learners perceive separate objects as being a unit, and when they fill in missing pieces in what they are looking at – Malleable memory!!

  3. Experiment (Roediger & McDermott, 1995) bed, rest, awake, tired, dream, wake, snooze, blanket, doze, slumber, snore, nap, peace, yawn, drowsy

  4. Information-Processing Model of Memory • Memory- an organism's ability to process (encode, store, and retrieve) information Atkinson and Shiffrin (1968) : Computer as a model for our memory • Three control processes • Encoded- get information into brain • Stored- retain that information • Sensory memory • Short-term memory: Working memory • Long-term memory • Retrieved- get it back out

  5. Information-Processing Model of Memory Unconscious processing Attention to information Sensory input (through 5 senses) Encoding Stimulus Sensory memory Short-term memory (Working M) Long-term memory Retrieving Forgetting Forgetting Forgetting

  6. Sensory Memory • Stores all the stimuli that register on the senses • Lasts up to very limited time Sensory input Stimulus Sensory memory

  7. Sensory Memory (SM) • Two types • Iconic memory • SM for visual input • about 0.3 seconds • Sperling’s tests (1960s) • Echoic memory • SM for auditory input • about 2 to 3 seconds • What is the Function of SM?

  8. Short-term Memory • Working M: conscious processing of information • Attention is the key • Limited capacity (7 ± 2 items) • Last about 20 seconds (maximum) Attention to information & Encoding Sensory memory Short-term memory (Working m) Forgetting

  9. Memorize the following list of letters. Ready? M P T G D K T L R S Y P

  10. Write down the letters in order. • Rehearsal • The use of repetition to keep info in STM (more than 20 seconds)

  11. Working Memory Duration

  12. Memorize the following list of numbers. Ready? 1 8 1 2 1 9 4 1 1 7 7 6 1 4 9 2 2 0 0 1

  13. Write down the numbers in order.

  14. Now, try again… 1812 1941 1776 1492 2001

  15. Long-term Memory • (Once information passes from sensory to short-term memory,) it can be encoded into long-term memory • Unlimited capacity Encoding Short-term memory (Working m) Long-term memory Retrieving Forgetting

  16. HowEncoding • Elaboration • Craik & Tulving (1975) : Semantic processing is more effective (vs. visual or acoustic) • Self-reference effect • Imagery • Organization • Chunking: meaningful unit of information ex) 7 ± 2 chunks • Hierarchical Organization • Mnemonics?

  17. Encoding -- Summarized in a Hierarchy

  18. What is in your Long-term Memory? • Declarative (Explicit memory) • Memories of facts • Episodic – personal experiences tied to places & time • Semantic – general knowledge • Semantic network (ex) • Procedural (Implicit memory) • Memories of behaviors, skills, etc. • Demonstrated through behavior

  19. Retrieval • Process that controls flow of information from long-term to working memory store • Recall task • Recognition task • Relearning time

  20. Retrieval – Explicit Memory • Context-Dependent Memory • We are more successful at retrieving memories if we are in the same environment in which we stored them • State-Dependent Memory • We are more successful at retrieving memories if we are in the same mood as when we stored them

  21. Forgetting • Encoding failure • Often, we don’t even encode the features necessary to ‘remember’ an object/event • Retrieval Failure • Tip-of-the-tongue phenomenon • Interference theory - Forgetting is a result of some memories interfering with others • Proactive interference • Old memories interfere with ability to remember new memories • Retroactive interference • New memories interfere with ability to remember old memories

  22. Improving Memory • Practice time • Distribute your studying over time • Depth of processing • Spend ‘quality’ time studying • Verbal mnemonics • Use rhyming or acronyms to reduce the amount of info to be stored • Interference • Study right before sleeping & review all the material right before the exam • Allocate an uninterrupted chunk of time to one course • Context reinstatement • Try to study in the same environment & mood in which you will be taking the exam

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