Educational Psychology:Educational Psychology:Theory and PracticeTheory and Practice

Chapter 6Chapter 6Information Processing

and Cognitive Theories of Learning

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ISBN: 0-205-37338-0

Copyright © Allyn & Bacon 2003

Organizing QuestionsOrganizing Questions

What Is Information Processing Model?

What Causes People to Remember or Forget?

How Can Memory Strategies Be Taught?

What Makes Information Meaningful?

Organizing QuestionsOrganizing Questions

How Do Cognitive Skills Help Students Learn?

What Study Strategies Help Students Learn?

How Do Cognitive Teaching Strategies Help Students Learn?

Information-Processing TheoryInformation-Processing Theory

“Cognitive Theory of Learning that describes the Processing, Storage, and Retrieval of Knowledge in the Mind.”

Sensory RegisterSensory Register

Perception Attention Gaining

Attention

Short-Term MemoryShort-Term Memory

Working Memory Rehearsal Working Memory Capacity Individual Differences

Long-Term MemoryLong-Term Memory

Episodic Memory Flashbulb

Memory Semantic

Memory Schemata

Procedural Memory

Schema for the Concept “Cat”

Animals

Non-mammals

Mammals

Non-cat

Cat

Description

•Small•Furry

Diet

•Meat•Loves Tuna

Uses

•Catch Mice•Companions

Factors Enhancing Long-Term Factors Enhancing Long-Term MemoryMemory

Type of Information Time Degree of Learning Instructional Strategies

Other Information Processing Other Information Processing ModelsModels

Levels-of-Processing Theory Dual Code Theory

Visual Verbal

Parallel Distributed Processing Model

Connectionist Models

Research on the BrainResearch on the Brain

Brain Specialization

Hemispheric Asymmetry Left Hemisphere Right Hemisphere

Importance of Early Stimulation

Plasticity Efficiency

Forgetting and RememberingForgetting and Remembering

Interference Retroactive

Inhibition Proactive

Inhibition Individual

Differences

Facilitation Proactive Retroactive

Primacy Effects Recency Effects Automaticity Implications for

Education

PracticePractice

Massed Practice

Distributed Practice

Enactment

How can Memory Strategies be How can Memory Strategies be Taught?Taught?

“If students can memorize the routine things more efficiently, they can free their minds for tasks that involve understanding and reasoning.” (p. 194)

Verbal LearningVerbal Learning

Paired-Associate Learning Serial Learning Free-Recall Learning

Paired-Associate LearningPaired-Associate Learning

Imagery Keyword Mnemonics Research Findings

Serial and Free-Recall LearningSerial and Free-Recall Learning

Loci Method Pegword Method Initial-Letter Strategies

Rote versus Meaningful Rote versus Meaningful LearningLearning

Rote Learning Meaningful

Learning Uses of Rote

Learning Inert

Knowledge

Schema TheorySchema Theory

Hierarchies of Knowledge The Importance of Background

Knowledge

How Do Metacognitive Skills Help How Do Metacognitive Skills Help Students Learn?Students Learn?

Metacognition Metacognitive Skills

Thinking Study Skills

Self-Assessment Prediction Self-Questioning Strategies

Helpful Study StrategiesHelpful Study Strategies

Note Taking Underlining Summarizing Writing to

Learn Outlining and

Mapping The PQ4R

Method

Making Learning Relevant and Making Learning Relevant and Activating Prior KnowledgeActivating Prior Knowledge

Advance Organizers

Analogies Elaboration

Organizing InformationOrganizing Information

Using Questioning Techniques

Using Conceptual Models Graphs Charts Tables Matrices

End of Chapter 6End of Chapter 6