Long-Term Memory Ch. 3

• Review

• A Framework

• Types of Memory stores

• Building Blocks of Cognition

• Evolving Models

• Levels of Processing

LTM Major themes

• Learning as a constructive process• Mental frameworks organize learning (schemas)• Extended practice• Self-awareness and self-regulation• Motivation and beliefs are critical• Social interaction is fundamental• Strategies and competence are contextual

Review: Sensory Memory and Perception

• Perception is a top down and bottom up process.• Pattern recognition (oh it’s a face)• Sensory Registers

– Visual register: Sperlings partial report procedure—subject’s recall fades with time although all letters were registered.

– Auditory register: as cue delay increases, performance decreases.

• Sperlings study supports that info. lasts 0.5 in the icon and over 3 seconds in the echo.

Working Memory

• 7+2 chunks of information

• Forgetting is commonly due to interference or new information being presented rather than decay (passage of time)

• Accessing information: Serial and Parallel searching (simultaneous is a better word)

• Self-terminating or exhaustive

… More on Working Memory

• Executive control system

-Visual-spatial sketch pad (holds visual information in WM to perform computations)

-Articulatory Loop (holds auditory info.)

• WM is the place where meaning is made!

• What we know has a direct impact on WM

• WM is domain specific not general

• WM is essential for self-regulation

• WM develops over time: use and development

LTM

• Declarative, Procedural and Conditional Knowledge

• Declarative– Semantic (general concepts and principles)– Episodic (personal or autobiographical)

Which is the largest schema in LTM? What type of knowledge constitutes it?

•What is deja vu?

•Implicit (without awareness)and Explicit

memory (with awareness)

Building Blocks of Cognition

• Concepts (defining attributes, exemplars and non exemplars)

How would you teach a concept?

Take 10 minutes and teach a concept to your group.

• Propositions, small units of meaning consisting of a predicate and argument

• Propositions are remembered by meaning or interpretation not literally

•Schemata, framework for understanding and processing

What is the largest schema? How does it affect instruction.

•Memory is reconstructive

•Schema’s bias perception and reconstruction.

More LTM possible “set ups”

• Pavio’s Dual Encoding: Verbal and Imaginal systems• Network Models: Spreading activation, focus units,

hierarchical structure or web• Connectionist Models

– Serial (linear) and Parallel (simultaneous, multiple path processing)

– Pathways are stored not information, it is the traces of learning rather than the contents.

– Context affects intrepretation– Processing can occur over multiple levels

Another Perspective

• Levels of Processing

• Memory as the traces of thinking.

• Emphasis on thinking as a process.

• Deep and Surface Learning

Deep and Surface Processing

Deep ProcessesMeaningful

Personal or self-referencing

Autonomous

Hieraricical

Integrated

Proactive

Surface Processes

Linear

Teacher-referenced

Dependent

Segemented

Reactive

For Instruction

• Build on prior knowledge

• Help students activate current schemas

• Help students organize in meaningful chunks

• Foster procedural knowledge

• Provide chance for students to use both verbal and imaginal

• Help students focus attention and allocate resources.

• Provide practice for automaticity.

• Provide sufficient data.

• Promote self-regulation.

• Present in visual and auditory modalities.

• Demand/deserve attention—change the environment

• Be novel, that gets attention

• Be predictable, learners like information congruent with their schemas

• Check perception frequently

• Create cognitive dissonance

• Make learning relevant!