Transcript 3. Memory and Encoding

Long-Term Memory Ch. 3
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Review
A Framework
Types of Memory stores
Building Blocks of Cognition
Evolving Models
Levels of Processing
LTM Major themes
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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
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Levels of Processing
Memory as the traces of thinking.
Emphasis on thinking as a process.
Deep and Surface Learning
Deep and Surface Processing
Deep Processes
Meaningful
Personal or selfreferencing
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!