Transcript 05. Sensory and Working Memories (Ch.2)

Sensory and Working Memories
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Reviewing Behaviorism
Information Processing
Memory
Test your perception—top down or bottom
up.
Questions from Chapter 1
• “Education today reflects behaviorism’s
influence” Do you agree? What are some
examples?
• How and why did behaviorism fall short?
• What events contributed to the rise of
cognitive theory?
• What are the cognitive themes for
education?
Cognitive Themes
• Learning is a constructive process.
• Mental frameworks organize memory and
guide thought.
• Extended practice is needed to develop
cognitive skills.
• Development of self-awareness and selfregulation are critical to cognitive growth.
• Motivation and beliefs are integral to
cognition.
And…Cognitive Themes
• Social interaction is fundamental to
cognitive development.
• Knowledge, strategies and expertise are
contextual.
General Questions to be answered.
• How do learners focus their attention on
certain elements in the world?
• How do learners acquire information and
store and retrieve it?
• How does cognition change and develop?
• What role do learners goals/beliefs play in
cognition?
• How do learners use their processes in
solving problems and what educational
practices foster reflective thought?
Information Processing
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Origins
Basic Model
Terminology
Applications
Characteristics of Modal Model
(p.16)
• Memory systems are functionally separate.
• Attention is limited.
• Processes are both controlled and
automatic.
• Meaning is constructed
Terminology
Stores
Metacognitive
Encoding
Rehearsal
Repetition
STM
Declarative K.
Attention
Bottom up processes
Framing
Schemas
Processes
Chunking
Automaticity
Organization
Elaboration
LTM
Procedural K.
Episodic K.
Perception
Top down processes
Cognitive Flexibility
Sensory Memory and Perception
• Briefly holds stimuli in sensory registers so that
perceptual analysis can occur before information
is lost
• Perception is a top down and bottom up process
• Sensory Registers:
– Visual register, limited to 7-9 pieces of information and
rapid decay
– Sperlings partial report procedure—subject’s recall
fades with time although all letters were registered.
– Auditory register, 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.
Implications for teaching
• Limit the amount of information.
• Present information visually and auditorilly.
What about learning styles? Does this fit in
somewhere?
Knowledge and Context in
Perception
• Prior knowledge influences perception
• Knowledge organized in schema to affect
perception.
How did your prior knowledge affect your
perception in a problematic way?
Attention!
Can you do more than two things at once?
• Resource-limited tasks (need to allocate
attention)
• Data-limited tasks (need more information)
Examples?
• Automatic Processes (the heart of
performance) Novice-Competent-Expert
• Performance continues with practice
Working Memory
• 7+2 chunks of information
• Forgetting is commonly due to interference or new
information being presented rather than decay
(passage of time)
Sternberg’s study
• Accessing information: Serial (one by one) and
Parallel searching (simultaneous is a better word)
• Self-terminating or exhaustive
• Conclusion; subjects search in a serial exhaustive
manner (took longer and was automated not
controlled)
More on Working Memory
• Executive control system
– -Visual-spatial sketch pad (holds visual information in
WM to perform computations)
– -Articulatory Loop (holds auditory info.)
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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
Working Memory and Learning
• Cognitive Load
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-Intrinsic (cannot be changed) and Extraneous Load presentation
or organization)
• Three constraints on efficient learning
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- Leaner characteristics (capacity, knowledge,
automatization
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-Information structure and complexity
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-Instructional environment, scaffolding, organization.
• Example?
• Essential (critical) and Incidental Processes (not critical)
• Representational holding for processing
• What about the quality of processes?
Implications for Instruction
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Encourage selective focus.
Automaticity through practice.
Build on what learners know.
Self-regulation of processing.
Consider resource and data limitations.
Presenting to one modality to reduce load.