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Summary 1.8 Problem 1
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Problem 1 – Slavin & Woolfolk, (Ormrod)Memory: refers to a process of saving information for a period of time, in this case it’s a synonym
for learning with greater emphasis on the ability to recall. Or refers to a particular part of the
human memory system where acquired information is located.
Encoding: as people store information in memory, they usually modify it in some way, this process
is encoding and often helps them store the information more easily.
- changing the form of information
- adding new information using one’s existing knowledge
- simplifying new information
Retrieval: the process by which people find information they’ve previously stored.
INFORMATION PROCESSING MODEL: a dominant theory of learning and memory, how
information is remembered or forgotten.
- Stimuli from environment (input) flows into the sensory registers.
- Some information is encoded and moves to short-term memory.
- Short-term memory holds information very briefly, combines it with information from long-
term memory
- With enough effort short-term memory moves some information into long-term memory
storage.
- Criticism:
o It is incomplete, information moves through the model mostly in one way but
research indicates many more interactions and connections.
o It also can’t explain how out-of-awareness memories or knowledge could influence
learning or how several cognitive processes happen simultaneously.
, SENSORY REGISTER
- The first component of the memory system is the incoming information meeting the
sensory register.
- The capacity of sensory memory is very large.
- Sensory registers receive large amounts of information from each of the senses and hold it
for a very short amount of time – 2/3 seconds – , if nothing happens to that information it’s
rapidly lost.
- Perception and attention are critical at this stage.
- Experiment: rows of letters, see them for 50 milliseconds, people remember one row
almost perfectly, but the time it takes to recall all 12 letters exceeds the time the letters
last in the sensory registers, so some letters get lost.
- Sensory registers’ existence has 2 implications in education:
o People must pay attention to information if they are to retain it.
o It takes time to bring all the information seen in a moment to consciousness
PERCEPTION: process of detecting a stimulus and assigning a meaning to it. P
- Perception of stimuli is not as straightforward as reception of stimuli. It involves mental
interpretation that is influenced by our mental state, past experience, knowledge,
motivation and other factors.
- First, features are analyzed and extracted to give it a rough sketch. This is called data-
driven or bottom-up processing.
- Then features are organized into patterns called Gestalts.
o Examples of Gestalts principles: figure-ground, proximity, similarity, closure
- Lastly, features and patterns detected are combined in the light of the context of the
situation and out existing knowledge, called top-down or conceptually driven processing.
ATTENTION: attention is a limited resource and is selective.
- What we pay attention to is guided to a certain extent by what we already know and what
we need to know.
- Attention is also affected by what else is happening, the type and complexity of task, the
resources you bring to the situation and your ability to control or focus your attention.
- We can pay attention to only one cognitively demanding task at a time.
- Many processes that initially require attention and concentration become automatic with
practice e.g. driving and talking/listening to the radio etc. automaticity
- Multitasking: the problem with multitasking comes with simultaneous and complex tasks,
no matter how good you become our performance will suffer. In complicated situations the
brain prioritizes and focuses on one thing.
o Sequential multitasking: switch back and forth from one task to another
o Simultaneous multitasking: overlapping of focus on several task at a time
- Gaining attention:
o arousing student interest: ‘this is important’, raise or lower voice to signal critical
information, gestures, repetition, body position, increase the emotional content of
material – attention and emotion activate the same part of the brain
o Moving objects (waving when you see a friend), larger size (newspaper), intensity
(bright colors or loud noises), novelty (unusual, inconsistent or surprising stimuli),
incongruity (objects that don’t make sense within their context), social cues,
emotion, personal significance.
o Some tasks are source limited: performance will improve if we allocate more
resources e.g. giving your full attention to the lecturer. Other tasks are data limited:
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