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1.8 Summary, by CUM LAUDE student - Human Learning €9,98
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  5. 1.8 Educational Psychology (FSWP1080A)

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1.8 Summary, by CUM LAUDE student - Human Learning

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In-depth summary of course 1.8 Educational Psychology, written by a cum laude student. My summaries helped me to achieve a GPA of 8,54. I hope it will help you as well! Good luck studying!

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  • 28 augustus 2020
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  • 2019/2020
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Voorbeeld van de inhoud

1.8 Educational Psychology
Problem 1: Memory
Learning goals:

Part A:

1) What are the definitions of the concepts and what is the theory behind them?

2) What is cognitive load and how is it related to memory?

Part B:

1) What can teachers do to make sure that students will remember the material?

 Memory: process of saving information for period of time with emphasis on ability to recall
 Storage: putting new information in memory
 Encoding: changing form of the information
 Retrieval: find information previously stored
 Decay: input fades away


Dual-store model by Atkinson




two-way arrow because storing info in long-term memory requires connection of old
knowledge with new information
- Cognitive learning that describes processing, storage and retrieval of knowledge in the mind

Sensory Register
 Receives large amounts of information from senses and holds it for very short time
 Implications: people must pay attention to information to retain it

, 3 factors:
1. Capacity= very large intake of info.
2. Forms of storage= holds info. in the same way it arrived, e.g. visual stored as visual info.
3. Duration= very brief, visual input: under 1 seconds (some exceptions), auditory input: up to 2
sec (loud noises longer)
Moving information to working memory: The role of attention
 important for moving information from sensory register to working memory
 limited resource, active focus on stimuli while ignoring others
 Influenced by: emotion, motion, size, intensity, novelty, incongruity (objects that dont make
sense in their context, e.g. I walk my tomato, social cues, personal significance
 Figure-ground phenomenon: ability to attend only to one figure at the time
 Cocktail party phenomenon: seemingly attending to one conversation, but listening to another



Short-term or working memory
 Storage system that can hold limited amount of information for up to 30 seconds can be
overwhelmed if too much/difficult information
 Interference= new info can “bump out” older information
 Working memory= place where cognitive processing takes place
 Information enters working memory from sensory registers or from long-term memory
 Capacity= magical number 7 (5 to 9 bits of info.), others say 3-5, more in auditory form
- Rehearsal= repetition can improve retention
- Chunking= combine small bits into bigger bits of information
 Central executive= controls and monitors the flow and use of information throughout memory
system
- does cognitive activities like focusing attention, reasoning, comprehension
- “head of the head”
 Visual spatial sketchpad= component of working memory responsible for processing visual and
spatial info
 Phonological loop= repeating same auditory stimuli, can keep small auditory info. fresh through
repetition
 Episodic buffer= "place" where multiple inputs can be processed and pieced together for an
overall understanding of situation

Control processes in working memory:
 Organization= longer retention of info due to organizing
- e.g chunking or giving a melody to numbers or giving them meaning
 Retrieval= retrieval depends on how much info is stored in working memory, automatic scan of
whole LTM
 Maintenance rehearsal= keeping info alive in working memory by repeating it
- e.g. repeating phone number over and over again upper limit to how many items can be kept
active in work mem


Long-term memory
 Storage= Large amounts of information can be stored for long periods of time

, Episodic/sequential memory= images of personal experiences, organized by when and where
events happened
 Semantic/declarative knowledge= how things are/were/will be
 procedural knowledge= how to do things, (implicit) but when asked how to cycle it becomes
declarative
 Explicit memory= knowledge that can be recalled and consciously considered
 Implicit memory= knowledge we are not conscious of recalling but influences our behavior and
awareness
 Encoding= process memories, e.g. by chunking to store in long-term memory
 Interconnectedness= bits of information similar to each other are grouped and interconnected




Duration= Information stored for indefinitely long



Alternative models of memory
 Levels of processing by Craik=
- memory through "central processor" of information (limited capacity)
- storage depends on how deeply things get processed (different levels)
- e.g simply remembering two words (levels)
1. repeating two words
2. putting them into a sentence
3. asking questions about the relationship of the two words
- "Intention of learning" important but depth of processing more when it comes to
successfully remembering
- Hence why Incidental learning (learning smt without specific intent to learn, just by deeper
processing) can be just as effective as intentive learning

 Activation model=
- All information stored in memory is either in active (working memory) or inactive (long-term
memory) state
- Environment can trigger/activate info stored in LTM transfer into working memory so it is
active
- Unconscious info is majority, becomes active when triggered

, - Priming= if one idea gets triggered it triggers associated concepts in memory e.g waffle --) ice
cream, summer etc.

Cognitive Load Theory
 Mental resources, mostly working memory, required to perform particular task - cognitive
capacity is limited
 Schemas= putting information into a concept, e.g. driving a car, speaking a language
 Automated schemas= "run" automatically, are in long-term memory and don´t require much
working memory
- vital for learning because automated schemas free up space in the working memory
 The imagination effect= mental rehearsal (imagining things), aid for understanding
- students who imagine a concept perform better than peers who just studied material
- better learning because imagining forces working memory to process info more -- leads to
better retention in LTM
 Element interactivity= the more two items are connected the higher the cognitive load
- E.g. grammar of a language (putting words in order) vs simply using unconnected words
- E.g. understanding the relation of X to other variables in an equation
- High lvl of interaction= high level of cognitive load



Types of Loads:
 Intrinsic load= (task-related), individual load that task essential task content puts on learner,
power to process task properly
- Number of elements + element interactivity= determine load
- lower for expert than for novice (expert has more knowledge in LTM and better schemas)
 Extraneous load= (instruction-related), negative
- Bad/complicated instructions can place avoidable extraneous load on learner
- good instructions save the learner "headspace"
 Germane load= positive, load of integrating new knowledge with existing (working memory –
LTM)
- Desirable and should be encouraged by instructional design
 if instructions poorly = increases extraneous load, takes away capacity for germane load
 if done correctly= extraneous load reduced, germane load increased



 The expertise reversal effect= CLT formats/instructions become less effective if learner already
has knowledge /expertise on the content
- unnecessary instructions can have a negative or neutral effect on "experts"
 Motivation: learning also depends on individuals motivation how useful contents are
perceived as, self-efficacy, and effort towards task




Teaching strategies to help students learn

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