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Information Processing & Cognitive Learning Theory

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by

Jill Zeruth

on 6 November 2014

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Transcript of Information Processing & Cognitive Learning Theory

Information Processing
Model
Brain
Research

Working Memory
Active
Current thinking
Storage system
Limited amount & duration
capacity
Individual differences
Rehearsal
Interference



Facilitation



Primacy & Recency
-positioning

Automaticity
-practice

Schema Theory
Active learner
Background knowledge!!!!!
“One of the most important determinants of how much you can learn about something is how much you already know about it.” (Alexander, Kulikowich & Jetton, 1995).


Sensory Register
fMRI
Specific areas for
specific functions
Hemispheres
Competency 601.2.6:
Learning Theory & Conditions of Learning:
The graduate describes how learners construct knowledge & acquire & retain skills.
Course Mentors
5 Registers
1) Visual
2) Auditory
3) Tactile
4) Olfactory

~ Perception vs. Reality
~ Attention
Limited
Necessary
Emotion
Perception & Attention:
Memory Strategies
- Paired-associate
-Serial
-Free-recall
-Imagery
-Loci
-Pegword
-Initial-letter
Metacognition
What is Metacognition?
Examples:
Self-questioning
Assists learning
Teacher’s role?

Study Strategies
-Practice Tests
-Note-taking
-Underlining
-Summarizing
-Writing to Learn
-Outlining
-Concept Mapping
-PQ4R Method

-How do they help?
We are here to assist you in a successful journey through this course!

Contact us as soon as you need help.

Don't wait!!
Alternative Theories
Relevant Learning
& Activating
Prior
Knowledge

Advance Organizers
KWL Chart

Information Processing Theory
Theory of learning & memory
Mind = computer
How information is:
acquired
retained
recalled
Components
Sensory register
Working memory
Long term memory
Long Term Memory
Large capacity
Long duration
Never forget

What affects retention?
Type of information
Thorough learning
Instructional strategies
Prior Knowledge
Flagging

3 Parts:
Episodic
Experiences
Images
Mental movie
Organized by when & where
Difficult retrieval

Semantic
Facts/knowledge
Concepts, principles, rules
Networks (schemata)
More pathways = better recall

Procedural
Knowing how
Stimulus-responses pairs
Information Processing &
Cognitive Learning Theory
FTC4 & FTC5
All stimuli encountered
Receives information from senses
Short duration
Attended to or lost
5) Gustatory
Levels-of-Processing

attention processing
Dual Code
processing recall
Visual & Verbal = recall

Plasticity
Stimulation
Neural connections
Efficiency

Forgetting & Remembering
Inhibition
Retroactive
lost prior knowledge
Proactive
prior knowledge interferes


Proactive
Prior knowledge helps
Retroactive
New knowledge increases old
Massed

Distributed
Dr. Nancy Cartwright




Dr. Debbie Gessert





Dr. Jill Zeruth
Teachingpractices@wgu.edu
Analogies





Elaboration
Making connections
Full transcript