Chapter 6 Cognitive Theories of Learning Information-Processing Model Memory Metacognitive Skills Learning Strategies Chapter 6 Cognitive Theories of Learning Information-Processing Theory describes processing, storage, and retrieval of knowledge Chapter 6 Cognitive Theories of Learning Chapter 6 Cognitive Theories of Learning Sensory Register receives information from senses Sperling’s (1960) experiment Chapter 6 Cognitive Theories of Learning Chapter 6 Cognitive Theories of Learning Chapter 6 Cognitive Theories of Learning Sensory Register must pay attention it takes time to take in information perception is not a perfect recording of sensation attention is a limited resource Chapter 6 Cognitive Theories of Learning Gaining Attention Provide cues Increase emotional content Unusual stimuli Inform students something is important. Chapter 6 Cognitive Theories of Learning Short-term or Working Memory limited capacity active vs. passive storage space rehearsal teachers must provide time for rehearsal. Chapter 6 Cognitive Theories of Learning flour orange juice pepper soda cake butter potatoes milk syrup hot dogs hamburger mustard apples lettuce eggs Chapter 6 Cognitive Theories of Learning Chapter 6 Cognitive Theories of Learning Long-term memory large capacity episodic memory flashbulb memories semantic memory schemata procedural memory Chapter 6 Cognitive Theories of Learning Levels-of-Processing Theory recall information processed more “deeply” Chapter 6 Cognitive Theories of Learning Dual-Code Theory visual verbal Chapter 6 Cognitive Theories of Learning Transfer-appropriate processing Similarity of conditions under which the material was learned and those under which it is tested affects memory. Chapter 6 Cognitive Theories of Learning Other information-processing models parallel distributed processing connectionist models Chapter 6 Cognitive Theories of Learning Forgetting interference retroactive inhibition proactive inhibition Chapter 6 Cognitive Theories of Learning Reducing Retroactive Inhibition Avoid teaching similar and confusing material too closely in time. Use different methods to teach similar concepts. Chapter 6 Cognitive Theories of Learning Primacy & Recency Effects primacy recall first items learned recency recall last items learned Chapter 6 Cognitive Theories of Learning Using primacy & recency effects teach important concepts at beginning of period. summarize at end of period. Chapter 6 Cognitive Theories of Learning Practice massed vs. distributed part learning automaticity overlearning enactment Chapter 6 Cognitive Theories of Learning Write down two or three ways in which you try to memorize lists and study new concepts. Chapter 6 Cognitive Theories of Learning Memory Strategies verbal learning paired associate serial learning free-recall Chapter 6 Cognitive Theories of Learning Paired-associate learning imagery keyword mnemonics