CHAPTER 8

1. CHAPTER 8 The Information-Processing Approach

2. Characteristics of Information Processing The information-processing approach to learning emphasizes that children manipulate information, monitor it, and strategize about it. • Thinking:To perceive, encode, represent, and store information from the world • Change mechanisms: • Encoding – Getting information into memory • Automaticity – Processing information with little effort • Strategy Construction –Discovering new processing procedures

3. What Is Attention? Attentionis the focusing of mental processes • Sustained attention • Selective attention • Divided attention

4. Getting Students to Pay Attention Encourage attention and minimize distraction Use cues and gestures for important material Beinteresting Focus on active learning and be aware of individual differences Use media and technology to make learning enjoyable

5. Memory …is the retention of information over time. STORAGE RETRIEVAL ENCODING Gettinginformationinto memory Retaininginformationover time Takinginformationout of storage

6. Encoding Strategies REHEARSAL Consistent repetition of information over time DEEP PROCESSING Deeper processing, better memory ATTENTION Concentrate and focus ORGANIZATION Aided by chunking CONSTRUCTING IMAGES ELABORATION Adds to distinctiveness

7. Encoding Strategies REHEARSAL Consistent repetition of information over time DEEP PROCESSING Deeper processing, better memory ATTENTION Concentrate and focus ORGANIZATION Aided by chunking CONSTRUCTING IMAGES ELABORATION Adds to distinctiveness

8. Mnemonics • Acronyms • Acrostics • Method of Loci • Keyword

9. Atkinson and Shiffrin’s Model

10. Baddeley’s Model of Memory

11. Atkinson and Shiffrin’s Model

12. Long-Term Memory ProceduralMemory DeclarativeMemory Episodic Memory Semantic Memory Memory

13. Representing Information in Memory Network Theories Schema Theories - Nodes stand for labels and concepts - Network is irregular and distorted - Long-term searches are not exact - Retrieved information is fit into an existing formation (schema) - Schemas: concepts, knowledge, or information about events that already exist in the mind and influence the way we encode information

14. Hyper Digger Protection Responsibility Jack Russell Companion Chocolate Dog Lab Yellow “Max” Gentle The Grinch In-Laws Christmas

15. What were the four friends doing this Saturday evening? • How do you know?

16. Representing Information in Memory Network Theories Schema Theories - Nodes stand for labels and concepts - Network is irregular and distorted - Long-term searches are not exact - Retrieved information is fit into an existing formation (schema) - Schemas: concepts, knowledge, or information about events that already exist in the mind and influence the way we encode information

17. Retrieval

18. Forgetting

20. Experts • Detect features and meaningful patterns of information • Accumulate more content knowledge; organize around important ideas and concepts • Retrieve important aspects of knowledge with little effort • Adapt an approach to new situations • Use effective learning strategies

21. Strategies of Experts • Spreading out and consolidating learning • Asking themselves questions • Taking good notes • Using a study system

22. Metacognition “Thinking about thinking” Metacognitive Knowledge Monitoring and reflecting on one’s current or recent thoughts Metacognitive Activity Students consciously adapt and manage their thinking strategies during problem solving and purposeful thinking

23. Improving Metacognitive Skills Improvement of metacognitive skills results from: • Developmental changes as student matures cognitively in metamemory and theories of mind • The Good Information-Processing model that includes specific learning strategies, knowing the similarities and differences in multiple strategies, and the benefits of using them • Monitoring the effectiveness of strategies and modifying when necessary