EDUC lecture 2 Flashcards
(39 cards)
The Information-Processing Approach
- emphasizes that children manipulate information, monitor it, and strategize it
- Central to this approach is Memory and Thinking
- Children develop a gradually increasing capacity for processing information
Siegler 3 Main Characteristics of Information Processing Approach
- Thinking: To perceive, encode, represent, and store information from the world
- Self-Modification: Represented by metacognition, “knowing about knowing”
- schools trying to measure metacognition
Sieglers third approach
- Change Mechanisms
- Encoding- information gets into memory
- Automatization - Process information with little Strategy and effort
Construction: Discovery of new processing procedures such as transfer and generalization
Cut down on cognitive load- easier on your brain
Car example- very hard to process all the tasks when driving at first
This knowledge becomes instinctual- know it by heart
Memory
retention of information over time
Encoding
getting information into memory
Storage
Retaininginformationover time
Retrieval
Takinginformationout of storage
Encoding step 1
ATTENTON -you are being assaulted With information -your brain filters -you have to focus For what info you want Concentrate and Focus
Encoding Step 2
REHEARSAL Consistent repetition of information over time Studying – read notes out Loud, stimulation of ears, Eyes, everything
Encoding step 3
3.DEEP PROCESSING Deeper processing, better memory -don’t just rehearse, you have To connect it to what you know -make meaning of it
Encoding step 4
- ELABORATION
Adds to distinctiveness
e.g., Images
Encoding step 5
- ORGANIZATION
Aided by chunking
-organize your brain “files”
how are you organizing info you’re trying to remember
Storage: sensory memory
Sensory Memory:
Visual, auditory, other sensations
Retains information for seconds
Storage: Short-Term Memory
Short Term Memory:
Limited capacity 7 +/- 2 (Miller, 1956) best memories, chunk things together
retain for 30 seconds without rehearsal
Storage: Long-Term Memory
Long-Term Memory
Unlimited capacity over a long period of time, except over 85, dementia-forgetting –memory-gone forever, newest memory go first
Baddeley’s Working Memory Model
Is a 3 part system that temporarily holds information as people perform tasks
Working memory is like a mental workbench where a great deal of information processing is done
Limited capacity and stored for a brief time
Phonological Loop: info on speech is stored
Visual Spatial: imagery stored- sketch pad
Central executive- doing the work for phonological/ sketch
Pad
We actively create our memories
Long Term Memory
LTM: holds enormous amounts of information for a long period of time in a permanent manner
- can’t access information that is still there sometimes
- you start to think and store things in a verbal things around 3
- you can’t access your files anymore
- burnt toast seizures. Poke brain and trigger to seizure is gone
Long-Term Memory: Declarative Memory
Declarative Memory:(explicit) – birthday, first day at Uni
Facts events
Recall Facts, events verbal
Long-Term Memory: Procedural Memory
No declarative(implicit)
Skills, cognitive operations
E.g, Ride a bike
-catching a football -ODB
Long-Term Memory: A-1 Episodic Memory
Retention of where
and when events
Long-Term Memory: A-2 Semantic Memory
General knowledge of
World- capital of canada
Retrieval: Primary Effect
primary effect: items at the
beginning remembered best, stuff at the end is
Also easier to remember
Retrieval: Serial position
Serial position: recall better
at the beginning and end of list
Retrieval: Specificity
Specificity: associations form cues- Dr. Mrs vandertramp
