educational psychology: theory and practice chapter 6 information processing and cognitive theories...
TRANSCRIPT
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Educational Psychology:Educational Psychology:Theory and PracticeTheory and Practice
Chapter 6Chapter 6Information Processing
and Cognitive Theories of Learning
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ISBN: 0-205-37338-0
Copyright © Allyn & Bacon 2003
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Organizing QuestionsOrganizing Questions
What Is Information Processing Model?
What Causes People to Remember or Forget?
How Can Memory Strategies Be Taught?
What Makes Information Meaningful?
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Organizing QuestionsOrganizing Questions
How Do Cognitive Skills Help Students Learn?
What Study Strategies Help Students Learn?
How Do Cognitive Teaching Strategies Help Students Learn?
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Information-Processing TheoryInformation-Processing Theory
“Cognitive Theory of Learning that describes the Processing, Storage, and Retrieval of Knowledge in the Mind.”
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Sensory RegisterSensory Register
Perception Attention Gaining
Attention
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Short-Term MemoryShort-Term Memory
Working Memory Rehearsal Working Memory Capacity Individual Differences
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Long-Term MemoryLong-Term Memory
Episodic Memory Flashbulb
Memory Semantic
Memory Schemata
Procedural Memory
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Schema for the Concept “Cat”
Animals
Non-mammals
Mammals
Non-cat
Cat
Description
•Small•Furry
Diet
•Meat•Loves Tuna
Uses
•Catch Mice•Companions
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Factors Enhancing Long-Term Factors Enhancing Long-Term MemoryMemory
Type of Information Time Degree of Learning Instructional Strategies
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Other Information Processing Other Information Processing ModelsModels
Levels-of-Processing Theory Dual Code Theory
Visual Verbal
Parallel Distributed Processing Model
Connectionist Models
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Research on the BrainResearch on the Brain
Brain Specialization
Hemispheric Asymmetry Left Hemisphere Right Hemisphere
Importance of Early Stimulation
Plasticity Efficiency
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Forgetting and RememberingForgetting and Remembering
Interference Retroactive
Inhibition Proactive
Inhibition Individual
Differences
Facilitation Proactive Retroactive
Primacy Effects Recency Effects Automaticity Implications for
Education
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PracticePractice
Massed Practice
Distributed Practice
Enactment
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How can Memory Strategies be How can Memory Strategies be Taught?Taught?
“If students can memorize the routine things more efficiently, they can free their minds for tasks that involve understanding and reasoning.” (p. 194)
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Verbal LearningVerbal Learning
Paired-Associate Learning Serial Learning Free-Recall Learning
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Paired-Associate LearningPaired-Associate Learning
Imagery Keyword Mnemonics Research Findings
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Serial and Free-Recall LearningSerial and Free-Recall Learning
Loci Method Pegword Method Initial-Letter Strategies
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Rote versus Meaningful Rote versus Meaningful LearningLearning
Rote Learning Meaningful
Learning Uses of Rote
Learning Inert
Knowledge
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Schema TheorySchema Theory
Hierarchies of Knowledge The Importance of Background
Knowledge
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How Do Metacognitive Skills Help How Do Metacognitive Skills Help Students Learn?Students Learn?
Metacognition Metacognitive Skills
Thinking Study Skills
Self-Assessment Prediction Self-Questioning Strategies
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Helpful Study StrategiesHelpful Study Strategies
Note Taking Underlining Summarizing Writing to
Learn Outlining and
Mapping The PQ4R
Method
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Making Learning Relevant and Making Learning Relevant and Activating Prior KnowledgeActivating Prior Knowledge
Advance Organizers
Analogies Elaboration
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Organizing InformationOrganizing Information
Using Questioning Techniques
Using Conceptual Models Graphs Charts Tables Matrices
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End of Chapter 6End of Chapter 6