EDUC lecture 2 Flashcards
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
Retrieval: Recall
Recall: previously learned info.,
as in fill-in-the-blank
Retrieval: Recognition
Recognition: identify learned information, as in multiple choice
Cue Dependent Forgetting
1-Caused by a lack of retrieval cues, open ended question is harder than multiple choice, no cues its harder
Interference Theory
2-Other information (new or old) gets in the way of what we are trying to remember – similar names – tip of the tounge- you know its wrong but you cant get it
Decay Theory
3-Passage of time allows “memory trace” to disintegrate
Metacognition
“Knowing about knowing”
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 – are you capable of thinking of what you know and you don’t know
Language Development: 1 Communication
has to convey a message
Language Development: 2 Arbitrariness
-no real link between thing and its name, someone just made up a word
Language Development: 3 Multiplicity of Structure
layer of sound, meaning, rules around this
Language Development: Productivity
-generate new word that no ones said before
Stages of Language Development
-Prenatal
preference for mothers voice, than unfamiliar
-Cooing
infancy sounds
-Babbling
-One-Word
only say one word
-Two-Word
two words together- usually like give now, or I want
-Telegraphic Speech
leave out vowels –little short sentences- “I want car”
-Basic Adult Sentence Structure
4-5 adult sentence structure, not vocabulary, but language structure is same
Additive Bilingualism
-A situation where a second language is learnt by an individual or a group without detracting from the development of the first language. A situation where a second language adds to, rather than replaces the first language. This is the opposite of subtractive bilingualism
Subtractive Bilingualism
-which the second language is added at the expense of the first language and culture, which diminish
