Psychology : Cognitive Learning Theories

COGNITIVE PSYCHOLOGYHow do we store, represent, and remember information?

INFORMATION PROCESSINGSensori-Register – “The lens”Short Term, or Working, Memory – “The desktop”Long-Term Memory – “The file cabinet”Remembering & Forgetting

Psychology : Cognitive Learning Theories

We can now see how making strong connections in your brain works

The more you make connections

between new materialand old material

the easier it will be foryou to remember.

Cognitive PsychologyInformation Processing Model of Learning

Information Processing Model of Learning compares our brain to the computer We take in information We perform operations on the information We store, and later, locate the information We use the knowledge (information) we have to

respond and solve problems.

Information Processing Model

Sensory

Register

Attention is the Key

OUTSIDE

STI

MULI

Short-TermMemory(Retaining

Information)

WorkingMemory

(Chunking, Reworking, Organizing info for

Placement into LongTerm Memory)

InitialProcessing

Elaboration &Organization

Retrieval &Reconstruction

Long

Term

Memory

DecayPermanent Loss

Decay & InterferencePermanent Loss

ForgettingLost but

possible recovery

Executive Control Processes – Self-Regulated Learning(Attention, Strategy Selection, Monitoring Understanding)

Rehearsal

Information Processing ModelThe Computer Metaphor

Sensory RegisterMemory

(instantaneous)

Short-Term orWorkingMemory

(internal RAM)

Long-Term Memory

(Hard Drive)

Information Processing Model

Sensory

Register

Attention is the Key

OUTSIDE

STI

MULI

Short-TermMemory(Retaining

Information)

WorkingMemory

(Chunking, Reworking, Organizing info for

Placement into LongTerm Memory)

InitialProcessing

Elaboration &Organization

Retrieval &Reconstruction

Long

Term

Memory

DecayPermanent Loss

Decay & InterferencePermanent Loss

ForgettingLost but

possible recovery

Executive Control Processes – Self-Regulated Learning(Attention, Strategy Selection, Monitoring Understanding)

Rehearsal

Just to remind you Here is our goal … to make connections

The more you make connections

between new materialand old material

the easier it will be foryou to remember.

Connections come fromgood learning strategies

Sensory Register – Attention is the Key

Many students believe that they can Multi-Task but the research on this clearly shows we are not able to Multi-Task. We can only pay attention to one thing at a time.

Be sure to read the examples in your textbook and on-line. There will bequestions on the test on the researchon Multi-Tasking

Sensory

Register

Attention is the Key

Information Processing Model

Sensory

Register

Attention is the Key

OUTSIDE

STI

MULI

Short-TermMemory(Retaining

Information)

WorkingMemory

(Chunking, Reworking, Organizing info for

Placement into LongTerm Memory)

InitialProcessing

Elaboration &Organization

Retrieval &Reconstruction

Long

Term

Memory

DecayPermanent Loss

Decay & InterferencePermanent Loss

ForgettingLost but

possible recovery

Executive Control Processes – Self-Regulated Learning(Attention, Strategy Selection, Monitoring Understanding)

Rehearsal

Short-Term Memory or Working Memory

Short-Term is VERY Short Term - Seconds

Two Purposes

1. Retaining Information you plan on disposing

This is when the purpose is short-term memory

2. Working on information (working memory)

When purpose is to transfer information to long-term memory

Information Processing Model

Sensory

Register

Attention is the Key

OUTSIDE

STI

MULI

Short-TermMemory(Retaining

Information)

WorkingMemory

(Chunking, Reworking, Organizing info for

Placement into LongTerm Memory)

InitialProcessing

Elaboration &Organization

Retrieval &Reconstruction

Long

Term

Memory

DecayPermanent Loss

Decay & InterferencePermanent Loss

ForgettingLost but

possible recovery

Executive Control Processes – Self-Regulated Learning(Attention, Strategy Selection, Monitoring Understanding)

Rehearsal

Short-Term Memory or Working Memory

Short-Term Memory is Limited in 2 Ways

1. How long un-rehearsed information can be heldin short-term memory (20-30 seconds)

2. How much information may be held in short-term memory. (5-9 bit of information)

The 7+or-2 dictum can be overcome with Chunking

Short-TermMemory(Retaining

Information)

WorkingMemory

(Chunking, Reworking, Organizing info for

Placement into LongTerm Memory)

Retaining Information in Short-Term Memoryvs.

Using Working Memory to Solve Problems

Since STM holds so little, for so short a time, we have to use strategies to “think” because this is occurring in STM.

Maintenance Rehearsal – Repeating the information in your mind Phonological Loop – rehearsal of words and sounds in STM Visuospatial Sketchpad – manipulating images in STM (e.g., You are

traveling north, then turn right for a mile, then turn right, and then left…)

Elaborative Rehearsal – Connecting what you need to something you already know (e.g., How does CH 7 information compare to CH2 ? How can I use SRL to enhance learning in LTM by engagement in STM?)

Chunking – The 7+/-2 limits how much we can maintain in STM so how do we remember a phone number when we have to include the area code?

Long-Term Memory vs Short-Term MemorySTM

1. Fast and Automatic

2. Very Limited (7+-2)

3. Very brief (20-30 sec)

4. Words, Images

5. NO retrieval time. It is present tense

6. High maintenance – Rehearse it or lose it

LTM1. Slow & Requires Work

2. Unlimited

3. Practically unlimited

4. Propositional network, schemas, episodes

5. Depends on how info was organized

6. Low Maintenance, it’s there forever

1. Input

2. Capacity

3. Duration

4. Contents

5. Retrieval

6. Maintenance

Organization is the key to the retrievalof information from Long Term Memory

Explicit and Implicit Memory SystemsExtras for understanding how we remember and think

Memory

Explicit Memory(Conscious)

Implicit Memory(Unconscious)

EpisodicMemoryExperience

SemanticMemory

Facts, Knowledge

ProceduralMemory

Skills, habits,

tacit rules

PrimingImplicit

activation of concepts

Classical

Conditioning

Remembering and Forgetting in LTM

3 causes of forgetting in LTM

Lack of organization when information is stored

Weak connections to prior learning

Interference – We will talk about this next class

Long

Term

Memory

Storing and Retrieving Information

Elaboration is adding meaning to new information by connecting it to existing information.

Organization adds a structure to new information which will guide the learner to individual parts.

Context in which we learn can impact retrieval by adding physical and emotion cues.