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LEARNING AND COGNITION


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The Cognitive Information

Processing System


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COGNITIVE INFORMATION PROCESSING

MODEL

SensoryMemory/Register(visual,

Auditory)

Sensoryinput

ForgottenForgotten

(External stimulus)Short-Term

Memory

Rehearsal andcoding

Long- term

memory

Initial

Processing

Retrieval

Repetition


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BASIC MEMORY PROCESS

Encoding

(Code and

Put into

Memory)

Retrieval

(Recover

From

Memory))

Storage

(Maintain

In

Memory)


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Long-Term Memory

Long-Term Memory

ProceduralDeclarative

Semantic Skills HabitsEpisodic


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Long-term memory is divided into threeparts:

episodic memory,

semantic memory and procedural memory.

Episodic memory, semantic memory and

procedural memory store and organizeinformation in different ways.


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Episodic memoryis a part of long-term

memory that stores images of ones

personal experiences.

Semantic memoryis a part of memory

that stores factsand general knowledge.

Procedural memoryis a part of long-term

memory that stores information about how

to do things.


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10

8

6

4

2

-2

-4

-6

-8

-10

-12

-10 -5 5 10 15 20 25 30

f' ' xP = 7.00

f' xP = 5.27

Drag point P

f xP = -3.23

xP= 2.40

f'' x = 6ax+2bf' x = 3ax2+2bx+cf x = ax3+bx2+cx+d

d = -1.76

c = -3.98

b = 0.36

a = 0.44

Use vertical

lines to"line up"

important points

on the graphs.

steevo'02

Hide f''(x)

Hide f'(x)

Hide f(x)

(P, f''(P))

(P, f'(P))

(P, f(P))

scale P


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Implications for Instruction

Driscoll (2005) proposed four

recommendations.

There are:

Providing organized instruction

Arranging extensive and variable practice

Enhancing learners encoding and memory

Enhancing learners self-control of information

processing
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Huitt (2003) suggested some principles inusing information processing approach inthe classroom.

1. Gain the students' attention.

2. Bring to mind relevant prior learning.

3. Point out important information.4. Present information in an organized

manner.


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5. Show students how to categorize (chunk)related information.

6. Provide opportunities for students to

elaborate on new information.7. Show students how to use coding when

memorizing lists.

8. Provide for repetition of learning.9. Provide opportunities for over-learning of

fundamental concepts and skills.
http://localhost/var/www/apps/conversion/tmp/scratch_4/2.%20PROBABILITY%20DISTRIBUTIONS.ppt


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http://localhost/var/www/apps/conversion/tmp/scratch_4/PROBABILITY%20DISTRIBUTIONS.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_4/2.%20PROBABILITY%20DISTRIBUTIONS.ppt


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The Stages of Information

Processing

Atkinson and Shiffrin Model of

Human Memory has three memory

components:

sensory memory,

short term memory and

long term memory.


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Stage model of Information

Processing

Information is processed and stored in

three stages.

Information is depicted as moving through

a series of processing unitssensory

memory, short-term memoryand long-

term memoryin each of which the

information may be stored, either fleetinglyor permanently.


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Model for Sensory/Short-Term/Long-

Term

SENSORY MEMORYTemporary storage

Of sensoryInformation

Capacity: high

Duration: less thanOne second (vision)Or a few seconds

(hearing)

SHORT-TERM MEMORY

Brief storage ofInformation currently

Being used

Capacity: limitedDuration: less thantwenty seconds

LONG-TERM MEMORYRelatively permanent

Storage ofInformation

Capacity: Unlimited

Duration: Long orPermanent

Attention:

Information thatpasses through anattentional gateis transferred to

short-termmemory

Elaborative rehearsal:

Information subjected

to elaborative rehearsal

or deep processing (e.g.,

its meaning is considered)

is transferred to long-term

memory


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Sensory memoryis the mental processing unit

that receives information from the environment

and stores it fleetingly.

It is responsible for the encoding of information,i.e. to take in information and convert it to a

usable mental form.

Cognitive psychologists have focused primarily

on auditoryand visual sensorystores.

Sensory Memory


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Auditory sensory memory, also known

as echo ic memory, is the sensory

memory component which received

auditory stimulation from the externalenvironment.

Echoic memory lasts about 2.5 seconds.

Auditory sensory memory


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Visual sensory memory, also known as

i con ic memoryis the brief duration

sensory memory store which designated

to receive and hold visual information.

Iconic memory is very short in duration,

lasting about 250 to 500 ms.

Visual sensory memory


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The existence of sensory memory has two

important educational implications.

people must pay attention to information

if they are to retain it.

it takes time to bring all the informationseen in a moment into consciousness

(Slavin, 2003).


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Short-Term Memory Short-term memory, also known aswork ing memory, is the mental

processing unit in which information canbe stored temporarily.

It is also the work space of mind where adecision has to be made whether todiscard the information or to transfer it topermanent storage, which is the long-termmemory.


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Short-term memory has limited capacity,

varies from five to nine pieces of

information.

However, chunking, putting each unit into

meaningful word or phrase, can increase a

persons recall ability.


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The process of maintaining information inworking memory by repetition is referred to asrehearsal.

Rehearsalis important in learning because thelonger an item remains in working memory, thegreater the chance that it will be transferred tolong-term memory (Slavin, 2003).

Two common ways of holding information inshort-term memory and passing it on to long-term memory are called maintenance rehearsaland elaborative rehearsal.


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Maintenance rehearsal

Maintenance rehearsalis effective

for holding information in short-term

memory but not very effective for

transferring information to the long-term memory.

An example of maintenance rehearsal

is repeatedly saying a phone numberbefore dials it.


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Elaborative rehearsal

Elaborative rehearsalis much more

effective for transferring information into

long-term memory.

It involves finding or creating anassociation between information in short-

term memory and information previously

stored in long-term memory.


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During teaching, teachers must allocate time forrehearsal.

Students must be given time to rehearse eachnew piece of information, otherwise the teachingwill be ineffective.

When teachers stop a lesson and ask whetherthe students have any questions, they are givenstudents time to rehearsal what they havelearned.

This helps the students to process information inthe short-term memory and transferred theinformation to long-term memory.


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Long-Term Memory

Long-term memoryis the mental

processing unit in which information

may be stored permanently and it may

be retrieved later.

Long-term memory is assumed to be

unlimited in capacity but is subject to

retrievals failure when forgetting.


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Long-term memory is divided into threeparts:

episodic memory,

semantic memory and

procedural memory.

Episodic memory, semantic memory and

procedural memory store and organize

information in different ways.


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Episodic memoryis a part of long-term

memory that stores images of ones

personal experiences.

Semantic memoryis a part of memory

that stores facts and general knowledge.

Procedural memoryis a part of long-term

memory that stores information about how

to do things.


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