Week 10 Lecture 1.pptx information theory

this presentation is about information processing theory

1. EDU 558: Fundamentals of Human Development and Educational Psychology Week 10 Lecture 1 What to talk about today? INFORMATION PROCESSING THEORY

2. Main Theorists Herbert Simon (1962) David Klahr , Iain Wallace (1976), Robert Gagne,1985)

3. Information Processing Theory of Learning I s a theory that explains how people perceive , remember, and store the massive amounts of information they are subjected to everyday. Process of human learning – compared to the way that a computer processes and stores information (Gagne, 1985) Is a cognitive theory.

4. The process of human learning is similar to the way a computer processes information.

5. Human Memory Sensory Memory Short-Term Memory Working Memory Long-Term Memory Receives data Holds data Processes data Stores data Computer Operations Basic input of data Input of data into applications Manipulation of data Storage of altered data

6. In COGNITIVE PSYCHOLOGY- memory is usually divided into three storage systems: SENSORY MEMORY SHORT-TERM MEMORY LONG-TERM MEMORY

7. 1 . SENSORY MEMORY Sensory Memory: Information received through a person’s senses, is first received at the sensory register It has unlimited capacity The sensory memory retains an exact copy of what is seen or heard (visual and auditory).

8. Implication of effective sensory input for teachers. The senses must be fully operational. Teachers cannot presume that what we as teachers perceive is what students also perceive. Identify the students’ sense disabilities and take corrective measures. Develop teaching styles and learning materials that matches all senses. Make salient features of the learning stimuli prominent so that learners can attend to the correct cues.

9. What do you see in this picture? Focus on the black. What do you see?

10. 2. Short-term Memory STM is most often stored as sounds, especially in recalling words, but may be stored as images. Has a limited capacity of up to seven pieces of independent information The brief duration of these items last from 3 to 20 seconds. Selective attention determines what information moves from sensory memory to short-term memory. It works basically the same as a computer’s RAM (Random Access Memory) in that it provides a working space for short computations and then transfers it to other parts of the memory system or discards it.

11. Strategies to keep information in short term memory Maintenance rehearsal – repeating information over and over without altering it. Elaborative rehearsal – remembering information by connecting it to prior knowledge. Give an example of each?

12. Three basic operations in the STM After entering sensory memory , a limited amount of information is transferred into short-term memory . Within STM, there are three basic operations: Iconic memory - The ability to hold visual images. Acoustic memory - The ability to hold sounds. Acoustic memory can be held longer than iconic memory. Working memory - An active process to keep it until it is put to use (think of a phone number you'll repeat to yourself until you can dial it on the phone). Note that the goal is not really to move the information from STM to LTM, but merely put the information to immediate use.

13. Working memory Working memory is where information is processed and "problem solving " occurs; the working memory usually processes things for a short period of time (3-20 sec.) The working memory will process information for longer periods of time if the person is actively concentrating on the information. RESEARCH QUESTION - IMPLICATION ON OUR TEACHING?

14. 3. Long-Term Memory Relatively permanent storage Information is stored on the basis of meaning and importance. Long-term memory is where the information remembered over time is kept

15. ENCODING ENCODING - The process of transferring information from STM to LTM This is not a function of time, that is, the longer a memory stayed in STM, the more likely it was to be placed into LTM; but on organizing complex information in STM before it can be encoded into LTM. In this process of organization , the meaningfulness or emotional content of an item may play a greater role in its retention into LTM. As TEACHERS , we must find ways to make learning relevant and meaningful enough for the learner to make the important transfer of information to long-term memory .

16. How does memory move through the memory banks? There are many things that cause information to move through these memory banks. (Se-ST-W-LT) The information moves using 4 processes: attention rehearsal organization, elaboration (to be discussed during the tutorials) Without all of these processes a person would not be able to perceive, understand, use, and remember the information they are given everyday.

17. Chunking Chunking - a significant aid for enhancing the STM transfer to LTM. Remember, STM's capacity is limited to about seven items, regardless of the complexity of those items. Chunking allows the brain to automatically group certain items together, hence the ability to remember and learn better. Eg phone numbers 932, 81, 45

18. Students Activity GROUP A Table dog banana Chair cat apple Rat orange desk

19. Organisation Table dog banana Chair cat apple Desk rat orange

20. Prior Knowledge Our prior knowledge of pictures and faces allow us to see a "face" in the word "Liar":

21. SCHEMAS- Mental models of the world Information in LTM is stored in interrelated networks of these schemas. These, in turn, form intricate knowledge structures. Related schema are linked together, and information that activates one schema also activates others that are closely linked. This is how we recall relevant knowledge when similar information is presented. These schemas guide us by diverting our attention to relevant information and allow us to disregard what is not important.

22. Note for Teachers Since LTM storage is organized into schemas, teachers should activate existing schemas (prior knowledge) before presenting new information. This can be done in a variety of ways: Curiosity - arousing questions Picture/diagram interpretation

23. IMPLICATIONS FOR TEACHING It is important to present all the necessary lower-level facts before proceeding to teach at higher levels of the knowledge hierarchy . (K, C, Ap, An, Ev, Sy) People can reason with higher-level concepts if they have learned all of the prerequisite lower-level information. It is important to use teaching steps which correspond to the internal sequence in which the brain processes information

24. Conclusion Information Processing Theory of Learning that explains how people perceive, remember, and store the massive amounts of information they are subjected to everyday. Process of human learning – compared to the way that a computer processes and stores information (Gagne, 1985) Is a cognitive theory. Sensory memory STM LTM Implications - teaching steps which correspond to the internal sequence in which the brain processes information

25. Tutorial Questions 1. Discuss how you will apply the Information Processing Theory to the teaching-learning process. Discuss how the three main stages of memory work together to form memory. Explain what happens in each of the main stages of human memory and how they compare with the computer operations. Describe the three basic operations within the Short-Term Memory and how these operations can be used in the classrooms.

26. Test 1 – Week 9 REMINDER If for some genuine reason, you were not able to sit for the Test on Thursday (11/04/24), please inform your Tutors.