Post on 16-Apr-2017
Educational Psychology strives to answer the following questions:
1. How do students learn information best? (and what instructional methods match how students learn?)
2. How do the minds of students develop during school-age years?
3. What motivates students to learn?4. What is “intelligence,” and how do we
measure it?
Two Topics …to reflect on when making your “resident expert” presentation:
Memory(How do students remember information?)
Learning Styles(How do students with different kinds of intelligence learn?)
Short-Term Memories
Long-Term Memories
Information
Sensory Memories Forgotten after 1 second.
Forgotten after 25 seconds.
Potentially permanent storage, although hard to
retrieve.
Sensory MemoryThe initial, momentary storage of information, lasting only an instant. The fleeting impressions of all sensory
input we experience: every sight, sound, smell, etc.
Short-Term MemoryMemory that holds information for about 15-25
seconds. Sensory memories might convert into short-term memories if we assign meaning to them.
We can store about 7 “chunks” of information in short term memory at any given time. (A
“chunk” is a meaningful piece of information, like a
letter, number, word, simple image, etc.)
RehearsalInformation is able to remain longer in short-term memory if rehearsal is practiced. Rehearsal is the
repetition or organization of information that has entered the short-term memory.
Rehearsal allows us to transfer information
from short-term memories into long-
term memories!
RehearsalThe type of rehearsal that is carried out greatly impacts the mind’s ability to transfer information
from short-term to long-term memory…
Repetition Repeating things over and over again keeps them stored in short-term memory.
Organization(Elaborative Rehearsal)
When information is organized in some fashion: for example, when you link it to another memory.
Long-Term MemoryMemory that stores information on a relatively
permanent basis, although it may be difficult to retrieve.
The reason we are able to store long-term information is
because our brains create semantic networks: clusters
of interconnected information. The more connections our
brain makes between a piece of information and other pieces of information, the
more likely we are to remember it.
Memory Consolidation The process of gradually converting short-term
memories into long-term memories.
1. The more connections we make within the brain, the stronger our stored memories become.
2. The more often we recall information (think about it) the stronger our memories become.
Pathways of neurons in the brain fire when you think about something. The more often you think about it, the smoother and faster those patterns of
neurons will fire in your brain.
Elaborative RehearsalOrganizing information allows it to pass from short-
term memory into long-term memory.
Example Technique: Connect new information to information that is already stored in your memory.
Your goal: Envision a location that you know very well. Imagine that
the items I show you are located in specific areas within
that location.
Level of Processing TheoryThis theory states that the more you processes information,
the better you will ultimately remember it. When you analyze new information in terms of its meaning, your mind will form more connections and associations. (This is why route memorization is a good way to cram for an exam the day before it takes place, but a terrible way to remember
information for long periods of time).
IntelligenceHow do YOU define intelligence? With the person
sitting next to you, discuss what it means to be “intelligent” for one minute.
Trukese tribe members in the South Pacific Ocean can precisely navigate from island to island without a compass
or any other sailing tools. Is this intelligence?
Amy is charming and people are always happy to be with her. She is good at understanding other people, talking to other
people, and making new friends. Is this intelligence?
Members of the Detroit Pistons react quickly to events taking place around them. They coordinate their movements
well, and have muscle memory for certain physical skills. Is this intelligence?
It is clear that “intelligence” is a difficult concept to define. Today, we recognize that having
intelligence does not simply mean that you know lots of things.
Intelligence:The capacity to understand the world, think rationally, and use resources effectively when
faced with challenges.
Intelligence TheoriesIn 1983, Howard Gardener proposed his Theory of
Multiple Intelligences to explain the aptitudes humans have for things other than logic and problem-solving.
Humans show intelligence in
many ways, and the way we test for intelligence needs to consider this.
Multiple Intelligences Theory
Gardener’s theory states that there are at least
eight different kinds of
intelligence that are distinct from
one another.
We each possess ALL of these, but
in different amounts.
Multiple Intelligences Theory
Gardener’s theory states that there are at least
eight different kinds of
intelligence that are distinct from
one another.
We each possess ALL of these, but
in different amounts.
Logical/Mathematical Intelligence
Skills involving problem solving and logical or scientific
thinking. Logical reasoning is closely
linked to “fluid intelligence.” People with this intelligence may be good at math
problems, critical thinking, and reasoning.
Linguistic Intelligence
Skills involving the production and use of language. People with this intelligence are
good at reading comprehension,
writing, and memorizing written words. They may be good at speaking and
organizing information.
Musical Intelligence
Skills involving music. People with this intelligence have
sensitivity to sounds, tone, pitch, melody, harmony, meter, and rhythm. They may be
good at playing, singing, or
composing music.
Visual-Spatial Intelligence
Skills involving space and spacial configurations.
People with this intelligence are
good at envisioning things in their heads. They may be good
at art, design, architecture, or
navigation.
Bodily-Kinesthetic Intelligence
Skills involving control and use of the body. People
with this intelligence may be coordinated, or good at activities like sports, dance, acting, surgery, or
creating something by hand.
Naturalist Intelligence
Skills involving nurturing, or the ability to identify and classify
patterns in nature. People with this
intelligence might classifying natural forms (such as animals, plants, rocks, or geographical features). They may be
good farmers, botanists, chefs, hunters, etc.
Interpersonal Intelligence
Skills involving interactions with
others and sensitivity to others. People
with this intelligence can easily understand how others are feeling
and relate to them. They communicate
effectively and empathetically with others.
Intrapersonal Intelligence
Skills involving knowledge of oneself and one’s own feelings and emotions. People with this intelligence know their strengths and weaknesses, what they want in life, and
what makes them unique. They may be
reflective and introspective.
“Your understanding of
your inner self holds the meaning
of your life.”- TOLSTOY
Criticism:
Historically, people have placed higher value on some of these intelligence types than others. (Can you guess which ones?) Because certain types of intelligence are more valued, schools focus on
these to the detriment of others.
Because standardized tests are a necessity, (universities need a way to compare students who
attended vastly different high schools), schools place too much focus on types of intelligence that
can be assessed by a standardized test.