Chapter 3: Cognitive Processing and InformationSeptember 25, 2015

Summary Cognitive Information-Processing (CPI) Believe learners process information in the same way that

computers do Three stages; sensory memory, working memory, and long-

term memory Perceive, retain, and recall information as needed based on

the encoding

How does learning occur, according to the theory? Mind as a computer, with

environment as input New information is then stored

with appropriate encodings. Learning is shown by output Memory is either sensory,

working, or long-term. Assessment of learning is

dependent on the individual’s ability to access prior learning through the correct pathways and associations of the brain.

According to my

research…

Do you know this child?

Now do you recognize her?

Thinking An ongoing process which serves to

clarify, understand, and codify memories so that they can be retrieved and utilized at a later time.

First processes new information in sensory memory, where it stays for an extremely short time and either undergoes further processing or is forgotten.

In short term memory, or working memory, a finite amount of information can be stored for a short period of time.

Move to long term is determine by associating new learning to previous learning

Higher rate of retrieval at a later date

Locus of Control Teacher and student centered. Teachers must be sensitive to

the prior knowledge of students and organize learning in a productive and constructive manner.

Meaningful opportunities to enhance the encoding of new learning and promote easier retrieval.

Students must be able to employ metacognitive strategies.

Recall vs. recognition questions

Personal Beliefs - Ryan

My personal beliefs about learning are aligned with this theory. I believe content should be presented in multiple ways with

meaningful opportunities for students to be actively involved in learning. I believe that students should monitor their own learning

and make connections to new content. In addition, I also believe that assessments should be modified appropriately to accurately assess

the students learning and application of learned materials.

Learning Scenario Episodic: Learning a song at church, with a friend, etc. (environment, exact moment,

personalized) Semantic: Reading a clock (automatic, nonspecific to events or happenings)

One way that cognitive information processing theories can be utilized in the classroom is rehearsal of information. For example, if the lesson is about CPR, repeating the steps aloud, then practicing them on a mannequin, will allow them to feel best prepared should they ever need to complete this task. This process of rehearsal allows the short-term memory to be encoded so that it can be stored as a long-term memory, then retrieved at a later time.

A student is memorizing the colors in the color wheel. They remember the mnemonic device ROY G BIV to give them clues to remember the colors red, orange, yellow, green, blue, indigo and violet.

Students usually learn the Arithmetic Order of Operations through an acronym called PEMDAS, which stands for Parenthesis, Exponents, Multiplication, Division, Addition and Subtraction.  Some students also use mnemonic devices to remember the order. (Please Excuse My Dear Aunt Sally).