Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.). Boston, MA: Allyn and Bacon. [pp. 77-91]
Sensory Memory:
Perceptual storage in the information processing storage. It is temporary and limited. The limited capacity suggests more research on the attention.
Selective attention: learner’s ability to select certain information and ignore some other. The factors that how a learner selects some information over another:
1- the meaning of the information for the individual, e.g., your name spoken in a crowd
2- similarity between competing tasks, e.g., two people talking at the same time
3- task complexity , e.g., one can watch a tv comedy, talk to family and eat at the same time, since all three are simple tasks
4- age, hyperactivity, intelligence, learning disabilities
How to use this in instruction materials: use of color, text bold or underlined, etc
Automaticity: When tasks are overlearned or source of information became habitual, the attention requirements became minimal, and automaticity occurs. e.g. driving a car
For automaticity in reading LaBerge and Samuels (1974) developed a theory: decoding words should be automatic and they shouldn’t pay attention on one word’s meaning but on the whole text.
Pattern recognitnion and perception: Information should also be analyzed and familiarized by some patterns.
1- Template matching: mental copies of environmental stimuli are stored in memory. Pattern recognition is by matching incoming information to the templates in memory
2- Prototype model: not an exact copy but more general. Pattern recognition is by comparing the information with prototype
3- Feature analysis: specific, distinctive features is stored in memory
Working memory:
Second stage of information processing, and is about making sense of the incoming information. There are limits in time and capacity.
George Miller (1956) ‘s concern about number 7 because the WM can hold up to 7 numbes, phone numbers are 7 digit, etc.
Chunking is the important process for increasing working memory’s capacity. This can be done by organizing the information into chunks.
Rehearsel: repeating phone number over and over is an example. By repetition in working memory, information is maintained there for longer.
The items that come in as series can be processed as beginning of the list can be rehearsed and the others can’t. But the end of the list stays in the working memory since they came last. So one can remember the beginning and the end of the list but not the middle.
Encoding: process of relating information to concepts and idea already in memory. People group related information in categories, they relate the information as mnemonics and they also can mediate unrelated words in a story to help the information stay in the long term memory. ALso, imaginary is a very important part of encoding.
Perceptual storage in the information processing storage. It is temporary and limited. The limited capacity suggests more research on the attention.
Selective attention: learner’s ability to select certain information and ignore some other. The factors that how a learner selects some information over another:
1- the meaning of the information for the individual, e.g., your name spoken in a crowd
2- similarity between competing tasks, e.g., two people talking at the same time
3- task complexity , e.g., one can watch a tv comedy, talk to family and eat at the same time, since all three are simple tasks
4- age, hyperactivity, intelligence, learning disabilities
How to use this in instruction materials: use of color, text bold or underlined, etc
Automaticity: When tasks are overlearned or source of information became habitual, the attention requirements became minimal, and automaticity occurs. e.g. driving a car
For automaticity in reading LaBerge and Samuels (1974) developed a theory: decoding words should be automatic and they shouldn’t pay attention on one word’s meaning but on the whole text.
Pattern recognitnion and perception: Information should also be analyzed and familiarized by some patterns.
1- Template matching: mental copies of environmental stimuli are stored in memory. Pattern recognition is by matching incoming information to the templates in memory
2- Prototype model: not an exact copy but more general. Pattern recognition is by comparing the information with prototype
3- Feature analysis: specific, distinctive features is stored in memory
Working memory:
Second stage of information processing, and is about making sense of the incoming information. There are limits in time and capacity.
George Miller (1956) ‘s concern about number 7 because the WM can hold up to 7 numbes, phone numbers are 7 digit, etc.
Chunking is the important process for increasing working memory’s capacity. This can be done by organizing the information into chunks.
Rehearsel: repeating phone number over and over is an example. By repetition in working memory, information is maintained there for longer.
The items that come in as series can be processed as beginning of the list can be rehearsed and the others can’t. But the end of the list stays in the working memory since they came last. So one can remember the beginning and the end of the list but not the middle.
Encoding: process of relating information to concepts and idea already in memory. People group related information in categories, they relate the information as mnemonics and they also can mediate unrelated words in a story to help the information stay in the long term memory. ALso, imaginary is a very important part of encoding.
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