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INST6260

INST6260. Schema Theory: A theory of representation in long-term memory. What parts belong to whom?. Recognize Anyone??. How is Information Stored in Memory?. Representation Organization. Propositional Representations. semantic - meaning only smallest unit of knowledge.

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INST6260

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  1. INST6260 Schema Theory: A theory of representation in long-term memory

  2. What parts belong to whom?

  3. Recognize Anyone??

  4. How is Information Stored in Memory? • Representation • Organization

  5. Propositional Representations • semantic - meaning only • smallest unit of knowledge

  6. Propositional Network • A network can be thought of as a tangle of marbles, connected by strings. The marbles are the “nodes” and the strings are the “links.” Mimi give what give to Grade is John BEAUTIFUL Good Enrolled-in INST6260

  7. Brandsford & Franks (1971) • The ants ate the sweet jelly which was on the table. • The rock rolled down the mountain and crushed the tiny hut. • The ants in the kitchen ate the jelly. • The rock rolled down the mountain and crushed the hut beside the woods. • The ants in the kitchen ate the jelly which was on the table. • The tiny hut was beside the woods. • The jelly was sweet.

  8. Which of these sentences did you see? • The ants ate the jelly beside the woods. • The ants in the kitchen ate the jelly. • The ants ate the sweet jelly.

  9. Spread of Activation Chew BONE DOG Part Of Chase MEAT Eat CAT

  10. Schemas • An organized body of knowledge • Represents generic concepts • Composed of abstract and perceptual knowledge • Used to guide encoding, organization, and retrieval of knowledge • Shapes and shaped by experiences • Reflect prototypical properties of experiences • Relatively stable

  11. Wings Worms Chirps Feathers Beak Prototypes Average or best example of members of a category has eats ? makes has has

  12. Classify these: • duckbilled platypus • ostrich • turkey • penguin • Big Bird

  13. Problems with Prototype Theory • number of potential features is very large • features have different importance in different contexts • what determines the feature weights

  14. Creation and modification • Created through experiences and generalizations • Bottom-up and top-down • Modification • accretion • tuning • restructuring

  15. Rocky slowly got up from the mat, planning his escape. He hesitated a moment and thought. Things were not going well. What bothered him most was being held, especially since the charge against him had been weak. He considered his present situation. The lock that held him was strong but he thought he could break it. He knew, however, that his timing would have to be perfect. Rocky was aware that it was because of his early roughness that he had been penalized so severely - much too severely from his point of view. The situation was becoming frustrating; the pressure had been grinding on him for too long. He was being ridden unmercifully. Rocky was getting angry now. He felt he was ready to make his move. He knew that his success or failure would depend on what he did in the next few seconds.

  16. Wrestling • Prison • Other

  17. Every Saturday night, four good friends get together. When Jerry, Mike, and Pat arrived,Karen had just finished writing some notes. She quickly arranged the cards and stood up to greet her friends at the door. They followed her into the living room and sat down facing each other. They began to play. Karen's recorder filled the room with soft and pleasant music. Her hand flashed in front of everyone's eyes and they all noticed her diamonds. They continued for many hours until everyone was exhausted and quite silly.Jerry made his friends laugh as he theatrically took a bow, entertaining them all with the wildness of his playing. Finally, Karen's friends went home.

  18. Playing cards • Playing music • Other

  19. Schema theory and instruction • Provide unifying themes for content • Design materials with standard arrangement • Use headings and titles • Determine current schemata • Consider contexts and cultural knowledge

  20. Mental Models • Includes perceptions and task demands and performances • Interpretive representation of environment • Often incomplete and idiosyncratic • Example: intuitive physics

  21. Mental models and ID • Model-centered instruction • Identify students' current "theories" or algorithms • Use student errors as a source of information about their mental models • Use "think aloud" activities, since these help to uncover current models • Model real problem-solving for students • Explicitly teach problem-solving strategies • Focus on processes, structures, and decisions, not answers

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