Long-Term Memory Ch. 3

1. Long-Term Memory Ch. 3 • Review • A Framework • Types of Memory stores • Building Blocks of Cognition • Evolving Models • Levels of Processing

2. LTM Major themes • Learning as a constructive process • Mental frameworks organize learning (schemas) • Extended practice • Self-awareness and self-regulation • Motivation and beliefs are critical • Social interaction is fundamental • Strategies and competence are contextual

3. Review: Sensory Memory and Perception • Perception is a top down and bottom up process. • Pattern recognition (oh it’s a face) • Sensory Registers • Visual register: Sperlings partial report procedure—subject’s recall fades with time although all letters were registered. • Auditory register: as cue delay increases, performance decreases. • Sperlings study supports that info. lasts 0.5 in the icon and over 3 seconds in the echo.

4. Working Memory • 7+2 chunks of information • Forgetting is commonly due to interference or new information being presented rather than decay (passage of time) • Accessing information: Serial and Parallel searching (simultaneous is a better word) • Self-terminating or exhaustive

5. … More on Working Memory • Executive control system • -Visual-spatial sketch pad (holds visual information in WM to perform computations) • -Articulatory Loop (holds auditory info.) • WM is the place where meaning is made! • What we know has a direct impact on WM • WM is domain specific not general • WM is essential for self-regulation • WM develops over time: use and development

6. LTM • Declarative, Procedural and Conditional Knowledge • Declarative • Semantic (general concepts and principles) • Episodic (personal or autobiographical) Which is the largest schema in LTM? What type of knowledge constitutes it?

7. What is deja vu? • Implicit (without awareness)and Explicit • memory (with awareness)

8. Building Blocks of Cognition • Concepts (defining attributes, exemplars and non exemplars) How would you teach a concept? Take 10 minutes and teach a concept to your group.

9. Propositions, small units of meaning consisting of a predicate and argument • Propositions are remembered by meaning or interpretation not literally • Schemata, framework for understanding and processing • What is the largest schema? How does it affect instruction. • Memory is reconstructive • Schema’s bias perception and reconstruction.

10. More LTM possible “set ups” • Pavio’s Dual Encoding: Verbal and Imaginal systems • Network Models: Spreading activation, focus units, hierarchical structure or web • Connectionist Models • Serial (linear) and Parallel (simultaneous, multiple path processing) • Pathways are stored not information, it is the traces of learning rather than the contents. • Context affects intrepretation • Processing can occur over multiple levels

11. Another Perspective • Levels of Processing • Memory as the traces of thinking. • Emphasis on thinking as a process. • Deep and Surface Learning

12. Deep Processes Meaningful Personal or self-referencing Autonomous Hieraricical Integrated Proactive Surface Processes Linear Teacher-referenced Dependent Segemented Reactive Deep and Surface Processing

13. For Instruction • Build on prior knowledge • Help students activate current schemas • Help students organize in meaningful chunks • Foster procedural knowledge • Provide chance for students to use both verbal and imaginal

14. Help students focus attention and allocate resources. • Provide practice for automaticity. • Provide sufficient data. • Promote self-regulation. • Present in visual and auditory modalities.

15. Demand/deserve attention—change the environment • Be novel, that gets attention • Be predictable, learners like information congruent with their schemas • Check perception frequently • Create cognitive dissonance • Make learning relevant!