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Limited Bandwidth

Limited Bandwidth. Implications of Human Cognitive Architecture for Learning. David F. Feldon, Ph.D. University of Virginia June 25, 2012 dff2j@virginia.edu. An Experiment…. Remember the numbers in the order I recite them. Please take no notes. Let’s Try One More….

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Limited Bandwidth

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  1. Limited Bandwidth Implications of Human Cognitive Architecture for Learning David F. Feldon, Ph.D. University of Virginia June 25, 2012 dff2j@virginia.edu

  2. An Experiment… • Remember the numbers in the order I recite them. • Please take no notes.

  3. Let’s Try One More…

  4. Information Processing Foundations • Two kinds of memory • Short-term (working memory) for conscious processing • Long-term for “storage” • Encoding and retrieval function as pathways • Environment  Processing system • System sub-component  system sub-component • Executive (control) processes • Directs attention and activates needed processes

  5. General Cognitive Information Processing Model Declarative Long-term Memory Procedural Auditory Elaboration & Coding External Stimulus Sensory Memory Initial/Preattentive Processing Retrieval Visual Short-term Memory Response Phonological Loop Forgotten Forgotten D

  6. Attention and Memory • Short term memory • Conscious awareness • Very limited capacity (4 +/- 1 chunks) • Very limited duration (~30 seconds) • Analogous to computer RAM

  7. Working Memory • Cognitive Load • Measure of WM use • Data Manipulation • Encoding • Packaging new information to remember • Connects sensory/WM data into long term memory • Elaboration • Creating new associations with existing knowledge • Expands a schema by creating links with other schemas (schemata)

  8. Long Term Memory • Characteristics • Hierarchical • Influenced by context • Unlimited capacity and durability • Procedures of Retrieval • Decay with disuse • Can be improved through practice • Types of memories • Schemas • Procedures • Episodes

  9. Using the Space Well • Organized knowledge takes up less space • As skills are practiced, they take up less space • Habits are unconscious

  10. What Kinds of Things Waste Space? • Redundant or irrelevant information • Background noise or activities • Anxiety

  11. What Happens When you Exceed the Limits? When too much information needs to be processed: • People miss details • No space available to notice • People revert to old habits • “Smaller” elements are substituted for “larger” elements unintentionally • Procedures and goals can change

  12. A Metaphor • A bucket has a limited volume that it can hold. • When choosing how to fill it, you can put in a few large objects or more smaller objects. • Newer concepts and skills are large objects. • Other information and distractions take up space in the bucket. • Based on performance needs, choose carefully which objects should go in the bucket to ensure that all necessary items can fit.

  13. What Does This Mean for Training? • Present new information in order from simplest (smallest) to most complex (larger) • Do not present information that is unnecessary, optional, or irrelevant to the desired performance. • Provide many opportunities for practice during training to reduce the “size” of new skills prior to use in the field.

  14. Traditional Part-Whole Task + + + + Now do:

  15. Deepening Complexity

  16. Questions? dff2j@virginia.edu

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