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 its a face)
• Sensory Registers
• Visual register Sperlings partial report
  proceduresubjects 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

• 72 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
• Schemas bias perception and reconstruction.

10
More LTM possible set ups

• Pavios 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 and Surface Processing

• Deep Processes
• Meaningful
• Personal or self-referencing
• Autonomous
• Hieraricical
• Integrated
• Proactive

• Surface Processes
• Linear
• Teacher-referenced
• Dependent
• Segemented
• Reactive

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 attentionchange 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!