Click here for Getting Offer
A
The Information Processing Model is a framework used by cognitive psychologists to explain and describe mental processes. The model likens the thinking process to how a computer works.
Just like a computer, the human mind takes in information, organizes and stores it to be retrieved at a later time. Just as the computer has an input device, a processing unit, a storage unit, and an output device, so does the human mind have equivalent structures.
In a computer, information is entered by means of input devices like a keyboard or scanner. In the human mind, the input device is called the Sensory Register, composed of sensory organs like the eyes and the ears through which we receive information about our surroundings.
As information is received by a computer, it is processed in the Central Processing Unit, which is equivalent to the Working Memory or Short-Term Memory. In the human mind, this is where information is temporarily held so that it may be used, discarded, or transferred into long-term memory.
In a computer, information is stored in a hard disk, which is equivalent to the long-term memory. This is where we keep information that is not currently being used. Information stored in the Long-Term Memory may be kept for an indefinite period of time.
When a computer processes information, it displays the results by means of an output device like a computer screen or a printout. In humans, the result of information processing is exhibited through behavior or actions - a facial expression, a reply to a question, or body movement.
The Information Processing Model is often used by educators and trainers to guide their teaching methodologies.
B
Causes of Forgetting
Everyone forgets things; like a person’s name, where they left their keys, the ending to a movie, or how to do math problems.
The inability to retrieve a memory is only one cause of forgetting. We may forget because the information was never in long-term memory in the first place. The way information is encoded affects the ability to remember it. If it is not coded effectively, we will likely forget the information in the future. We may also forget specific information because we confuse it with other information which we have processed. Information may also be forgotten simply because we have not thought about in in a long time.
The main reasons for forgetting include:
Retrieval Failure
Ineffective Encoding
Interference
Decay or Fading
Motivated Forgetting
Physical Injury or Trauma
Organic Causes
Retrieval Failure
The inability to retrieve a memory is one of the most common causes of forgetting. Retrieval failure is the failure to recall a memory due to missing stimuli or cues that were present at the time the memory was encoded. This theory is that a memory is temporarily forgotten simply because it cannot be retrieved, but with the proper cue that information can be brought to mind. For example, you might not remember the name of an actor in a movie, but his name might suddenly pop into your mind if you see a clip from a movie or if someone tells you the name begins with the letter “L”. The movie or the letter would be acting as a cue for remembering the actor’s name.
With retrieval failure, the information still exists in memory, but just not readily available without specific cues. A good retrieval cue will be consistent with the original encoding of the information.
Ineffective Encoding
The inability to remember information may sometimes have less to do with forgetting and more to do with the fact that it never made its way into long-term memory. This type of forgetting is caused because the person did not pay attention in the first place. Encoding failure or ineffective coding may prevent information from entering long-term memory, and thus the information never being stored to be able to be retrieved at a later date. This may happen when you meet someone and later you cannot remember his or her name. This is probably because you were preoccupied when you were introduced, and the name never made it to long term memory.
An example of ineffective coding can also be exhibited by trying to draw the back of a dime from memory. Chances are you probably remember the shape and color, but probably could not draw a lot of the details even though you have seen hundreds of dimes over the course of your life. The reason for this is that only details necessary for distinguishing dimes from other coins were encoded into your long-term memory.
Interference
Interference occurs when information gets confused with other information in our long-term memory. The Interference theory suggests that some memories compete and interfere with other memories, and that memory loss occurs when information stored either before or after a given memory hinders the ability to remember it. Essentially, cues for different memories may be too similar so a wrong memory gets retrieved.
There are two types of interference:
proactive
retroactive
Retroactive interference occurs when new information interferes with your ability to remember previously learned information. Basically, it occurs when information works backwards to interfere with earlier information, so previously learned information is lost because it is mixed up with new and somewhat similar information. For example, if you learn the state capitals this week, new information, such as world capitals, presented to you next week could cause you to become confused about the state capitals.
Proactive interference is when an old memory makes it more difficult to remember new information. Current information is lost because it is mixed up with previously learned information that may be similar. For example, you could have trouble learning a new math concept because it conflicts with preconceived notions or assumptions you may have regarding a similar topic. For example, if you knew the rules of rugby then started learning the rules of football, you may have trouble remembering the rules of football because they conflict with the old information (rules of rugby).
C
This theory suggests that knowledge cannot be separated from the context or situation in which it was acquired. What we mean here by situated is that learning is connected to a culture, place, activity, or social situation. In other words, learning doesn't happen in isolation from other people or our environment. We learn in and from specific places and interactions.
In a very highly cited journal article, the psychologists John Seely Brown, Allan Collins, and Paul Duguid propose that for education to be as effective as possible, we need to take into consideration the broader context and culture where knowledge is formed. School is, of course, a crucial institution for learning, but often the learning that takes place here is very abstract. To help students use and fully synthesize new knowledge, we need to situate the learning process in everyday life.
We need to practice what we learn in school out in the real world
school; bus; students
If we fail to do this, then we aren't educating students in a way that allows them to use knowledge. Instead, students are just storing the things they learn, often forgetting.The authors use a metaphor that suggests knowledge is a lot like a tool. When we acquire new tools, they can help shape our worldview. But, if we don't know how to use the tool, it doesn't matter. Let's say you're taught a complicated formula to solve equations. This equation is like a tool. This could be a very useful tool but if you don't understand how to plug in numbers into this equation to get an answer it won't be. But, if you practice with it and learn from someone who already knows how to use this tool, it will eventually become useful.
Here's another way to put it: When we gain knowledge and use it frequently, we will be better at using it. Sort of like practice makes perfect.
The key to this idea is the importance of the viewpoint of a community for learning. Different people and communities have different ideas about how the world works. When we situate ourselves in different communities, we learn how they use knowledge, and this enriches our understanding of the world.
The Information Processing Model is a framework used by cognitive psychologists to explain and describe mental processes. The model likens the thinking process to how a computer works.
Just like a computer, the human mind takes in information, organizes and stores it to be retrieved at a later time. Just as the computer has an input device, a processing unit, a storage unit, and an output device, so does the human mind have equivalent structures.
In a computer, information is entered by means of input devices like a keyboard or scanner. In the human mind, the input device is called the Sensory Register, composed of sensory organs like the eyes and the ears through which we receive information about our surroundings.
As information is received by a computer, it is processed in the Central Processing Unit, which is equivalent to the Working Memory or Short-Term Memory. In the human mind, this is where information is temporarily held so that it may be used, discarded, or transferred into long-term memory.
In a computer, information is stored in a hard disk, which is equivalent to the long-term memory. This is where we keep information that is not currently being used. Information stored in the Long-Term Memory may be kept for an indefinite period of time.
When a computer processes information, it displays the results by means of an output device like a computer screen or a printout. In humans, the result of information processing is exhibited through behavior or actions - a facial expression, a reply to a question, or body movement.
The Information Processing Model is often used by educators and trainers to guide their teaching methodologies.
B
Causes of Forgetting
Everyone forgets things; like a person’s name, where they left their keys, the ending to a movie, or how to do math problems.
The inability to retrieve a memory is only one cause of forgetting. We may forget because the information was never in long-term memory in the first place. The way information is encoded affects the ability to remember it. If it is not coded effectively, we will likely forget the information in the future. We may also forget specific information because we confuse it with other information which we have processed. Information may also be forgotten simply because we have not thought about in in a long time.
The main reasons for forgetting include:
Retrieval Failure
Ineffective Encoding
Interference
Decay or Fading
Motivated Forgetting
Physical Injury or Trauma
Organic Causes
Retrieval Failure
The inability to retrieve a memory is one of the most common causes of forgetting. Retrieval failure is the failure to recall a memory due to missing stimuli or cues that were present at the time the memory was encoded. This theory is that a memory is temporarily forgotten simply because it cannot be retrieved, but with the proper cue that information can be brought to mind. For example, you might not remember the name of an actor in a movie, but his name might suddenly pop into your mind if you see a clip from a movie or if someone tells you the name begins with the letter “L”. The movie or the letter would be acting as a cue for remembering the actor’s name.
With retrieval failure, the information still exists in memory, but just not readily available without specific cues. A good retrieval cue will be consistent with the original encoding of the information.
Ineffective Encoding
The inability to remember information may sometimes have less to do with forgetting and more to do with the fact that it never made its way into long-term memory. This type of forgetting is caused because the person did not pay attention in the first place. Encoding failure or ineffective coding may prevent information from entering long-term memory, and thus the information never being stored to be able to be retrieved at a later date. This may happen when you meet someone and later you cannot remember his or her name. This is probably because you were preoccupied when you were introduced, and the name never made it to long term memory.
An example of ineffective coding can also be exhibited by trying to draw the back of a dime from memory. Chances are you probably remember the shape and color, but probably could not draw a lot of the details even though you have seen hundreds of dimes over the course of your life. The reason for this is that only details necessary for distinguishing dimes from other coins were encoded into your long-term memory.
Interference
Interference occurs when information gets confused with other information in our long-term memory. The Interference theory suggests that some memories compete and interfere with other memories, and that memory loss occurs when information stored either before or after a given memory hinders the ability to remember it. Essentially, cues for different memories may be too similar so a wrong memory gets retrieved.
There are two types of interference:
proactive
retroactive
Retroactive interference occurs when new information interferes with your ability to remember previously learned information. Basically, it occurs when information works backwards to interfere with earlier information, so previously learned information is lost because it is mixed up with new and somewhat similar information. For example, if you learn the state capitals this week, new information, such as world capitals, presented to you next week could cause you to become confused about the state capitals.
Proactive interference is when an old memory makes it more difficult to remember new information. Current information is lost because it is mixed up with previously learned information that may be similar. For example, you could have trouble learning a new math concept because it conflicts with preconceived notions or assumptions you may have regarding a similar topic. For example, if you knew the rules of rugby then started learning the rules of football, you may have trouble remembering the rules of football because they conflict with the old information (rules of rugby).
C
This theory suggests that knowledge cannot be separated from the context or situation in which it was acquired. What we mean here by situated is that learning is connected to a culture, place, activity, or social situation. In other words, learning doesn't happen in isolation from other people or our environment. We learn in and from specific places and interactions.
In a very highly cited journal article, the psychologists John Seely Brown, Allan Collins, and Paul Duguid propose that for education to be as effective as possible, we need to take into consideration the broader context and culture where knowledge is formed. School is, of course, a crucial institution for learning, but often the learning that takes place here is very abstract. To help students use and fully synthesize new knowledge, we need to situate the learning process in everyday life.
We need to practice what we learn in school out in the real world
school; bus; students
If we fail to do this, then we aren't educating students in a way that allows them to use knowledge. Instead, students are just storing the things they learn, often forgetting.The authors use a metaphor that suggests knowledge is a lot like a tool. When we acquire new tools, they can help shape our worldview. But, if we don't know how to use the tool, it doesn't matter. Let's say you're taught a complicated formula to solve equations. This equation is like a tool. This could be a very useful tool but if you don't understand how to plug in numbers into this equation to get an answer it won't be. But, if you practice with it and learn from someone who already knows how to use this tool, it will eventually become useful.
Here's another way to put it: When we gain knowledge and use it frequently, we will be better at using it. Sort of like practice makes perfect.
The key to this idea is the importance of the viewpoint of a community for learning. Different people and communities have different ideas about how the world works. When we situate ourselves in different communities, we learn how they use knowledge, and this enriches our understanding of the world.
Comments
Post a Comment