Memory and Cognition – Flashcards
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Constructivism
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Constructivism is the theory that we learn most effectively through experience. In Jean Piaget's research on child development, he said that play is important for the child to create new conclusions about his world. Educators such as Montessori, who supported the theory, believed that a child's hands-on experiences increased his learning ability. For example, by writing numbers on sand with his finger a 3 year old child could learn them much faster than just having a teacher telling him. Adult educators use Constructivism as the basis for doing "hands-on" classes for learning any new endeavor, from art history to fiction writing.
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Gestalt laws
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•Organisms are predisposed to organize experience in different ways: oLaw of proximity - we tend to group together things that are a unit oLaw of similarity - we tend to see things that resemble something familiar? oLaw of closure - our brains can fill in spaces that aren't there in order to simplify (singing in the rain)
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Dual store model
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Sensory Register →Working Memory→Long-Term Memory
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Sensory register
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Input for information
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Working memory
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Short term; 7 +/- 2; chunking
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Long term memory
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People need to pay attention (motion, size, novelty, social cues... etc.) to what you want to teach/put in long-term memory
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Levels of processing
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Activation
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Elaborate rehearsal
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Actively relating information to things you already know - scales applied to pieces in the key; not straight repetition
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Meaningful rehearsal
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Try to relate to previous experiences
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Enactment
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Decay
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Bloom (1956) taxonomy of cognitive objectives
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Associative chains
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They can break! I learned stuff in a certain order and when I forget a step... I'm stuck.
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Content-addressable memory
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Concrete concept
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Physical - hearing a note. A real live music stand.
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Abstract concept
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Does not "exist" - experiencing a crescendo rather than seeing the sideways triangle.
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Spiral curriculum
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A curriculum as it develops should revisit this basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them
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Principle of cognitive learning
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Generally speaking, elaboration helps students learn new information. An exception to this rule is when students elaborate on this information:
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Using previously stored erroneous information
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Positive vs. negative instance
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Animals: Positive instance - dog Negative instance - microwave
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If you were teaching students a new concept, which strategy would be most effective?
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Presenting a definition that identifies defining features.
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Which one of the following alternatives best characterizes the process of elaborating new information?
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Embellishing on new information by using something already known.
