-I took a psychology course last year and this confused me then as well. I always get mixed up between proactive interference and retroactive interference. I think I have a handle on it now but it has always been a little tricky for me to understand.
-According to the Information Processing Theory, learning is the process by which our minds perceive information, encode it for storage, and retrieve it. This process of encoding changes our perceptions from raw data into something that we can recognize and use. Encoding is important because we need to retrieve that data in the future when we want to use what we have learned to do something, whatever that something may happen to be. Some implications for teaching from this definition are that teachers should present information to be learned to children and give them ample opportunities to encode the information given. The goal of teaching is for students to learn and therefore the teachers must help the students with their process of encoding and storage. Whether it be by retrieval cues or helping provide schemas, teachers need to take into account all the different ways students can learn things.
-Given the model, I chose to use the example of learning a major scale. You could play a major scale for a child. This is the sensory input which is lost rather quickly. Then I would show them the steps between notes which would help them with chunking. By memorizing the intervals whole-whole-half, whole-whole-whole-half; the student has two chunks of information to learn to complete the task. Once this is accomplished, repetition of the scale will enhance encoding and move the correct sound of a major scale into the long-term memory of the child.
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