According to Information Processing Theory, what is learning? From your definition, what are some implications for teaching?
The Information Processing Theory focuses on how the information is processed in the human’s brain. Rather than trying to explain external factors that could affect the “learning”, this chapter focuses on the three-stage process that the brain follows in order to successfully store new information. The first part of the Processing Theory consists of the sensory memory, which is pretty much the use of the five senses to collect new information in our surroundings. The second component of the Processing Theory is the working memory, here the information from the sensory memory gets processed, and here the information is determined as valuable or not. If the information is not important it will be more than likely disposed and if it is important than it moves to the last step of the theory. The last part of the theory is the long-term memory, and here is where all the information is stored for days, weeks, and even years. The theory can be best explained when compared to a computer. Like the computer the mind takes in information, then encodes it, scores it, and finally is retrieved when necessary. This process can be seen in many ways in the classroom from highlighting important stuff in the books, to making note cards before the exam to be better prepared.
• Refering to the model of memory below, describe a scenario of how a child might learn SOMETHING (as usual, you fill in this part) in detail. Make sure you trace through each stage and element of the model.
I’m going to relate this to my classroom. The input would be learning the numbers in Spanish. First I would have at least two visual aids to help my presentation out so that I can have the students’ full attention. This would also help the stage of sensory memory since there’s a lot going on around in the surroundings, with the visual aids (powerpoint) the student would be looking at the number in detail. Next I would either say the numbers one by one out loud or have audio in the power point so that the student learns it better. Associating the number to the sound would serve as the encoding stage or short time memory. I would go through the power point many of times so that the student can repeat it and that way the numbers can be stored. Through repetition we are using the working memory and if the process is successful than the new information will be stored.
Activity:
A clown sitting on his chair was watching deer hunting on his TV while eating donuts and cake and drinking milk. Suddenly a bear wearing a hat came in with a gift, a comb, and a pair of scissors. As the clown got up he noticed a mouse trapped in a mousetrap. This is as far as I could go before I ran out of time.
• Describe your experience in trying this activity. Was it surprising? Difficult?
This activity was different, I liked it but it just took me some time to figure out what I was supposed to do. It is pretty difficult just because you have to make a story from those pictures and quite frankly it was bizarre.
Explain HOW this activity (or another form of elaboration) influences memory. How does it connect to working memory capacity? Will this storytelling strategy affect sensory or long term memory? Why?
This activity influences memory because it asks to make up a story so that it would be easier for the student to remember the pictures. It was kind of easy to remember most of the pictures because it was easier to recall the story rather than a picture one by one. I think it connects to working memory different than usual because you don’t really repeat the story you just connect it and I think that makes it a little bit easier. This activity is not intended to affect long-term memory but rater sensory because you have to look at the story and figure out what’s important to remember from it. I don’t think I will be able to recall the story here in a few days.
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