In Module 11 on Information Processing, many topics were
discussed. One topic I found important was what exactly information processing
was. Information processing is how we process information and how we forget and
remember this information. This theory offers the occurrence of how cognitive
processes influence learning. This includes determining HOW students can most
effectively process learned information. It also discusses how people pay
attention and learn only what they want to pay attention to and learn
about. For example, many students have a
variety of different distraction when in class. Sometimes the students choose
to pay attention to the distracting events and sometimes they choose the class
lecture. Another is that a meaning to a learner is influenced by previous
knowledge, events, and beliefs. If a teacher is teaching about a topic and a
student has an event that relates to that topic, the student’s topic will
influence how he views the teacher’s lesson.
I did not quite understand the topic on the active long term
memory model. The idea that includes working memory can include memory
processes that are outside of our conscious awareness con fused me. How is this
possible?
In the information processing theory learning is defined as
a way to mentally process information. The process of learning is satisfied
once a student takes in the information, changes its form, stores it, and
retrieves it. The retrieval stage is the defining stage in which something was
actually learned or not. One teaching implication is the use of mnemonic
devices which helps students in the working memory stage. This teaching
strategy gives students symbols, keywords, etc. and helps them to remember and
store information.
People forget things normally because of three main reasons.
One is encoding failure. In encoding failure the memory never fully reached
long term memory storage. The second is storage decay. In storage decay the new
information a person is trying to retain fades quickly without a chance to store
it in the long term memory. The last one is retrieval failure. In retrieval
failure, people have the information stored but cannot pull up any record of
it.
I don't quite understand the wording of your question--maybe you could ask it again via email or before midterms? It is true that some parts of memory processing are totally unconscious. This model isn't strictly about the brain (it's a theoretical model of the mind as a computer) but there's a lot of processing that happens but isn't brought to our awareness. We lose MOST sensory information that's coming at us at any given moment. We (or I) equated working memory to conscious thought, so in that sense, as we're treating it in class, anything that makes it to conscious thought is a part of working memory--that doesn't mean there aren't other things happening that we're not conscious of.
ReplyDeleteThis is good but I can't see a place where you distinguish the types of memory and how something get's from one stage to another.... I hope you understand the information, but I wish I could see it here!