教育心理学-informationprocessingandeffectivelearning

1、Informationprocessing andeffective learningby 吴芸4Behaviourism is founded upon a belief that that the association between a stimulus and a reinforced response leads to the learning of new behaviours.Information processing, as a theory of learning, attemps to look inside the minds of learners to explo

2、re what happens when learning occurs. Information processing VS Behaviourism1970sInformation processingBehaviorism认知模式：认知模式：SORSOR输入输入内部信息加工内部信息加工输出输出The origins of information processing theoriesKey words: Cybernetics(控制论)/ Information theory/ Communication theory/ ComputerInformation processing th

3、eories had their origins in cybernetics, game theory, communication theory and information theory, and The development of information processing theory(From mechanism to constructivism)In its earliest forms, IP was relatively mechanistic, basing upon a computer analogy. (输入输入-内部信息加工内部信息加工-输出输出)More

4、recent IP models are also concerned with exploring the active involvement of the learner in these processes: how the learner selects, organises and integrates incoming experience with existing knowledge, and the functioning of meta-mental processes in this.Computer analogycomputer componentsHuman in

5、formation processing systemImplications for teachersThe tasks presented to learners can be.1. most easily perceived with attention2. most actively memorized3. most effectively stored4. most effectively retrieved for future action （知觉的选择性）（知觉的选择性） When interpreting information in the environment, we

6、are continually distinguishing main figures from the background in order to perceive patterns accurately.Figure and groundWorking memorylong-term memory 1.How do we get information from the working memory into the long-term memory? 2.How do we retrieve the information for use?The means by which we g

7、ather and represent information mentaly- encodingThe means by which material is retained in the memory for later retrieval- retentionThe means by which we get information from long-term memory when it is used- the retrival system usedInformation processing (Memory) 记忆过程包括识记、保持、再现三个环节。再现包括再认和回忆。 从信息加

8、工角度看，记忆过程是对输入信息的编码、储存和提取的过程。 识记-保持-再现 输入编码-储存-提取Effective coding of new knowledge Meaningful material is encoded and stored more effectively than non-meaningful material. (Meaningful material means material that can be related to already existing schemes of knowledge in the long-term memory.)Effecti

9、ve encoding1. Chunking: the breaking of long and complex material into more meaningful units. THETIMEISTWELVE THE TIME IS TWELVE2. Mnemonics: M seem to assist with encoding because they provide meaning through associations with more familiar, meaningful information. (of course, the most useful devic

10、es of encoding are those that are inherently meaningful in themselves)Effective encoding3. Classication table（P111）MineralsMetalsStonesplatinum aluminium bronze silver copper steel gold lead brass sapphire limestone emerald graniteruby slateEffective encoding 4.Concept mapping, a more elaborate form

11、 of coding, is a useful strategy to for teaching Ss about concept. It helps Ss to see the relationship between concepts and to build on their conceptual framework. A concept map is a two-dimentional diagram representing the conceptual structure of subject matter.Factors influencing the retention of

12、learning1. the degree of organisition and structure of the material being learned 2. practice, relearning, advanced training and continued exposure to the content being learned3. insructional techniques 4. the nature of the assessment tasks 5. individual differences in abilityTechniques to enhance r

13、etentionP. 1161. Whole and part learning2. Repetition and drill3. Overlearning and automaticity4. Distributed and massed practice1. Whole and part learning With the whole learning approach the integrity of the block of material to be remembered is maintained and encoded as a unit. With the part lear

14、ning method, a large block is brocken into smaller subsections and then put again at the end.2. Repetition and drill T or F For repetition, if Ss do it often enough, they will catch on. ( F ) Repetition is useful if it has interest, attention, and purpose of the learner and is associated with meanin

15、gful learnings.3. Overlearning and automaticity Overlearning is a pedagogical concept according to which newly acquired skills should be practiced well beyond the point of initial mastery, leading to automaticity. 过度学习达到50%， 也就是熟练程度达到150%，效果最佳 3. Overlearning and automaticity Automaticity is the abi

16、lity to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. It is usually the result of learning, repetition, and practice. Examples of automaticity are common activities such as walking, assembly-line work, and driv

17、ing a car, etc.4. Distributed and massed practice Distributed practice (spaced repetition or spaced practice) is a learning strategy where practice is broken up into a number of short sessions - over a longer period of time. The opposite, massed practice, consists of fewer, longer training sessions.

18、Techniques to enhance retrievalForgetting：识记过的内容在一定条件下不能或错误地恢复或提取都叫遗忘。Reasons for forgetting: P119Trace decayDecay theoryInterference theoriesCue-dependent forgettingStimulating effective learningA taxonomy of learning strategiesCognitive strategiesMetacognitive strategiesResource management Page116A taxonomy of learning strategiesCognitive strategiesMetacognitive strategiesResource mana