EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 1Human Information ProcessingEDS 248Stephen E. Brock, Ph.D.,NCSPIntroductionThe work of Piaget, Vygotsky and Tolman laid the foundation for cognitive psychology. Their work forced Learning Theorists to pay attention to internal mental events (cognitions). Cognitivism is currently the predominant perspective within which human learning is examined and explained.AssumptionsLike Behaviorism Stresses the importance of objective research. Mental events can be inferred from careful designed research. However, others may not know learning has taken place until a behavior is displayed.Unlike classical conditioning theoristsPeople are actively involved in learning. Not passive responders to external stimuli. Learners make choices.EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 2AssumptionsUnlike BehaviorismSome learning is unique to humans. All research involves human subjects and is not generalized to other species.Mental events are the focus of study. Within the individual. Internal not external variables are seen as most importantLearning involves the formation of mental associations that may not always be seen in behavior change. It involves internal mental change. Information is not isolated, but rather interconnected.Learning is the process of relating new information to old information.VocabularyCognitive ProcessesAny mental event, including perception, attention, interpreting,understanding and remembering.Learning vs. MemoryThe acquisition of new information vs. The ability to recall information that has been previously learned.StorageThe process by which new information is placed in memory.EncodingThe process by which new information is modified as it is stored. RetrievalThe process through which people find information previously stored.An Overview of the HIP ModelThere are three basic structures that comprise the HIP model. They are the sensory register, the working memory, and the long-term memory. Other important HIP model variables include acuity, sensation, perception, and attention.EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 3Sensation/AcuityThe first requirement for information processing is sensation.Before information can be processed it has to be sensed.Sensory Register1. This structure receives large amounts of information form the senses and for a very brief period of time. 2. Assuming adequate acuity, information is automatically registered as a literal copy of input. 3. If the person does not attend to the sensory input in the sensory register it quickly decays. • Visual = less than one second• Auditory = 2 to 4 seconds. 4. Information does not move automatically and directly to the working memory. It must be attended to.AttentionRefers to the process by which information to be processed (understood) is moved into working memory).EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 4Perception1. The person’s interpretation of the stimuli. 2. It is effected by a persons basic psychological processes (SLD)3. Setting influences perception. • In situations where you have learned a given stimuli is important, it is more likely to be attended to, processed, and understood.4. Assumptions influence perceptions.• We perceive things as we know them to be. We draw upon our past experiences or background knowledge to interpreted what our senses register.Working Memory1. The place where information currently being attended is stored. 2. The place where the mind operates on information organizes it for storage or discarding, and connects it to other information.3. Sensory register and long term memory both provide information to the working memory.4. Often this happens at the same time. Working Memory1. Regardless of input source, data stored in working memory is typically in linguistic form (especially when the task is language based).2. Rehearsal• The longer something is in working memory the more likely it will become a long-term memory.3. Working Memory Capacity• 7 (+/-2).• Just as the computers screen - or desktop - is limited in size• The bottleneck of the HIP system.4. Individual Differences in Working MemoryEDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 5Long Term MemoryThe location where information is kept for a long time.No known limitsTypically stored in semantic formFacts and general knowledgeSummary HIP elementsActivity Develop you own visual depiction of the HIP model.EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 6Example1. Read a social studies text (“The Vikings discovered America”).2. Text/pictures are placed in sensory register.3. Learner chooses to pay attention to the stimuli.4. Learner correctly perceives words (acuity & perception) and understands their meaning (long term memory). • Information form both the sensory register and long term memory is simultaneously place on the desk top of the HIP system - the working memory.Example5. Learner continues reading. More words are seen, perceived, and understood. Main ideas are identified. Less important details are discarded (removed from the desk top).6. Can maintain details long enough to make a note and go on.7. Access other information from long-term memory to help store new learning (e.g., explorers, Columbus)8. With rehearsal and coding, the learning may become a never to be forgotten fact.Working MemoryResponseWorking MemoryStimuliLong Term MemoryEDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 7Working MemoryLong Term MemoryWorking MemoryStimuliMaintenanceRehearsalDecay“forgettingInterference“forgetting”Knowledge from LTMElaborative RehearsalLong Term MemoryLong Term MemoryWorking MemoryDecay“forgettingInterference“forgetting”Elaboration; organization, contextRetrieve (reconstruct)Human InformationProcessingExternal StimuliSensoryRegisterLong Term MemoryStimuli Ignored: Lost/ForgottenWorking MemoryRepetitionAcuityRetrieval, Processing, Rehearsal, and CodingEDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 8Next Week Read Ormrod Chapters 9 & 10 From readings write & turn-in 4 research/discussion questions (two for each