EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 1Long Term Memory:Learning and RememberingEDS 248Stephen E. Brock, Ph.D.,NCSPTypes of Long Term MemoriesConsciously recalled (How to add and subtract)Unconscious recalled (How to speak)Knowledge easily explained vs.Knowledge not easily explainedExplicit vs.Implicit“Knowing that . . .” How things are.“Knowing how. . .” How to do things.How things are or were vs.How to do thingsDeclarative vs.ProceduralImagery (sounds, smells, pictures) (space and time)Meanings and Propositions (facts and general knowledge)Personal experience vs.General knowledgeEpisodic vs.SemanticExampleType of KnowledgeType of MemoryLong Term Memory Processes•Selection•Rehearsal•Meaningful Learning•Internal Organization•Elaboration•Visual ImageryEDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 2Encoding ProcessesUse real world examplesAllow for discussionsEmphasizes the importance of adhering to course prerequisites.Connecting new material with information already stored in long-term memory.Meaningful LearningRote learning is not very effective if not connected with meaningful information.Repetition of materialRehearsalIdentify important information.Emphasizes the importance of adhering to course prerequisites.What is stored and what is not stored. SelectionExamples/Instructional ImplicationsDefinitionProcessEncoding ProcessesExamples/Instructional ImplicationsDefinitionProcessPowerful, yet incomplete.Mental pictures of the physical appearance.Visual ImageryState ideas in own words.Generate own examples.Learning between the lines. Adding your own knowledge to new information.ElaborationThe learning theory modelStoring information as a whole rather than as a collection of disparate parts.Internal OrganizationRemembering (or “Retrieval”)1. Long-term memories can be described as being both active (brought into working memory or consciousness) and inactive (stored in long-term memory).2. What is the capacity of Working Memory relative to Long Term memory?3. What implications dose this have for remembering?EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 3Remembering (or “Retrieval”)1. How information is stored has a lot to do with how (if) it is recalled2. Working memory is small, some of its capacity is already taken up by the sensory information it is attending to.3. Successful retrieval is most likely when a number of long-term memories are closely associated with each other.4. Meaningful, frequently used, material is going to be found quickly. Because it is used frequently it is easily remembered. You know right where to look.Remembering (or “Retrieval”)Study these words, you will have 30 seconds.tulip pencil spoon bed baker rubyhat mountain doctor paper daisy shirtchair fork diamond canyon knife tablehill soldier rose pen shoe emeraldNow write down as many words as you can rememberRemembering (or “Retrieval”)Association cues direct you toward the relevant parts of your long term memoryclothing professions eating utensilswriting supplies gemstones furnitureflowers land formstulip pencil spoon bed baker rubyhat mountain doctor paper daisy shirtchair fork diamond canyon knife tablehill soldier rose pen shoe emeraldEDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 41. Failure to storeTheories of Forgetting2. Construction error3. Decay4. Obliterative subsumption5. Interference7. Repression.6. Failure to RetrieveFacilitating Encoding and Remembering1. Discuss the relative advantages of meaningful vs. rote learning.2. Why is it important to ensure that only important/relevant information is selected?3. What is the role of lesson organization is storage and retrieval?4. What are the strengths and weakness of elaboration?MetacognitionKnowledge of own learning and cognitive processes and resulting regulation of such abilities to enhance learning.EDS 248 Human Development and LearningStephen E. Brock, Ph.D., NCSP 5Transfer•Using knowledge learned in one situation to solve problems in another situation.•The bottom line of schooling.•Students must be able to go out into the “real world” and apply the skills/knowledge taught in the classroomNext Week Read Ormrod chapter 15 From reading write & turn-in 3 research/discussion