Select two of the following questions to answer in the comment section below:
1) What do you think can influence perception as it relates to cognitive information processing theory in classroom applications?
2) What do you think the educational implications are of CIP?
3) What memory strategies do you think can be used in the classroom?
4) How does content knowledge influence memory?
5) How accurate do you think eyewitness accounts are? (How does it relate to what you have learned about memory?)
6) Can you identify any conflict between CIP and Assimilation Learning Theory? How might this conflict be resolved?
5) Based on what I have learned about memory and in particular, the role of perception, I do not think eyewitness accounts are very accurate. It reminds me (connecting to my own memory here!) of a museum exhibit I attended at the Ontario Science Centre in Toronto about memory and perception. We sat in a booth and watched a crime take place. After, we had to select the assailant out of a lineup based on our perception of the events. As you might predict, we all did a terrible job and I selected the wrong person. Memory is not a camera; it is fallible and susceptible to much change. It seems to be an ongoing storage process as it moves through sensory input to working and short term memory and coded for long term storage. Even once secured in long term storage (since we don’t know exactly how and where things are stored biochemically speaking, or even if all components of a memory is stored together or in small bits spread out) it seems to be highly susceptible to being put back together in a way different than originally stored when retrieved. Through this process and based on a number of variables, the “memory” can be distorted. (Think Humpty Dumpty here).
I would be very interested to experience this perception exercise. It certainly suggests that we maybe shouldn’t be so hard on ourselves for forgetting or getting ideas jumbled on occasion!
You are definitely right, Sarah. Although studies on memory is based on science, unfortunately, unlike the human genome project, not all parts of the brain and its associated memory are mapped out yet. Memory can definitely be distorted. When it comes to eyewitness accounts, it is based on sensory input, which lasts for a couple of seconds. Depending on the person, it probably would not even get stored in short-term memory. It makes us wonder how dependent we should be on court cases that uses eyewitness accounts as a main point of arguments. I would not want to sit as a defendant on that one. =)
I’ll always remember a video I saw a long time ago about this lesson being taught in a university class… in the middle of a lesson, someone wearing a hoodie burst into the lecture hall, ran down the stairs, stole the lecture’s laptop and ran out a side door. In discussing the incident immediately after, the class couldn’t come to a conclusion about what the intruder was wearing (clothes or even colour), nor could they agree on race, or give any other accurate description. At least, that’s how I think it all happened 🙂
2) I think the educational implications of CIP are tremendous, particularly its connection, for example, in the field of Artificial Intelligence:
http://www.ted.com/talks/henry_markram_supercomputing_the_brain_s_secrets.html
In a classroom, framing student learning through the understandings CIP provides in terms of receiving and storing knowledge and experiences, as well as how best to access stored knowledge, is important. I think the more a teacher understands the potential for how we store information, the more creative they can be to find methods best suited for this “brain-based” learning (e.g. activating prior knowledge already stored to help encode information for storage using activities like an “anticipation guide” prior to reading something new).
Hi Sarah, You are right about the importance of considering brain-based research in teaching and learning. How do you think assessment fits in brain-based learning?
3) What memory stages can be used in the classroom?
There are a number of memory stages that are used in the classroom. For example, graphic organizers can assist with encoding to move information from working, or short-term memory, to long-term memory (LTM). The encoding process is critical for “making information meaningful and integrating it with known information in LTM” (Schunk, 2008, p. 153). The use of mnemonics is also helpful. I know I use them when trying to memorize a list that I need to recall at a future time. An example would be the mnemonic HOMES to remember the names of the Great Lakes. Organizing information in this manner helps “learners to enrich or elaborate material” (Schunk, 2008, p. 154). I also think students use visual (iconic) memory when they recall the talk given by a guest speaker, and episodic memory when they remember parts of a field trip or an experiential visit to a workplace.
Short-term or working memory is also used in the classroom. For example, when I’m presenting a math concept such as adding and subtracting fractions, students learn that a common denominator is required. If students don’t rehearse the information by working through examples right away, and by completing homework (the ability to rehearse), they may lose the information since short-term or working memory is limited in duration. The reading indicated that information must be “rehearsed or related to information activated in LTM” (Schunk, 2008, p. 149) or it may be lost.
Schunk, D.H. (2008). Learning Theories: An Educational Perspective (pp. 130-181; ch.4-Information Processing). Upper Saddle River, NJ: Pearson.
5) How accurate do you think eyewitness accounts are?
I don’t think eyewitness accounts are necessarily reliable unless something in the experience can be related to previous information that is stored in long-term memory. The witnessed event would be in short-term memory, and without rehearsal or a tie to something already in long-term memory, I think the account would become fuzzy (Schunk, 2008).
My own experience with witnessing a traffic accident was really interesting. A couple of years ago, a passenger and myself witnessed a car on the other side of the road rear-end another car. When we each gave our accounts to the police officer, they differed a bit. One of us saw that the first car had a signal on, and one of us did not. Without an opportunity to rehearse what we had just witnessed (we didn’t) and the ability to link it to previous experiences already stored in our long-term memory (there weren’t any), the account of what we had witnessed became fuzzy. I remember thinking at the time how frustrating it must be to be a traffic cop!
Schunk, D.H. (2008). Learning Theories: An Educational Perspective (pp. 130-181; ch.4-Information Processing). Upper Saddle River, NJ: Pearson.
Thanks for providing insight with your own experience regarding eyewitness accounts. I wonder if inadvertently the police officer’s way of questioning and usage of keywords affected the different accounts.
http://agora.stanford.edu/sjls/Issue%20One/fisher&tversky.htm
How does content knowledge influence memory?
I think it depends on your definition of “content knowledge.” Assimilation theory tells us that rote memory of random facts, or memory without connection to other memories, ideas and concepts, leads to forgetting or interference. If, however, that content knowledge is learned in a meaningful way and cognitive structures are build it is something to draw on/connect to when new information in that content domain is being learned.
I wonder students who forget not only because the lack of meaningful connections to the information, but because they think the information is not relevant to them. I guess that is where [information] to self connection needs to be made to prevent forgetting.
http://www.sciencedaily.com/releases/2007/06/070608143123.htm
I think relevance to the learner plays a huge role. We were discussing this at work today. We were helping an anatomy teacher incorporate mobile learning into his class. One of the other IDs asked what student’s found hardest. He said learning all the bones because they had trouble understanding how it connected to what they had to do as practical nurses. This may sound strange, since they are becoming nurses, but when he asked the nursing faculty how he could make learning of the bones more authentic for his students they told him they didn’t know because they rarely if ever used knowledge of the bones in their daily work.
2) The educational implications of CIP requires a lot of creativity. For a language teachers, the key is to get students to encode new language in their long-term memory (LTM) in the most efficient way possible. First of all, this would involve creating interest in a particular theme or topic in order to activate a learner’s prior knowledge (both of the language and of the content). Here, the teacher would need to help the students elaborate and make meaningful connections (for example, getting students to practice question forms and polite requests at the college cafe). As language use becomes routinized, less information processing is required, reducing the effort required to recall and generally improving students’ fluency. Teachers therefore need to review regularly to help students activate schemata and encode more efficiently.
Schunk, D. H. (2008). Learning theories: An educational perspective. Upper Saddle River, NJ: Pearson.
Hmm~~ So we are helping students form neural connections. =) Do you think there are particular strategies that is specific to the different types of student population(ie. SPED/ESL students)?
Interesting question. It would necessitate the use of multi-modal methods of inputing the information into the ‘system’ (brain) and encoding it in many graphic ways (eg. through kinesthetic, aural, visual, etc). Thus the connection to multiple intelligences developed by H. Gardner?!
Hi Dy, that is a good question. I think the principles remain the same though we may tailor lessons to meet the needs of a particular group. Whether we are teaching language, history or science, we need to activate prior knowledge, exemplify key points, help students organize the content, and give students opportunities to engage with, practice and review the newly acquire knowledge, Even better if we can do this in such a way that students are actively interested in the topic, motivating to learn and make deeper connections.
5) How accurate do you think eyewitness accounts are? (How does it relate to what you have learned about memory?)
I think that most witnesses are not very reliable. I would say that when a crime takes place we focus on things like, the gun present not the eye colour of the robber. I have a friend who is a detective/SWAT team member. We had gone to the movies and someone was talking about a person that we had just walked by that had some very interesting hair colour, many piercings and tattoos. He hadn’t even noticed this person and he is trained to notice things. Maybe to him that is so common place and thus it didn’t even register to him. The novelty of this person’s image to the one that originally noticed obviously impacted that person and made an impact on them, more so than on the detective.
3) What memory strategies do you think can be used in the classroom?
I think in the classroom using strategies like “chunking” work really well. Allowing students to process and work with smaller groups of interconnected topics is important. They can then build on this information once they are comfortable with the next “chunk” of information. Information overload is a problem that adults face, it is no wonder that it also happens to school students. Another aspect that goes along with this is giving them enough time to process the information. When they are able to discuss the topic, match it to their prior knowledge, and then make new connections they will be better able to remember the information they were learning.
Ken
Old definitive proof that eyewitness testimony is not always definitive:
https://www.youtube.com/watch?v=vJG698U2Mvo
3) There are many memory strategies that can be used in the classroom. Ken and Deborah have mentioned chunks, mnemonics and graphic organizers.
Students can also visualize to form mental pictures that better enable them to recall what they have read or listened to. Furthermore, students can make meaningful connections by associating what they are learning to read objects. For example, teaching EFL students about food by bringing actually food items to class. Elaboration can also help students keep their working memories active and therefore improving the chances of long-term memory storage. For example, creating a link between the lesson on food and a lesson on countable and uncountable nouns can improve both storage and retrieval of food related vocabulary. Finally, organization can also help students remember what they have learned by linking relevant information. For example, categorizing food into major food groups(dairy, poultry, grains), meals (snack, breakfast, lunch), storage requirements (fridge, freezer, cupboard), etc can help students recall previously learned food-related vocabulary.
Schunk, D. H. (2008). Learning theories: An educational perspective. Upper Saddle River, NJ: Pearson.
What do you think the educational implications are of CIP?
Cognitive Information Processing (CIP) provides many implications for education and teaching in the classroom. For example, the teacher may use strategies such as breaking concepts up into manageable chunks. As well, the use of graphic organizers allows students to connect ideas by arranging concepts. This process assists students in understanding concepts and moving information from their short-term memory into their long term memory. In addition, relating material with prior knowledge helps learners process and interpret experiences allowing, once again, for information to move into long-term memories making the learning more meaningful. In my own practice, I use graphic organizers often (concept maps) to help my students make connections with ideas and concepts. Furthermore, my use of CIP learning strategies (such as constructivist learning strategies) has provided a more relevant learning experience for my students. To me, the key is engaging students in connecting and building on prior knowledge and providing meaningful learning. According to Schunk, “knowledge acquired meaningfully is retained longer – much longer in many instances” (2008).
How accurate do you think eyewitness accounts are? (How does it relate to what you have learned about memory?)
I don’t believe that eye witness accounts are always as accurate as we want to believe. This may be due to how our short term memories work. While it depends on the individual, it also depends on what we are focused on at the time, and whether our eye witness account of an event is relevant to us or if it is an event that happens in a split second . Most information that comes into our short-term memory will not “stick” and if not used in a quick fashion, the information will slowly dissipate (Schunk, 2008). In addition, short term memory can only hold a limited amount of information at any one given time (Schunk, 2008). As a result, eye witness accounts can on many occasions be largely erroneous. Many years ago I witnessed a violent robbery of a grocery store. When I was asked to go down to the police station to make a statement, I was quite shocked at how little I remembered as to what actually happened. To be perfectly honest, my description of the perpetrator was pathetic as I literally couldn’t even remember what he was wearing. Perhaps this was due to the shock of witnessing such a violent crime?
2) What do you think the educational implications are of CIP?
The biggest educational implications of CIP are the need to capture learners’ attention and to teach in such a way that new knowledge falls into place beside old knowledge. To do this, we must be aware of what our students already know and what in their current knowledge base interests them. If the subject-matter is not relevant to what they already know, they will have difficulty forming connections with old knowledge. Furthermore, rather than spewing facts at students, educators should seek to make knowledge meaningful and applicable, so that students will know that the skills and facts they are learning have a real-world application.
3) What memory strategies do you think can be used in the classroom?
In terms of procedural knowledge, making learning meaningful by designing activities that are useful outside the classroom is a good way to help students to recall what they have learned. For example, when learning procedure for adding, subtraction, multiply and dividing fractions, it is useful to draw parallels with cooking or other such activities that students can do outside the classroom.
In terms of declarative knowledge, linking new concepts to what students already know is crucial. Giving students cues to draw their attention is also helpful – similar to Ausubel’s advance organizers. I had a teacher in university – whose research speciality was reading comprehension – who drilled this idea into our minds, and was very grateful for that advice, as it helped my students to pay attention to the crucial elements of a lesson rather than the examples and details.
Hi May,
You touched upon a great tip about analyzing what students’ prior knowledge are before moving on with the lesson. When I try to incorporate pre-testing prior to starting a unit, I find it difficult at the end of the unit to tie it to the pre-test responses students made. This also makes students think, “what was that pre-test about anyways…that was a waste of time?!” I wonder if you have any tips to pre-testing our students in the classroom?
2) What do you think the educational implications are of CIP?
I think the educational implications of CIP is dealing with students with learning disabilities such as ADHD. Students with learning disablities will have trouble processing, organinzing, and applying knowledge, emotional and behavioural problems and mild cognitive disabilities (Kandarakis, A.,2008). These students will have limited working memory and it will be affected by whether or not the student is engaged in another mental activity. Strategies to help these students is by modifying activities, reducing amount of material so that there is a reduced amount in working memory, chunking or breaking down material, repeating information often, using memory aids, and having students play an active role in their decisions.
Kandarakis, A., Poulos, M. (2008) Teaching Implications of Information Processing Theory andEvaluation Approach of learning Strategies using LVQ Neural Network
Retrieved from: http://www.wseas.us/elibrary/transactions/education/2008/education-ex.pdf
5) How accurate do you think eyewitness accounts are? (How does it relate to what you have learned about memory?)
I don’t think that eyewitness accounts are very accurate. If we can only retain a maximum of 7 items in our working memory, who’s to say that the information that is in the eyewitness’ working memory is key information about the event taking place. Also, with an event occuring, there may be a lot going into the sensory memory. Even if information is stored into long term memory, the retreival it is not guarunteed.
Our memory is not a photographic or video graphic representation of an event. Our memory tries to make sense of what is happening around us and tries to match our mental model. This means that eye witness accounts of events are very subjective and are often proven to be objectively wrong,