Richard E. Mayer. Legacies and. Limitations of Educational Psychology's Second Metaphor. . University of California, Santa ...
We can gain the knowledge on historical overview of information processing including three metaphors. The Literal interpretation and Constructivist interpretation are comparatively described and the limitation of information processing psychology is well explained. Finally it is useful us to have an idea about future paths (scientific and critical paths) as well.
The Information Processing Approach to Cognition. Huitt, W. (2003).
This site explains the information processing principles and models. Therefore it is useful to understand the relevant chapters in our reading material clearly. Another important feature is the list of examples given for the uses of information processing approach in the class room according to each principle.
It explains the cognitive information processing theory more interactively. This is a blog which allows readers to leave comments and editing also possible after getting the membership Therefore this is a resource for us to discuss and share our knowledge.
Learning and Memory : The Brain in Action.Sprenger, Marilee.Alexandria, VA, USA: Association for Supervision & Curriculum Development, 1999. p 46.
This is an example for a research to find out how student’s brain work and how do it important for their learning.(Growth of new dendrites and new synapses). Also it stimulates us to do such a study to improve our student’s learning process. There fore this resource is useful us to sharpen our knowledge on information processing.
Last week, I had a meeting with the parent of a child that is failing my class. The child, let’s call him Sam, is currently failing both English and math in my year 4 class. This is also Sam’s second year in year 4; he did not pass the requirements for promotion last year.
ReplyDeleteSam’s parents very aware that he is not what most would regard as “smart”. During the meeting, his parents shared that they going to take Sam to a learning specialist because they are very concerned about his mental development. They are beginning to wonder if he is simply unable to learn.
According the Information Processing Theory, the mind is likened to a computer’s basic functions (Ashcraft, 1994): receiving information (i.e. interpreting what is being typed on the keyboard), saving the input to temporary memory (the typed words appearing on the monitor), and saving larger chunk of input permanently. Similarly the mind receives input (a teacher explaining a concept), then saves it in the short-term memory where the information is “then actively processed” and interpreted based on the existing information in our long term memory (Orey, n.d.), finally the input is placed in our long term memory or call memory which is where our knowledge or “knowing information” is located (Orey, n.d.).
As Sam’s teacher, I have used several different teaching strategies with him but nothing seems to work. Like his parents, I am starting to believe that there may be a glitch in Sam’s information processing system.
Ashcraft, M.H. (1994). Human memory and cognition (2nd Ed.). NY: Harper Collins. Brown, H. Douglas (1987). Principles of Language Teaching and Learning (2nd Ed.). Englewood Cliffs, NY: Prentice-Hall.
Orey, Michael (n.d.). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 11, 2012 from http://projects.coe.uga.edu/epltt/