Information Processing Study Guide.

Module 11
      Describe each element of the information-processing model, including its purpose and duration.
      Discuss ways to support working memory and long-term memory encoding in the classroom.
      Explore methods of promoting complex cognition in the classroom.
Key Terms:
Learning- Applications of how we take our knowledge in. Different information comes from a variety of ways. There are three different things dealing with learning, 1. Cognitive processes influencing learning      
2. People are selective about what they pay attention to and learn
3. Meaning is personally constructed by the learner and is influenced by prior knowledge, experiences, and beliefs
Memory- There are many different things that have to do with memory, it is the information we hold in our brain. Long-term, short-term and the process in which we remember information. 
Model of Human Memory (Information processing model - draw it!)
Input            perception       
Input    sensory          &        working    retrieval    long-term
Input    memory    attention    memory    storage    memory   
Information is lost form the system.
Encoding- Stores and retrieves information when needed, our mind does this. There are three steps in this, sensory memory, working memory and long-term memory.
Sensory memory- When your senses work together in registering and processing information.
Attention- your sensory memory does not take all of your attention, many things all together are what you are thinking, processing and doing. 1. Size 2. Intensity 3. Novelty 4. Incongruity 5. Emotion 6. Personal significance.
Perception- How we understand and take things in, it’s our point of view.
Working memory- When we pay attention we transfer the information being learned into our working memory. Where it processes the info from the sensory memory and maintains new information.
Central executive- Deals with sensory and long-term memory acts as the supervisor and decides what strategies to use when processing.
Phonological loop- stores auditory information for seconds, rehearses information increasing the chance of memory.
Maintenance rehearsal- repeating information so it can become a part of our working memory.
Elaboration (Elaborative rehearsal)- connecting new information to prior information you are trying to remember.
Mnemonics- this helps us make information more meaningful, keywords etc. (Rov G. Biv)
Organization- there are several ways to process and remember the information we are learning, when we organize it in one way or another it helps us to remember.
Advance organizers- things such as mnemonic devices, chunking etc.
Chunking- grouping information into a meaningful way. (2,4,6,8)
Hierarchies- putting broad concepts into narrow concepts.
Visual imagery- creating mental pictures, we are then able to have a better connection to something and able to remember it better.
Long-term memory- third memory stage, where we can store large amounts of info and hold on to it for long amounts of time.
Implicit knowledge- we are not aware of this, it can include conditioned responses, memories, or trigger related concepts in our long-term memory.
Episodic knowledge- where we remember a certain events or episode we have already experienced.
Declarative knowledge- (semantic knowledge) compilation of verbal facts.
Procedural knowledge- knowing how to do something, deals with skills.
Conceptual knowledge- explains why something is, an understanding of information.
Conditional knowledge- Where we only remember some information.
Network theory- Networks are created like true and false where information is stored.
Schema theory- Explains that new information can fit into a schema, and is easily remembered.
Cueing- clues and things to help us remember or retrieve information for an event. 
Retrieval- hints about where to look for piece of information.
Decay- Where our information begins to leave our immediate retrieval. 
Retrieval failure- information is unavailable; it cannot be pulled from our mental record. 
Interference- this has to do with retrieval, interference gets in the way something occurs when learning.
Proactive interference- when you mix up some prior knowledge with new information.
Retroactive interference- this is more negative, new information is being stunted by old information.
Reconstruction error- retrieval failer, recalling only limited information.
Automaticity- when something connects fast and is just understood. 
Meaningful learning- Is helpful in our continual knowledge, when information helps us with connections and remembering.
Wait time- the time we have to wait for retrieval of information.