Dear Eunjoo, Tei and Chelsea,
Really sorry for my late posting, please see my questions and discussion topic for this week.
Comprehension Questions ;
1. What are behavior of the two tempoary memories and how it works?
2. Please explain how working memories connect to long-term storage in the classroom.
3. How does self-concept works on learing process?
Discussion Topic :
As a teacher, I'd like to discuss how we should deal with Time Limits of Working Memory to achieve the terminal objective in real classroom.
Thanks.
HL
ReplyDeleteSensory Memory
-the sensory register holds sensory information for a very brief period of time(seconds)
-It also blocks repetitive stimuli, allowing conscious brain to focus on more important things which is also called perceptual or sensory filtering
Short-Term Memory(Immediate memory, working memory)
1) Immediate memory-a clipboard
-a place where we put information briefly(about 30 sec) until we make a decision on how to dispose of it.
2) Working memory-a work table
-a place of limited capacity where we can build, take apart, or rework ideas for eventual storage somewhere else
-Information in working memory can come from the sensory/immediate memories or be retrieved from long-term memory
-capacity of working memory: changes with age, but average 7 items(teaching implications)
-time limits of working memory: we can process items intently in working memory for up 45 mins before becoming fatigued. To enhance this, use motivation.
Long-Term Memory(File cabinet)
-Information is most likely to get stored if it makes sense and has meaning.
1) Does it make sense? – whether the learner an understand the item on the basis of experience
2) Does it have meaning? – whether the item is relevant to the learner.
-Relationship sense to meaning
1) sense : new learning is readily comprehensible
2) meaning : new learning can be connected to past experiences
-to establish meaning is more important for learning