Guided Reading Notes

Overview

As you can see in the "Introduction to the Second Half of This Course" in Canvas, we will cover cognitive theories of learning, focusing on the Contemporary Information Processing Model (IPS, see Figure 5.4) in Unit 4 and Unit 5.

This IPS model includes (a) working memory and (b) long-term memory. Working memory is the stage of information processing that had been labeled short term memory in the original, two-store IPS model. The change to working memory was made as research showed that this is the part of the IPS system responsible for active thinking and awareness (i.e., what one is actively thinking about and how they are thinking at a given moment). Long-term memory is the information processing stage corresponding to the permanent repository of knowledge. Working memory works to store knowledge in longer term memory and this knowledge can be later retrieved from long term memory and actively used in working memory.

In Unit 4 (part of Chapter 5), we will cover an introduction to the information processing system (IPS). This introduction will focus primarily on working memory. The next unit will have a greater focus on long-term memory. That reading is not assigned until Unit 5 but if you want a more comprehensive understanding of cognitive theories now, you can go ahead and read the Unit 5 assignment for the rest of Chapter 5 and Chapter 6.

In Unit 5 (part of Chapter 5 and Chapter 6), you can delve into the long-term memory. We recommend that you should connect what you read in this Unit 4 with the contents in Unit 5.

Early Information Processing Perspectives pp. 170–180

Contemporary Infomation Processing Model pp. 180–182

• The section on Early Information Processing Perspectives introduces some of the issues that are addressed within current cognitive models of information processing. The components of the system described in the Two-Store (Dual) Memory Model (pp. 176–178) provide the foundation that has evolved into the Contemporary Information Processing Model (pp. 180–181).We will use the Contemporary Model Information Processing Model to understand the cognitive processes of learning such as attention, and the encoding, storage and retrieval of knowledge. 

Attention pp. 182–186

• You need to understand attention as the process of selecting environmental input for further processing.
  • Assimilating this idea with the two-store model, this means that attention is the process of bringing stimulus inputs from the environment into working memory where it is active and can be manipulated and connected to knowledge already stored in long-term memory.

Perception pp. 186–188

• Understand the definition of perception and have a general understanding of the factors that influence perception.
• Connect the processes of bringing information from the sensory register to working memory with the earlier section on attention.
• Understand the basics of bottom-up and top-down processing.

Encoding pp. 188–194

• You should be able to connect the information you read throughout this section with the graphic depiction of the information processing shown in the lesson (our Figure 2).
• Be sure to understand working memory and the primary characteristics of working memory. These are the primary focus of the instructional videos in this unit.
• Understand the primary characteristics of working memory. These are the primary focus of the instructional videos in this unit.
• We will cover executive processes as they relate to metacognition when you get to Unit 6. the associative structures of long-term memory are covered in more detail in Unit 5.
• The processes of elaboration and organization are important for understanding the major influences of learning (acquisition and memory for information). Schemas help us to understand how organized knowledge in long-term memory aid comprehension, learning and memory.