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implications [2011/08/31 10:35] jpetrovic [Knowledge organization] |
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- In order to advance to the next unit, a student needs to demonstrate mastery of the preceding unit. [[learning_theories:The Keller plan]], [[instructional_design:Programmed instruction]] | - In order to advance to the next unit, a student needs to demonstrate mastery of the preceding unit. [[learning_theories:The Keller plan]], [[instructional_design:Programmed instruction]] | ||
- | ===== Knowledge organization ===== | + | ===== Long-term memory and knowledge organization ===== |
- Human knowledge is organized in the long-term memory which has practically unlimited capacity and duration. [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]] | - Human knowledge is organized in the long-term memory which has practically unlimited capacity and duration. [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]] | ||
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===== Working memory and cognitive architecture ===== | ===== Working memory and cognitive architecture ===== | ||
+ | - Human working memory has a limited capacity of 7±2 or 4±1 chunks of information. [[memory_models:Human Working Memory]] | ||
+ | - Human working memory has four components: phonological loop, visuospatial sketchpad, episodic buffer and central executive. Visuospatial sketchpad and phonological loop allow paralel processing of visual and auditive information. [[memory_models:Human Working Memory]], [[learning_theories:Cognitive load theory]] | ||
===== Meaningful learning ===== | ===== Meaningful learning ===== | ||