implications
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implications [2011/08/31 10:45] jpetrovic [Knowledge organization] |
implications [2011/08/31 10:48] jpetrovic [Working memory and cognitive architecture] |
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| - 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]] | ||
| - Representations in the long-term memory can be stored as logogens (verbal stimuli) or imagens (non-verbal stimuli). [[learning_theories:Dual coding theory]] | - Representations in the long-term memory can be stored as logogens (verbal stimuli) or imagens (non-verbal stimuli). [[learning_theories:Dual coding theory]] | ||
| - | - In order to acquire knowledge into long-term memory, it has to complete the time-consuming process of //consolidation//. [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]] | + | - In order to acquire knowledge into long-term memory, it has to complete the time-consuming process of //consolidation//. During that time, new knowledge is vulnerable to trace decay and retroactive/proactive interference. [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]] |
| - A schema is a hierarchical mental framework humans use to represent and organize remembered information. [[learning_theories:Schema theory]] | - A schema is a hierarchical mental framework humans use to represent and organize remembered information. [[learning_theories:Schema theory]] | ||
| - A script is a mental framework for representation of complex event sequences. [[learning_theories:Script theory]] | - A script is a mental framework for representation of complex event sequences. [[learning_theories:Script theory]] | ||
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| + | ===== Working memory and cognitive architecture ===== | ||
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| + | - Human working memory has a limited capacity of 7±2 or 4±1 chunks of information. A chunk is an unit operated as a whole and it has a different meaning for an expert and for a novice. [[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]] | ||
| ===== Prior knowledge ===== | ===== Prior knowledge ===== | ||
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| - The meaning is not conveyed by the teacher and is not in (educational) information. Rather meaning is derived by the student from his existing knowledge (schemata) and its interaction with presented information. [[learning_theories:schema_theory|Schema Theory]] | - The meaning is not conveyed by the teacher and is not in (educational) information. Rather meaning is derived by the student from his existing knowledge (schemata) and its interaction with presented information. [[learning_theories:schema_theory|Schema Theory]] | ||
| - | ===== 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 ===== | ||
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
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