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Wednesday, February 16, 2011

Chapter Four in Learning and Cognition - Information Processing Theory

I think what I took most from this chapter was a better understanding of how to teach my students and the different ways they store and retrieve information. I found it most fascinating that some things I already did in class to engage my students and their prior knowledge of certain subjects were things specifically discussed in the Information Processing Theory chapter.

I learned the most from the information given to help students with short term memory and with long term memory. I didn’t realize how important it was to know the difference between the two and the different instructional techniques that are needed to help students reach their fullest potential. For example, when it comes to short term memory and teaching a lesson, I should focus on sensory items that will get the students’ attention and help them focus on the immediate goals. For long term memory exercises, it is best to connect what the students are learning to something that they can relate to and that is already a part of their lives.

As a teacher, we have more control over the memories and information processes of students than we might realize. All memory functions can be enhanced or triggered by the techniques that we use to instruct. For example, a teacher that is interactive with their students and allows students to work together on projects will have much more success over a teacher that just lectures his or her students.

Overall, as a teacher I found this chapter very interesting and will keep these instructional techniques in my long term memory for future use.


  1. I also understood this chapter and found out new ideas on how to educate without loosing focus on the subject matter. Like Piaget’s theory of cognitive development, the information-processing approach holds that children play an active role in their own development. Through self-modification, the children use knowledge and skills acquired from earlier problem solution to modify the responses to a new situation or problem. In this way, they builds newer and more sophisticated responses from prior knowledge. When posting comment I was unable to add my name Ernie Perez

  2. Sorry that I keep writing too much!

  3. You are right with the statement that we have more power for helping the student learn and encode information than we think. Calling the students attention to what is being taught, and having them tie it into prior knowledge is really the key to helping our students succeed. If we as teachers forget to help the student tie in prior knowledge to the lesson, the student has to create a new encoding for the information, and they may not gain the concept as easy if we would have tied it into what they already know. Also if the students don't know how things relate, they cannot connect the dots and make the correlation they need for the lesson.