Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Our memories are the foundation of our sense of self, influence our emotional reactions,
guide our thoughts and decisions and allow us to learn (Corp, 2013). Firstly, incoming
information in sensory memory is encoded, where perception and attention determine what
is held in working memory for further use. The executive processes in working memory
manage the flow of information and integrate new information with knowledge from long-
term memory as shown in Appendix 1 – Figure 1 (Woolfolk & Margetts 2013, p. 253).
Therefore, information that is thoroughly processed and connected becomes part of long-
term memory, and then part of working memory when activated again (Woolfolk & Margetts
2013, p. 253). All three elements of the memory system interrelate with each other to guide
how individuals; perceive, encode, store and retrieve information as referred to in Appendix
1 – Figure 2. Attention plays a role in the interactions among all three memory processes and
if any one of these processes fails, memory will fail (Corp, 2013).
Working memory
The working memory is flexible and interacts with long-term memory. Children might use
their working memory when information from their sensory memory is available for further
processing. Educators can therefore support children in the classroom by grouping a few
important bits of information together (chunking) and encouraging attention and rehearsal
for the information to be retained from their sensory memory and transferred into their long-
term memory. This can be achieved through chunking tricky words together for children to
learn, for example, ‘there, hasn’t, very, give’. Once they have learnt the tricky words, they can
then incorporate them into their sentences.
1
EDUC 1077 | Learning and Cognition
Assessment 1 | Essay: Part 3
Tyla Milich | 110171373
The most important factor of the working memory model is the central executive as it controls
the phonological loop and the visuospatial sketchpad (Woolfolk & Margetts 2013, p. 256).
Recently, the episodic buffer has been included in this model to reflect the continuous
interactive flow of information between the working memory and the long-term memory.
Educators can use this process of working memory to support the learning and development
of children as it helps create complex representations and memories by identifying words,
voice, appearance and actions. Through this, children are involved in allocating priority,
directing attention, problem solving, decision making and synthesising information (Woolfolk
& Margetts 2013, p. 258).
Long-term memory
Making meaning is the most significant for storage in long term memory. Successful educators
help children understand by making sense and to establish meaning and triggering emotions
for them personally. If sense and meaning cannot be attributed to learning whilst in working
memory, it is likely to be forgotten and not encoded into their long-term memory (Woolfolk
& Margetts 2013, p. 261). Meaning can be enhanced when emotion and novelty are
incorporated as further discussed in Appendix 1 – Diagram 3. In the classroom, educators can
use strategies such as elaborative rehearsal, which involves deep encoding to long-term
memory which can then later be retrieved when needed. Educators can achieve this by
making links to existing information in children’s long-term memory, to enable the storage of
the new information (Woolfolk & Margetts 2013, p. 259).
Educational Pedagogy
These concepts will inform the educators developing pedagogy, as the theory provides an
insight to how the mind transfers sensory information into short-term/working memory and
long-term memory. As information that is received can take multiple paths depending on
attention, encoding, recognition, and storage, it is beneficial for educators to develop
strategies to gain and maintain the attention of students. Educators can gain attention by
asking students questions in a random manner which enhances the probability that all
students will be attentive (Slate 1988). They can also incorporate variety, curiosity and
2
EDUC 1077 | Learning and Cognition
Assessment 1 | Essay: Part 3
Tyla Milich | 110171373
surprise into lessons by using movements, gestures and voice inflection (Woolfolk & Margetts
2013, p. 256).
The educator will need to assess performance, whilst enhancing retention and transfer of
information to and from the long term memory. This can be achieved through strategies to
assist information storage and retrieval in the long term memory e.g. the C.R.I.M.E principles
(chunking, rehearsal, imagery, mnemonics and elaboration).
The educator can incorporate chunking into their teaching practices to support children’s
learning, helping them focus on important groups of meaningful data which supports the
storage and retrieval of the information. Similarly, maintenance/elaborative rehearsal can be
used to help children remember or memorise information by going over the key ideas several
times, whilst linking it to their past experiences (Woolfolk & Margetts 2013, p. 265). Imagery
and mnemonics can be used to help children remember certain information through
explaining an idea with words and representing it visually by an image/figure. This can be
achieved by hanging posters in the classroom that relates to the current topic they are
learning e.g. the structure of recounts. The educator can then elaborate on the ideas
presented by connecting and extending meaning by posing questions such as ‘what is the
main idea presented?’ or ‘what does this remind you of?’ (Woolfolk & Margetts 2013, p. 265).
3
EDUC 1077 | Learning and Cognition
Assessment 1 | Essay: Part 3
Tyla Milich | 110171373
Conclusion
Every memory system develops uniquely to each individual, as a variety of environmental and
developmental differences underpin individual differences. Educators need to have
knowledge of the information processing theory and of individual differences in their memory
capacities which is important in providing learning experiences where children are likely to
retain information in their long term memory (Sousa 2006).
4
EDUC 1077 | Learning and Cognition
Assessment 1 | Essay: Part 3
Tyla Milich | 110171373
Reference List:
Corp, N 2013, Psychology Notes – Memory, Australian Government, viewed 7 May 2016,
<http://purpleisaprettycoolcolour.blogspot.com.au/2013/10/psychology-notes-
memory.html>.
Slate, J 1988, Information Processing Theory: Classroom Applications, ERIC, Viewed 2 May
2016, <http://files.eric.ed.gov/fulltext/ED293792.pdf>.
Sousa, D 2006, How the Brain Learns, 3rd Edition, Corwin Press.
Woolfolk, A & Margetts, K 2013, Educational Psychology, 3rd edn, Pearson, Frenchs Forest.
Appendix 1:
5
EDUC 1077 | Learning and Cognition
Assessment 1 | Essay: Part 3
Tyla Milich | 110171373
The storage and retrieval of information acquired through learning (Corp 2013).
6
EDUC 1077 | Learning and Cognition
Assessment 1 | Essay: Part 3
Tyla Milich | 110171373
Figure 4: Long term memory divided into two main types, explicit memory and Implicit
memory.
Declarative memory: Memories that we have conscious awareness and access to, which can
also be described as explicit memory and divided into:
7
EDUC 1077 | Learning and Cognition
Assessment 1 | Essay: Part 3
Tyla Milich | 110171373
Procedural memory: involves motor and cognitive skills. For example, handwriting,
hopscotch etc.
Priming: involves bringing your prior knowledge to your perception of a new experience. For
example, having learnt that a cat is a particular animal, which you are then able to recognise
any cat to be a cat, regardless of breed or size (Woolfolk & Margetts 2013, p. 261).