The reading this week talks about role of motivation,meaning,sense and overall cognitive ability to learn... Here are the three comprehension questions (with hints) and one discussion question.
Q1 A) Define in short : a)LEARNING b)RESTRUCTURING c)DECLARATIVE KNOWLEDGE d)PROCEDURAL KNOWLEDGE (Hint : Proceeding Approaches)
OR Q1B) What is the role of REHEARSAL and CHUNKING in working memory? (Hint : page 46/How the brain processes information.)
Q2) How threats and emotions affect memory processing? (Hint: page 84/How the brain processes information)
Q3) Do you find Computer Model inadequate?Why/Why not? (Hint:page : 40 /How the bran processes information.)
Discussion Question
Q1) What factors should be kept in mind while planning a lesson to emphasize that 'Meaning is more important then sense'.
I'm the highlighter of the week, and here's the words.
1) Automatization - SLL is started with conscious awareness, cognitive process, and after much practice the knowledge will become proceduralized and could be applied automatically when needed. Then, L2 learners can reach the stage of automatization of the language
2) Declarative knowledge – Knowing of certain knowledge
3) Procedural knowledge – Knowing of how to utilize declarative knowledge
4) Sensory Register – How our brain functions and works to filter how important the incoming information is
5) Working Memory – When memory is in a stage of ‘re-construct’ within a limited capacity of memory before it gets stored away somewhere else, it’s called working memory
6) Rehearsal – Repetition of a smaller part of the material to help memorization
7) Chunking – Process of rehearsing with additional part added to the initial part to help memorization
Q1B) What is the role of REHEARSAL and CHUNKING in working memory?
Rehearsal – Smaller part of material will be repeated over and over to help memorization. (eg: memorizing by repeating first line of the lyric.)
Chunking – When you add little more parts to your rehearsal to help your memorization, it’s chunking. (eg: expanding lines of lyrics) Chunking helps one to increase the number of items within the functional capacity of working memory.
Q2) How threats and emotions affect memory processing? Your brain processes information within a hierarchy of response to sensory input. Meaning, if the threats and emotions are inputted as ‘data affecting your survival’, your data will be placed in a higher priority and diminishes the other data of lower priority.
Q3) Do you find Computer Model inadequate?Why/Why not? I do agree with the inadequacy of the computer model because as stated on the reading, “how the brain stores information is also very different from a computer.” How humans process information and how much they process them cannot be compared to the computer’s fixed rules.
Discussion Question Q1) What factors should be kept in mind while planning a lesson to emphasize that 'Meaning is more important then sense'.
We should keep in mind that when the meaning is presented while teaching, your Ss will remember the lesson and its details much better. So to make the knowledge stored into Ss’ long-term storage, T has to deliver or add meaning to the teaching. Also, the curriculum should contain any relevant learning to their new learning. We should remind ourselves that having some meaning would help Ss to remember more than something that makes sense.
I'm the "Applier" this week, and here are my thoughts on practical applications for this week's reading.
It's hard to apply cognitive theory directly to classrooms, but I do think there's value for teachers in understanding how our brains learn. The theories presented in this week's reading are all a little different in their own ways, but they all agree on the ideas of short-term memory, long-term memory, and some kind of distinction between information that requires processing and information that doesn't (automatic). The challenge, of course, is to get learners to move what they're taught out of short-term/controlled and into long-term/automatic, and if the students don't practice then that will never happen.
Generally speaking, I don't see a good way to apply general cognitive theory to the classroom. There are, however, some bits that I think do translate nicely. One of those bits is in the hierarchy of what kinds of data actually make into the working memory; in theory, if you eliminate any need for students to worry about survival or emotions, then they should be receptive to learning. Assuming class is taking place in a classroom rather than in a war zone or in a dark, foggy cemetery, the students should already feel safe. The hard part is freeing them of negative emotions and anxiety. Maybe a relaxation exercise would help? Hmm. Most teachers would probably say that they don't have time for such nonsense. Maybe the thing to do is to use emotion to your advantage and try to elicit positive emotional responses from students during the lesson. Laughter, excitement, surprise, things like that. Easier said than done, but such lessons do seem more likely to be remembered.
Another section that seems entirely practical is working within the confines of what we believe to be the students' mental capacity. Keep lessons short for adults, shorter for children, and don't set them up for failure by handing them a list of 20 vocabulary terms. Feed them information in digestible chunks, and the results should be better than a long, monotonous avalanche of information.
The last thing is adding meaning or importance to lessons. It might seem hard to convince a class why it's important to know the difference between "there/their/they're", but if you relate a story to them about how native speakers can't get it right and therefore viewed as uneducated simpletons, that might be a motivator. Or a more positive way to reinforce the importance would be to explain that using these words correctly might win them a job over someone who can't use the words correctly. Sure, that might seem like a stretch, but it could also be true someday.
Q1 A) Define in short : a)LEARNING b)RESTRUCTURING c)DECLARATIVE KNOWLEDGE d)PROCEDURAL KNOWLEDGE
LEARNING: Practicing something until it changes from a controlled process to an automatic one. Controlled processes, things you need to think about consciously, take up brain resources and when they become automatic those resources are freed up to deal with other things.
RESTRUCTURING: This happens as part of the learning process and refers to way the brain handles information it has received, i.e.: when controlled processing for a certain piece of information becomes automatic, restructuring occurs. It also occurs when an unanalysed chunk of info becomes rule-based (in other words, the learner understands it rather than just mindlessly repeating it).
DECLARATIVE KNOWLEDGE: This is the knowledge OF something but it excludes knowledge of "how". I know that striking keys on a piano in a certain order will make music, but I don't actually know how to play the piano.
PROCEDURAL KNOWLEDGE: This is the knowledge of how to do things. It is what declarative knowledge becomes when you practice doing something.
Q2) How threats and emotions affect memory processing?
Threats and emotions are the enemies of learning. Your brain prioritizes input, and any input that hints at danger to your personal safety will be processed first. Next, emotions are processed, and new learning comes last. This is why trying to learn new things requires a secure, stress-free atmosphere and mindset.
Q3) Do you find Computer Model inadequate?Why/Why not?
Yes, the computer model is inadequate. It does feel valid to an extent because there are some similarities between how brains and computers function such as limited resources and processing time, but computers are inferior to brains in too many ways to count. Humans may not be able to process information as fast as computers can, but understanding how we process is more productive than trying to treat our biology as something to be mechanised.
Discussion Question: What factors should be kept in mind while planning a lesson to emphasize that 'Meaning is more important then sense'.
I really liked this section of the reading because it sounds very practical and actionable. Of course lessons need to be planned so that they make sense, and I have to agree that there needs to be more than that to cause learning to occur. No matter what you're teaching, you need to find a way to show the students why it's important, and they need to believe it. If they don't have a reason to remember something, they probably won't.
I think there is a bug that doesn't let you reply 2nd to the OP. So I'm just going to post here.
Q1B) What is the role of REHEARSAL and CHUNKING in working memory?
By rehearsing input as it comes in, and chunking it into smaller manageable pieces, we keep the amount of input within our capacity limits and so are more likely to remember more of what we are trying to learn.
Q2) How threats and emotions affect memory processing?
Strong emotional experiences (like high threat situations) have a high likelihood of being permanently stored. We tend to remember the best and worst experiences of our life. Information is also most likely to get stored if it makes sense and has meaning.
Q3) Do you find Computer Model inadequate? Why/Why not?
Yes, I find it inadequate. We are not machines that take in the world with a linear input of binary code. Eg.0100011100111101010011
Our brains are parallel processors’ of multiple inputs (senses), and are capable of drawing correlation where a computer cannot. The brain consistently analyzes abstract generalities from its surrounding environment. Even the most advanced computers of today fail horribly at this process.
Discussion Question: What factors should be kept in mind while planning a lesson to emphasize that 'Meaning is more important than sense'.
If one believes that human beings are intrinsically selfish, especially children, then teachers must factor this into their curriculum. When it comes to planning a lesson we need to appeal to the student’s self-centered nature and ensure that the lesson has meaning to them, as a priority over making sense, so as to satisfy their ego and have a greater chance of memory retention.
This model differs from other models in that it escapes the limits of the computer metaphor and recognizes that learning, storing and remembering are dynamic and interactive processes.
The model starts with information from our environment and shows how the senses reject or accept it for further processing. It then explains the two temporary memories, how they operate, and the factors that determine if learning is likely to be stored.
Short Term Memory
Short –term memory is used by cognitive neuroscientists to include all of the early steps of temporary memory that will lead to stable long-term memory. Short-term memory primarily includes immediate memory and working memory (Gazzaniga et al, 2002; Squire & Kandel, 1999)
Some points to remember (insert joke here) • You cannot recall information that the brain does not retain. • Threats and emotions affect memory processing. • Students must feel physically safe and emotionally secure before they can focus on the curriculum. • How a person ‘feels’ about a learning situation determines the amount of attention devoted to it. • Immediate memory deals with subconscious data processing • Working memory deals with conscious data processing. • Information is most likely to get stored if it makes sense and has meaning. • Past experiences always influence new learning.
McLaughlin’s Information-processing Model
Learning L2 is learning a skill. This requires the automatization of component sub-skills. As performance improves, there is constant restructuring as learners simplify, unify, and gain increasing control over their internal representations (Karmiloff-Smith 1986). The two ideas of automatization and restructuring are central to cognitive theory.
Some main characteristics of the information-processing approach • Humans are viewed as autonomous and active • The mind is a general-purpose, symbol-processing system. • Complex behavior is composed of simpler processes. • Component processes can be isolated and studied • Processes take time therefore time predictions can be made. • The mind is a limited capacity processor. Anderson's Active Control of Thought (ACT) Model
This model enables declarative knowledge (ie knowledge that something is the case) to become procedural knowledge (ie knowledge how to do something).
e.g. An L2 learner may have learnt the rule that s/he + verb requires the addition of an s to the verb stem. However, that learner may not be able to apply the rule in real time conversation yet. They have the declarative knowledge, but not the procedural.
There are three kinds of memory described. A working memory (short term memory) and two kinds of long term memory. : Declarative (remembering we must do something) and procedural (remembering how to do it). The move from declarative to procedural occurs in three stages. 1. The cognitive stage: a description of the procedure is learnt. 2. The associative stage: a method for performing the skill is worked out. 3. The autonomous stage: The skill becomes more and more rapid and automatic.
Comprehension Questions: 1. What is the main difference between Mclaughlin'sInformation Processing model and Anderson'sACT model 2. In Sousa's Information Processing model what is required for information to be stored? 3. According to Sousa when is information most likely to be stored?
1. The first theory is primarily concerned with how the brain stores and deals with new information. The 2nd theory deals with specific processing demands. The main difference is the first ignores limits on how much the brain can process.
2. Information must be important enough based on past experiences in order to pass through the sensory register filter. It is then stored in sensory memory. Then can it be stored in longer term memory if it is thought about even more. The more it is thought about the longer it will be remembered.
3. Information is most likely to be stored when it both makes sense AND is meaningful.
Information processing deals with how different memory stores deal with new information. These stores can be divided into long and short term memory. Ideally important information should be stored in long term memory because it is easier and faster to access. Due to the limited capacity of our working memory the amount we can consciously think about at a single time is limited. Revisiting things multiple times makes them more likely to be retained in long term memory. The cognitive, associative and autonomous stages can explain how something described or learned becomes something that is understood and finally something that is known. Past experiences influence learning. Things that are senses are subconsciously processed before and determined important or not before they even enter our conscious. Things are easier to remember if they have both sense and meaning. Therefore if it is not relevant to students it will be harder for them to learn and remember.
I am the highlighter this week here are my vocabulary words:
1- Controlled processing: Activating your schema for selective information that you will then configure into new information. It requires a lot of attention on the part of the subject and can be affected very easily by short term memory.
2- Automization: The process by which new knowledge because automatic by means of practice.
3-Declarative knowledge: Factual information.
4-Procedural knowledge: The knowledge of how something is done. Knowing the steps it takes to complete the process.
5-Fossilization: The point at which a second language learner cannot change his previously acquired knowledge in L1 to improve his L2. Even if this learner tries very hard through practice and study.
6- Sensory register:The brain screens all new data to determine its usefulness to the learner.This screening process will use the individual's past experiences to determine how important the data is.
7-Working memory: Temporary memory that eventually can become permanent if the information makes sense and has meaning to the learner.
1.One of the main differences between the information processing model and the ACT model is that Anderson looks at 3 types of memory. Working memory which is similar to short-term memory and two kinds of long-term memory. Declarative long-term memory and procedural long-term memory. Anderson believes that the two types of long-term memory are stored differently.
2- The information needs to be important to the learner for it to continue on to the working memory.
3- The information needs to make sense and have meaning for the learner to store it long-term.
Sousa stats that students must feel physically safe and emotionally secure before they can focus on the curriculum. Krashen would say this supports his effective filter theory. Anderson believes that language is acquired by working through 3 stages (cognative, associative and autonomous). He has admitted it is wrong but still maintains this is useful to understand how grammar is learned. Krashen wouldn't admire Anderson for this partial retreat.
In Sousa's model he states that input must have meaning for it to become part of long-term memory and Krashen always states that input needs to be comprehensible therefore they are similar in this fashion.
Hi everyone, I’m so sorry I’m posting so late. I forgot that I was the discussion leader this week. A weak excuse, I know. Just to be clear, here are our roles for this week:
1. Using simple language, describe how the information processing model explains fossilization.
2. According to the author of, “How the Brain Processes Information”, what are the two criteria (or questions) that must be satisfied before information is stored into a person’s long-term memory? How does what we’ve learned in Methodology class so far connect with this?
Here is our discussion question:
1.Older educational models are often criticized for relying too heavily on memorization; some argue it is better to focus on developing students’ analytical skills, problem-solving skills, and creativity. However, if the information processing model is to be believed, learning is essentially memorizing. Therefore, if you have not altered your long-term memory, then you have not learned anything. Discuss.
I really liked this reading, Greg your questions are great!
1. In the learning stage, the fossilized language/language feature was never corrected when it was being processed in the short term memory. Eventually the fossilized language/feature became part of the language learner's long term memory, but was still in it's incorrect form. Once the error is part of the long-term memory, recalling it is done automatically which makes it very hard to correct.
2. Information must make sense and have meaning for it to become part of someone's long-term memory. Meaning relates to what we learned about schema: the student needs to be shown how the new information relates to what they already know. Sense relates to the MIC techniques we learned - helping Ss understand the information.
Discussion:
The older methods rely on memorization without much meaning for the individual learner. These methods skip over a lot of the practical applications of the knowledge. This is why you'll meet someone who had high test scores in English, but can't speak to a native. Newer methods seem to stress self-creation of meaning through which the learner "memorizes" by working with the material. Newer methods do add material to the learners' long-term memories, but they do it indirectly rather than through brute force memorization.
My summary:
The readings discusses how the brain processes information and how these models can be applied to language learning. The brain takes sensory input and, depending on context and quality of the information, stores it in various forms of short-term memory or the long-term memory. The Information Processing Model and Active Control of Thought are two models that explain how short- and long-term memories take sensory input and build it into automatic behavior/speech. Understanding how the brain processes information has obvious benefits for all teachers: if we understand how/why the brain adds information to its long-term memory, then we should be able to make our lessons "more achievable" for the Ss brains/memories.
I was also thinking that besides schema, giving the students the opportunity to personalize using the new language helps the students memorize that language because it infuses it with extra relavance and meaning.
Comprehension: 1) Evan already talked about how incorrect language can be stored in the long-term memory, making it difficult to unlearn since it starts to become an automatic process. I will focus on two other aspects that struck me as potential factors for fossilization; (a) one way in which fossilization might be reinforced is if the sensory register of the brain (pg 41) prioritizes the wrong information. Some sensory data is lost, especially if past experience has taught the learner it’s not as important, and (b) the emotional climate of the learning environment may be detrimental to the learner’s retention of information (pg 44). In an uncomfortable environment, anxiety-based emotions release hormones that strengthen memory. This shuts down the conscious processing of the information, and only enhances our memory of the event. Just possible alternative theories to explore as well, although I think Evan’s reasoning is the strongest here.
2) The transition from short-term memory to long-term memory is the transitioning of information produced from a controlled action to an automatic one. Learning is one way this is done by repeated practice. There is also a restructuring of the linguistics knowledge of the second-language learner. As to two questions, or criteria that must be answered, in order for information to be saved as working memory, I believe you’re referring to the self-evaluative questions of “does this make sense?” and “does this have meaning?” the former which the student answers based on their past experience and the latter which is based on the relevancy to the learner. Please correct me if I’m wrong, because I wasn’t 100% sure I answered that in the way you were looking for.
How does this relate to what we learned in Methodology? Of course as mentioned, a lot of what this chapter describes about how the cognitive functions work and how information is processed, is directly related to schema activation.
Discussion: 1) Wow, that’s a heady (and very interesting and provocative) discussion question. Hmmn… but I’d respond with this! Is the model necessarily touting the merits of rote memorization? Because as it talks about how information is processed and becomes working memory, there’s a lot of caveats about having a comfortable environment, learning by doing and restructuring. Of course memorization has a large part in the learning-process and people can quibble about just what “memorization” as a term covers, but it often works in tandem with these other new practices that apply more creativity and innovation. I don’t think we can dismiss what’s been established about SLA in the past to make room for new theories in the present, and vice-versa.
High-lighted terms coming soon, but I wanted to get these up asap.
1)Controlled processing- Depending on how much attention the subject shows certain input, this process activates a selection of information nodes in the memory. It’s restricted by the limits of short-term memory. Through repeated activation, controlled processing can evolve into automatic processing, which requires less attention.
2) Declarative knowledge – Knowledge that something exists or that something is the case.
3) Procedural knowledge – Knowing how to do something. Procedural knowledge often follows declarative knowledge.
4) Restructuring- When controlled processing becomes automatic processing it requires a restructuring of the second-language learner’s linguistic system. Sometimes it can result in some SLA errors reemerging since it’s a destabilizing process.
5) Fossilization- When second language learners are unable, despite extensive teaching and other linguistic input, to get rid of their non-native structures. If fossilization entrenches itself in the automatic processing of the student’s second language, this can pose a serious problem.
6) Sensory Register – Filters incoming information and prioritizes it depending how important the learner thinks it is (eg: you learn to tune out external, repetitive noise sources when you’re studying. You prioritize the input from your studying over the input from the jackhammer outside).
7) Working Memory- is a temporary memory and a conscious process in which we can rework or rebuild ideas for eventual and perhaps more permanent storage elsewhere.
The reading this week talks about role of motivation,meaning,sense and overall cognitive ability to learn...
ReplyDeleteHere are the three comprehension questions (with hints) and one discussion question.
Q1 A) Define in short :
a)LEARNING
b)RESTRUCTURING
c)DECLARATIVE KNOWLEDGE
d)PROCEDURAL KNOWLEDGE
(Hint : Proceeding Approaches)
OR
Q1B) What is the role of REHEARSAL and CHUNKING in working memory?
(Hint : page 46/How the brain processes information.)
Q2) How threats and emotions affect memory processing?
(Hint: page 84/How the brain processes information)
Q3) Do you find Computer Model inadequate?Why/Why not?
(Hint:page : 40 /How the bran processes information.)
Discussion Question
Q1) What factors should be kept in mind while planning a lesson to emphasize that 'Meaning is more important then sense'.
This comment has been removed by the author.
DeleteI'm the highlighter of the week, and here's the words.
Delete1) Automatization - SLL is started with conscious awareness, cognitive process, and after much practice the knowledge will become proceduralized and could be applied automatically when needed. Then, L2 learners can reach the stage of automatization of the language
2) Declarative knowledge – Knowing of certain knowledge
3) Procedural knowledge – Knowing of how to utilize declarative knowledge
4) Sensory Register – How our brain functions and works to filter how important the incoming information is
5) Working Memory – When memory is in a stage of ‘re-construct’ within a limited capacity of memory before it gets stored away somewhere else, it’s called working memory
6) Rehearsal – Repetition of a smaller part of the material to help memorization
7) Chunking – Process of rehearsing with additional part added to the initial part to help memorization
Q1B) What is the role of REHEARSAL and CHUNKING in working memory?
DeleteRehearsal – Smaller part of material will be repeated over and over to help memorization. (eg: memorizing by repeating first line of the lyric.)
Chunking – When you add little more parts to your rehearsal to help your memorization, it’s chunking. (eg: expanding lines of lyrics) Chunking helps one to increase the number of items within the functional capacity of working memory.
Q2) How threats and emotions affect memory processing?
Your brain processes information within a hierarchy of response to sensory input. Meaning, if the threats and emotions are inputted as ‘data affecting your survival’, your data will be placed in a higher priority and diminishes the other data of lower priority.
Q3) Do you find Computer Model inadequate?Why/Why not?
I do agree with the inadequacy of the computer model because as stated on the reading, “how the brain stores information is also very different from a computer.” How humans process information and how much they process them cannot be compared to the computer’s fixed rules.
Discussion Question
Q1) What factors should be kept in mind while planning a lesson to emphasize that 'Meaning is more important then sense'.
We should keep in mind that when the meaning is presented while teaching, your Ss will remember the lesson and its details much better. So to make the knowledge stored into Ss’ long-term storage, T has to deliver or add meaning to the teaching. Also, the curriculum should contain any relevant learning to their new learning. We should remind ourselves that having some meaning would help Ss to remember more than something that makes sense.
I'm the "Applier" this week, and here are my thoughts on practical applications for this week's reading.
DeleteIt's hard to apply cognitive theory directly to classrooms, but I do think there's value for teachers in understanding how our brains learn. The theories presented in this week's reading are all a little different in their own ways, but they all agree on the ideas of short-term memory, long-term memory, and some kind of distinction between information that requires processing and information that doesn't (automatic). The challenge, of course, is to get learners to move what they're taught out of short-term/controlled and into long-term/automatic, and if the students don't practice then that will never happen.
Generally speaking, I don't see a good way to apply general cognitive theory to the classroom. There are, however, some bits that I think do translate nicely. One of those bits is in the hierarchy of what kinds of data actually make into the working memory; in theory, if you eliminate any need for students to worry about survival or emotions, then they should be receptive to learning. Assuming class is taking place in a classroom rather than in a war zone or in a dark, foggy cemetery, the students should already feel safe. The hard part is freeing them of negative emotions and anxiety. Maybe a relaxation exercise would help? Hmm. Most teachers would probably say that they don't have time for such nonsense. Maybe the thing to do is to use emotion to your advantage and try to elicit positive emotional responses from students during the lesson. Laughter, excitement, surprise, things like that. Easier said than done, but such lessons do seem more likely to be remembered.
Another section that seems entirely practical is working within the confines of what we believe to be the students' mental capacity. Keep lessons short for adults, shorter for children, and don't set them up for failure by handing them a list of 20 vocabulary terms. Feed them information in digestible chunks, and the results should be better than a long, monotonous avalanche of information.
The last thing is adding meaning or importance to lessons. It might seem hard to convince a class why it's important to know the difference between "there/their/they're", but if you relate a story to them about how native speakers can't get it right and therefore viewed as uneducated simpletons, that might be a motivator. Or a more positive way to reinforce the importance would be to explain that using these words correctly might win them a job over someone who can't use the words correctly. Sure, that might seem like a stretch, but it could also be true someday.
Q1 A) Define in short :
Deletea)LEARNING
b)RESTRUCTURING
c)DECLARATIVE KNOWLEDGE
d)PROCEDURAL KNOWLEDGE
LEARNING: Practicing something until it changes from a controlled process to an automatic one. Controlled processes, things you need to think about consciously, take up brain resources and when they become automatic those resources are freed up to deal with other things.
RESTRUCTURING: This happens as part of the learning process and refers to way the brain handles information it has received, i.e.: when controlled processing for a certain piece of information becomes automatic, restructuring occurs. It also occurs when an unanalysed chunk of info becomes rule-based (in other words, the learner understands it rather than just mindlessly repeating it).
DECLARATIVE KNOWLEDGE: This is the knowledge OF something but it excludes knowledge of "how". I know that striking keys on a piano in a certain order will make music, but I don't actually know how to play the piano.
PROCEDURAL KNOWLEDGE: This is the knowledge of how to do things. It is what declarative knowledge becomes when you practice doing something.
Q2) How threats and emotions affect memory processing?
Threats and emotions are the enemies of learning. Your brain prioritizes input, and any input that hints at danger to your personal safety will be processed first. Next, emotions are processed, and new learning comes last. This is why trying to learn new things requires a secure, stress-free atmosphere and mindset.
Q3) Do you find Computer Model inadequate?Why/Why not?
Yes, the computer model is inadequate. It does feel valid to an extent because there are some similarities between how brains and computers function such as limited resources and processing time, but computers are inferior to brains in too many ways to count. Humans may not be able to process information as fast as computers can, but understanding how we process is more productive than trying to treat our biology as something to be mechanised.
Discussion Question: What factors should be kept in mind while planning a lesson to emphasize that 'Meaning is more important then sense'.
I really liked this section of the reading because it sounds very practical and actionable. Of course lessons need to be planned so that they make sense, and I have to agree that there needs to be more than that to cause learning to occur. No matter what you're teaching, you need to find a way to show the students why it's important, and they need to believe it. If they don't have a reason to remember something, they probably won't.
Aww crap. I replied to Young instead of Swati...
DeleteI managed poking in anyways :-)
DeleteI think there is a bug that doesn't let you reply 2nd to the OP. So I'm just going to post here.
DeleteQ1B) What is the role of REHEARSAL and CHUNKING in working memory?
By rehearsing input as it comes in, and chunking it into smaller manageable pieces, we keep the amount of input within our capacity limits and so are more likely to remember more of what we are trying to learn.
Q2) How threats and emotions affect memory processing?
Strong emotional experiences (like high threat situations) have a high likelihood of being permanently stored. We tend to remember the best and worst experiences of our life. Information is also most likely to get stored if it makes sense and has meaning.
Q3) Do you find Computer Model inadequate? Why/Why not?
Yes, I find it inadequate. We are not machines that take in the world with a linear input of binary code. Eg.0100011100111101010011
Our brains are parallel processors’ of multiple inputs (senses), and are capable of drawing correlation where a computer cannot. The brain consistently analyzes abstract generalities from its surrounding environment. Even the most advanced computers of today fail horribly at this process.
Discussion Question: What factors should be kept in mind while planning a lesson to emphasize that 'Meaning is more important than sense'.
If one believes that human beings are intrinsically selfish, especially children, then teachers must factor this into their curriculum. When it comes to planning a lesson we need to appeal to the student’s self-centered nature and ensure that the lesson has meaning to them, as a priority over making sense, so as to satisfy their ego and have a greater chance of memory retention.
And here is my summary for this week...
DeleteHow the Brain Processes Information
The Information Processing Model
This model differs from other models in that it escapes the limits of the computer metaphor and recognizes that learning, storing and remembering are dynamic and interactive processes.
The model starts with information from our environment and shows how the senses reject or accept it for further processing. It then explains the two temporary memories, how they operate, and the factors that determine if learning is likely to be stored.
Short Term Memory
Short –term memory is used by cognitive neuroscientists to include all of the early steps of temporary memory that will lead to stable long-term memory. Short-term memory primarily includes immediate memory and working memory (Gazzaniga et al, 2002; Squire & Kandel, 1999)
Some points to remember (insert joke here)
• You cannot recall information that the brain does not retain.
• Threats and emotions affect memory processing.
• Students must feel physically safe and emotionally secure before they can focus on the curriculum.
• How a person ‘feels’ about a learning situation determines the amount of attention devoted to it.
• Immediate memory deals with subconscious data processing
• Working memory deals with conscious data processing.
• Information is most likely to get stored if it makes sense and has meaning.
• Past experiences always influence new learning.
McLaughlin’s Information-processing Model
Learning L2 is learning a skill. This requires the automatization of component sub-skills. As performance improves, there is constant restructuring as learners simplify, unify, and gain increasing control over their internal representations (Karmiloff-Smith 1986). The two ideas of automatization and restructuring are central to cognitive theory.
Some main characteristics of the information-processing approach
• Humans are viewed as autonomous and active
• The mind is a general-purpose, symbol-processing system.
• Complex behavior is composed of simpler processes.
• Component processes can be isolated and studied
• Processes take time therefore time predictions can be made.
• The mind is a limited capacity processor.
Anderson's Active Control of Thought (ACT) Model
This model enables declarative knowledge (ie knowledge that something is the case) to become procedural knowledge (ie knowledge how to do something).
e.g. An L2 learner may have learnt the rule that s/he + verb requires the addition of an s to the verb stem. However, that learner may not be able to apply the rule in real time conversation yet. They have the declarative knowledge, but not the procedural.
There are three kinds of memory described. A working memory (short term memory) and two kinds of long term memory. : Declarative (remembering we must do something) and procedural (remembering how to do it). The move from declarative to procedural occurs in three stages.
1. The cognitive stage: a description of the procedure is learnt.
2. The associative stage: a method for performing the skill is worked out.
3. The autonomous stage: The skill becomes more and more rapid and automatic.
Comprehension Questions:
ReplyDelete1. What is the main difference between Mclaughlin's Information Processing model and Anderson's ACT model
2. In Sousa's Information Processing model what is required for information to be stored?
3. According to Sousa when is information most likely to be stored?
1. The first theory is primarily concerned with how the brain stores and deals with new information. The 2nd theory deals with specific processing demands. The main difference is the first ignores limits on how much the brain can process.
Delete2. Information must be important enough based on past experiences in order to pass through the sensory register filter. It is then stored in sensory memory. Then can it be stored in longer term memory if it is thought about even more. The more it is thought about the longer it will be remembered.
3. Information is most likely to be stored when it both makes sense AND is meaningful.
Information processing deals with how different memory stores deal with new information. These stores can be divided into long and short term memory. Ideally important information should be stored in long term memory because it is easier and faster to access. Due to the limited capacity of our working memory the amount we can consciously think about at a single time is limited. Revisiting things multiple times makes them more likely to be retained in long term memory. The cognitive, associative and autonomous stages can explain how something described or learned becomes something that is understood and finally something that is known.
DeletePast experiences influence learning. Things that are senses are subconsciously processed before and determined important or not before they even enter our conscious. Things are easier to remember if they have both sense and meaning. Therefore if it is not relevant to students it will be harder for them to learn and remember.
I am the highlighter this week here are my vocabulary words:
Delete1- Controlled processing: Activating your schema for selective information that you will then configure into new information. It requires a lot of attention on the part of the subject and can be affected very easily by short term memory.
2- Automization: The process by which new knowledge because automatic by means of practice.
3-Declarative knowledge: Factual information.
4-Procedural knowledge: The knowledge of how something is done. Knowing the steps it takes to complete the process.
5-Fossilization: The point at which a second language learner cannot change his previously acquired knowledge in L1 to improve his L2. Even if this learner tries very hard through practice and study.
6- Sensory register:The brain screens all new data to determine its usefulness to the learner.This screening process will use the individual's past experiences to determine how important the data is.
7-Working memory: Temporary memory that eventually can become permanent if the information makes sense and has meaning to the learner.
1.One of the main differences between the information processing model and the ACT model is that Anderson looks at 3 types of memory.
DeleteWorking memory which is similar to short-term memory and two kinds of long-term memory. Declarative long-term memory and procedural long-term memory. Anderson believes that the two types of long-term memory are stored differently.
2- The information needs to be important to the learner for it to continue on to the working memory.
3- The information needs to make sense and have meaning for the learner to store it long-term.
Discussion Question:
ReplyDeleteDo you think that the models studied this week compliment or contradict Krashen's theory?
Sousa stats that students must feel physically safe and emotionally secure before they can focus on the curriculum. Krashen would say this supports his effective filter theory.
DeleteAnderson believes that language is acquired by working through 3 stages (cognative, associative and autonomous). He has admitted it is wrong but still maintains this is useful to understand how grammar is learned. Krashen wouldn't admire Anderson for this partial retreat.
I like the way you ended that post, Sean!
DeleteIn Sousa's model he states that input must have meaning for it to become part of long-term memory and Krashen always states that input needs to be comprehensible therefore they are similar in this fashion.
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ReplyDeleteHi everyone, I’m so sorry I’m posting so late. I forgot that I was the discussion leader this week. A weak excuse, I know. Just to be clear, here are our roles for this week:
ReplyDeleteGreg: Discussion leader
Evan: Summarizer
Andrew: Highlighter
Here are our comprehension questions:
1. Using simple language, describe how the information processing model explains fossilization.
2. According to the author of, “How the Brain Processes Information”, what are the two criteria (or questions) that must be satisfied before information is stored into a person’s long-term memory? How does what we’ve learned in Methodology class so far connect with this?
Here is our discussion question:
1.Older educational models are often criticized for relying too heavily on memorization; some argue it is better to focus on developing students’ analytical skills, problem-solving skills, and creativity. However, if the information processing model is to be believed, learning is essentially memorizing. Therefore, if you have not altered your long-term memory, then you have not learned anything. Discuss.
I really liked this reading, Greg your questions are great!
Delete1. In the learning stage, the fossilized language/language feature was never corrected when it was being processed in the short term memory. Eventually the fossilized language/feature became part of the language learner's long term memory, but was still in it's incorrect form. Once the error is part of the long-term memory, recalling it is done automatically which makes it very hard to correct.
2. Information must make sense and have meaning for it to become part of someone's long-term memory. Meaning relates to what we learned about schema: the student needs to be shown how the new information relates to what they already know. Sense relates to the MIC techniques we learned - helping Ss understand the information.
Discussion:
The older methods rely on memorization without much meaning for the individual learner. These methods skip over a lot of the practical applications of the knowledge. This is why you'll meet someone who had high test scores in English, but can't speak to a native. Newer methods seem to stress self-creation of meaning through which the learner "memorizes" by working with the material. Newer methods do add material to the learners' long-term memories, but they do it indirectly rather than through brute force memorization.
My summary:
The readings discusses how the brain processes information and how these models can be applied to language learning. The brain takes sensory input and, depending on context and quality of the information, stores it in various forms of short-term memory or the long-term memory. The Information Processing Model and Active Control of Thought are two models that explain how short- and long-term memories take sensory input and build it into automatic behavior/speech. Understanding how the brain processes information has obvious benefits for all teachers: if we understand how/why the brain adds information to its long-term memory, then we should be able to make our lessons "more achievable" for the Ss brains/memories.
Glad you liked the questions!
DeleteI was also thinking that besides schema, giving the students the opportunity to personalize using the new language helps the students memorize that language because it infuses it with extra relavance and meaning.
Comprehension:
Delete1) Evan already talked about how incorrect language can be stored in the long-term memory, making it difficult to unlearn since it starts to become an automatic process. I will focus on two other aspects that struck me as potential factors for fossilization; (a) one way in which fossilization might be reinforced is if the sensory register of the brain (pg 41) prioritizes the wrong information. Some sensory data is lost, especially if past experience has taught the learner it’s not as important, and (b) the emotional climate of the learning environment may be detrimental to the learner’s retention of information (pg 44). In an uncomfortable environment, anxiety-based emotions release hormones that strengthen memory. This shuts down the conscious processing of the information, and only enhances our memory of the event. Just possible alternative theories to explore as well, although I think Evan’s reasoning is the strongest here.
2) The transition from short-term memory to long-term memory is the transitioning of information produced from a controlled action to an automatic one. Learning is one way this is done by repeated practice. There is also a restructuring of the linguistics knowledge of the second-language learner. As to two questions, or criteria that must be answered, in order for information to be saved as working memory, I believe you’re referring to the self-evaluative questions of “does this make sense?” and “does this have meaning?” the former which the student answers based on their past experience and the latter which is based on the relevancy to the learner. Please correct me if I’m wrong, because I wasn’t 100% sure I answered that in the way you were looking for.
How does this relate to what we learned in Methodology? Of course as mentioned, a lot of what this chapter describes about how the cognitive functions work and how information is processed, is directly related to schema activation.
Discussion:
1) Wow, that’s a heady (and very interesting and provocative) discussion question. Hmmn… but I’d respond with this! Is the model necessarily touting the merits of rote memorization? Because as it talks about how information is processed and becomes working memory, there’s a lot of caveats about having a comfortable environment, learning by doing and restructuring. Of course memorization has a large part in the learning-process and people can quibble about just what “memorization” as a term covers, but it often works in tandem with these other new practices that apply more creativity and innovation. I don’t think we can dismiss what’s been established about SLA in the past to make room for new theories in the present, and vice-versa.
High-lighted terms coming soon, but I wanted to get these up asap.
Highlighted terms:
Delete1)Controlled processing- Depending on how much attention the subject shows certain input, this process activates a selection of information nodes in the memory. It’s restricted by the limits of short-term memory. Through repeated activation, controlled processing can evolve into automatic processing, which requires less attention.
2) Declarative knowledge – Knowledge that something exists or that something is the case.
3) Procedural knowledge – Knowing how to do something. Procedural knowledge often follows declarative knowledge.
4) Restructuring- When controlled processing becomes automatic processing it requires a restructuring of the second-language learner’s linguistic system. Sometimes it can result in some SLA errors reemerging since it’s a destabilizing process.
5) Fossilization- When second language learners are unable, despite extensive teaching and other linguistic input, to get rid of their non-native structures. If fossilization entrenches itself in the automatic processing of the student’s second language, this can pose a serious problem.
6) Sensory Register – Filters incoming information and prioritizes it depending how important the learner thinks it is (eg: you learn to tune out external, repetitive noise sources when you’re studying. You prioritize the input from your studying over the input from the jackhammer outside).
7) Working Memory- is a temporary memory and a conscious process in which we can rework or rebuild ideas for eventual and perhaps more permanent storage elsewhere.