EDUC 121 Tutorial One Task Information

Key vocabulary for tutorial one

Stimuli – external environment data

Sensory Memory – temporarily ‘holds’ incoming information for initial cognitive processing
Attention - selection of particular incoming stimuli
Perception – detects/assigns meaning to stimuli
Short-term memory – temporary storage of new information

Working memory – active processing of information

Central Executive - controls attention/mental resources
Visuospatial Sketchpad - holds visual/spatial information
Phonological Loop - holds verbal/sound information
Episodic Buffer - integration of information

ENCODING - process of putting new information into the IPM; preparing for storage in LTM
RETRIEVAL – the re-possession of required information from relevant IPM memory stores

Long-term memory - The permanent repository of knowledge, skills, practice, experiences

Instructions: Use the IPM Key vocabulary and Basic IPM framework information provided, and
for each of the three scenarios:

● Identify the last component of memory in which the information has been stored
● Identify one problem that might explain why the learning was NOT effective
● Explain what you think could have caused the ineffective task engagement
● Link the evidence from the scenario/explanation to the relevant component of the IPM

S1: Thursday night, Jennifer studies for a test on Friday morning. She remembers
the material quite accurately on Friday and gets an A on the test. When she takes a review
test two months later, however, she can no longer remember the same material.

S2: Justin is trying to learn new information in his textbook. His eyes are focused on the
words in front of him, but he is thinking about the fishing trip he has planned for the weekend.

S3: After her French teacher says, “Merci beaucoup,” Josephine repeats the
phrase, then she immediately turns to talk to her friend.

March 2
First tutorial

Overview terminologies
Cognitive theory
Information processing model
Learning

Key vocabulary IMP model

Sensory register
Attention
Perception
Short term memory
Central executive
Visuospatial sketchpad
Phonological loop
Episodic buffer
Working memory
Encoding

There were some other but teacher went too fast (cry face)

Issues
Decay
Forgetting
Interference
Cognitive load
Cognitive load
Intrinsic cognitive load
Extrinsic cognitive load
Extraneous cognitive load

Strategies
Chunking
Elaboration
Elaborative rehearsal
Maintenance rehearsal

Types of interference
Retro-active interference
Pro-active interference

Type of processing
top-down processing

Sensory memory
Note: what one already knows determines to a great extent what one will pay attention to,
perceive, learn, remember, forget

Sensory memory “captures” (via the sense) external environmental stimuli and is then
analysed by two components of IPM

1. Attention - selection of particular stimuli

2. Perception - ability to rapidly detect and assign a “meaning” to an incoming
environmental stimulus

Memory processing system

Note: STM and WM are not the same
EACH memory has different characteristics and roles
- Short-term memory (temporary storage of new information in the “immediate”
memory)
- Working memory (active processing - i.e. what one is thinking/focusing on at “that”
moment)
- Central executive (controls attention/mental resources)
- Phonological loop (holds verbal/sound information)
- Visuospatial sketchpad (holds visual/spatial information)
- Episodic buffer (integration of information from phonological loop, visuospatial
sketchpad and long-term memory)
Long-term memory
Note: successful “construction” of understanding requires integration of new information with
existing schema (knowledge)

Effective construction of new learning can be achieved via:

a) Elaboration/Embellishment - adding personal meaning to enable complex

understanding to occur
b) Organisation - ensuring well structured information to provide a “guide”
c) Context - physical
d) Extension - information is retained more effectively when information is analysed and
connected to other pieces of information

Forgetting as LTM retrieval failures

Note: WHAT occurs DURING that time between learning and retrieving influences retention
of information NOT the passage of time

Reasons:
● Decay or fading of new information. In the first hour (60 min) after engaging with new
content there is a 50% immediate drop in retention of this newly learnt information
(Ebbinghaus Curve)
● Interference of daily life/new information leads to erasing or replacing held
information

April 27

Behaviourism task

Operant conditioning

- No classical conditioning

Basic assumptions

Tutorial dump
- Use positive or negative reinforcement to train behaviours
- When we use behaviours in classrooms, we train learning behaviour
- It's about prediction and control
- Happens after something occurs?
- Learning takes place when the behaviours and the surrounding events occur close
together in time, this depends on age.
- What is your behaviour and how do I manage it?
Law of continuity is about time

Law of effect is reinforcement, what's the relationship between consequences and

behaviour.

The main difference between conditional and operant conditioning is, operant conditioning is
a voluntary decision, you change your behaviour because of the reward or punishment.
Strategy allow a person to make a choice because of a positive or negative consequence

We don’t necessarily want the same reward everyday, so how do teachers reinforce and
manage behaviour?

If you constantly use behaviour, children get the idea learning is consequences and not
purely for the learning

When teachers mix students up, they are less likely to act up.

A different approach is continuous reinforcement, intermittent, partial, specific feedback. But

not doing it all the time.

Reinforcer must follow the response immediately, and it must happen

Primary and secondary reinforcers

Positive reinforcement doesn't always have to be something physical

Tutorial task:
There didn’t seem to be consequences or a boundary when she first started to be loud and
disruptive. She was put up in class too early?

Renee was conditioned to receive attention, used to having immediate attention and
response. Whenever she wanted before as she was the smartest in her class, so she would
have felt special and important. That’s why when she was put up in a class where everyone
was the same, she felt the need to act up and be in the spotlight. The teacher should’ve
explained properly that if she needed attention, she should’ve put up her hand to ask. When
there’s a new student, teachers usually contextualise and introduce the new student, have a
buddy, show you around. Create a framework where she’s comfortable. Suddenly taken out
of her peer group from 2 years. She’s isolated and without friends. She spat and so what?
She’s six, normally you should ask, diffuse the situation and figure out why it occurred,
asked if she was upset? Was she bullied? Not allowed to go to recess is an external thing,
there should be more. The teacher didn’t act like an adult in the room

May 4th
Social cognitive theory

Difference between social cognitive and behaviourism:

 - You are active, your agency, your ability to decide whether you follow through with
what you’re doing

Reciprocal causation:
- If you don’t attend to something you can’t retrieve it like information processing
- Self-efficacy play a part in your decision?

Factors in social cognitive theory

- Motivation, what consequences do you expect to make
- The older you get, you would do it regardless of expectations or rewards?

Bandura
- Is the main person we talk about social cognitive theory
- You’ve got to be exposed to that behaviour or there's no change
- Living vicariously, receiving information that influences behaviour
- Verbal instruction model, get a description on the behaviour, it might be all you need

Behaviours that can be learned through modelling

- Babies are empathetic so they cry when one cries
- It’s not always about good behaviour
- You follow your friends behaviour

Modelling

Attention
- Complexity: similarities someone like you, or you find important, how complex the
values or actions. You go it's too complex like skating
- What would I get if I did it?

Retention

Motivation
- Understanding consequences, expectations
- Choice
- Motive

Production
- You do something wrong you get immediate feedback, you practice, you can encode
the verbal form

Central execute, when you’re retaining info with your ears and eyes, having multiple
representations, you have more possibility to load it into a schema

PEB, they were observing a popular group, in their environment they observed her
behaviour wasn’t phased by it, there was a personal agency, individual level, every girl did it.
You hear what she’s thinking. Start off with internal thoughts, she’s looked at the
environment and asked herself what she needs to do, being smart isn’t working so she has
to become dumb, made a deliberate choice, an agency

May 11th
Vygotsky
- Historical context, worked in russia
- 1970 russian rev
- Not a huge focus on what happens in your head
- How do you learn from the people around you, earn from your parents,
- Things that are transmitted in your environment are linked through your culture,
practices, specific to you and your community
- Learn most effectively through other people
- Nothing came out during the 60s 70s, cuz of cold war

Cognitive apprenticeship
- The heart of learning is still individual learning
- Vgostky was thinking about informal learning, learning in general
- Learning that takes place in social interactions
- Parents are first teachers, in a communal sense, cultural activities
- Nature of apprenticeship, transfer those skills by being shown, demonstrated those
skills to achieve expertise
- If you’re an expert, there’s some things you need to show intrinsic expertise,
practices, how do you slice and dice, demonstrate in easier steps, so the people can
take it as part in their own schema
- Through guided participation, you participate with them in the act of showing them,
organisation of activities in which novice will learn something
- Learning is social
- When you are with like-minded people, doing things that are of shared interest
- Be engaging with people in that community
- Activities occur with people who maybe share lived experiences?
- Internal language, external language
- Children verbalise their thoughts first, and when you’re older you think in your heads,
we use our language, internal voice
- We verbalise out loud to learn more effectively, and when we grow older we start to
say it to ourselves in our heads?
- Langue is a tool, is central to how information moves between people
- As a result of language, if you take it into your own schema, you develop internal
monologue and another schema
- Potential development, challenged to learn because you’re supported
- Once you reach that end goal, it becomes your baseline to another goal
- If you want to do something new, you jump onto youtube and replay it
- Anything can be a tool to advance your learning that support your understanding, you
couldn’t do on your own
- From expert p.o.v, you know what they take into where they start
- Performance before competence, you have to do it to the point of automaticity
 - Scaffolding is temporary, once support is no longer required you take it away
- Match that level of the task
- Learning is continuum
- You slice and dice so they’re simple steps so they’re supported every step of the way
- Easier to learn what you’re going to learn if you have a framework in place
- Technology can help, it’s not necessarily just a person
- Subjectivity, joint attention, both attending to it, build up mutual understanding of
what that task requires, otherwise you’d go in different directions
- Feedback, error is good, you can see where they go wrong
- To teach someone you need to be able to get into their minds
- Apprenticeship is here’s the rationale, the tool you use
- A coach, selective learning?
- To be able to articulate what you know
- When you know what you’re doing, a big part of learning is reflection
- How do you creat learning to be visible, language, tools, working with people
- How you access their learning
in cognitive apprenticeship, no one is left behind

May 18th
Making our own MC questions

1. What does the ecological system theory focus on?

a. Children’s development based on social cognitive behaviours and interactions
b. The influence of how and in what ways society has developed psychotic behaviour
c. Children’s development based on four major layers of environmental influence
d. The characteristics of children’s wellbeing based on their interactions with others.

2. How do microsystems of children productively communicate with one another?

a. They interact as an elastic layer against ecosystems
b. They always work hand-in-hand with microsystems
c. They interact in second later known as mesosystems
d. They need direct physical contact with children

Apparently don't always start with they

May 25th
- You’re gonna look at the data and see what it represents
- Contextualise the information
- Exam: this is the room for improvement, why its important for improvement