...1. Peer play interactions and learning for low-income preschool children: The moderating role of classroom quality. (http://dx.doi.org.lib-proxy.fullerton.edu/10.1080/10409289.2014.864214) Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed. 2. The added value of the school of the 21st Century when combined with a statewide preschool program (http://dx.doi.org.lib-proxy.fullerton...
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...Programme | Specific Objectives | Strategies | Time Frame | Resources/ Materials | Success Indicators | Orientation to print | To emphasize and practice letter-sound correspondence, decoding, phonological awareness, and sightwords; | Similarities and DifferencesDiscrimination | June-March | PrincipalTeacherPupilStorybookReading Materials | 0% non-readerNumber of independent readers increased0% drop-outNo pupil left behind100% promotionLevel of Self-confidence is increasedParental support is increasedLevel of participation is increased85% Mastery in different content areasAcademic Achievement is enhanced | Letter name knowledge | To use the one-to-one teacher tutorial with emphasis on phonics; | Phonics instructionSpelling inventoryQuick Reads | June-March | PrincipalTeacherPupilStorybookReading Materials | 0% non-readerNumber of independent readers increased0% drop-outNo pupil left behind100% promotionLevel of Self-confidence is increasedParental support is increasedLevel of participation is increased85% Mastery in different content areasAcademic Achievement is enhanced | Letter sound production | To emphasize and practice letter-sound correspondence, decoding, phonological awareness, and sightwords; | Phonemic awarenessAudio-Video presentation | June-March | PrincipalTeacherPupilStorybookReading Materials | 0% non-readerNumber of independent readers increased0% drop-outNo pupil left behind100% promotionLevel of Self-confidence is increasedParental support is increasedLevel...
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... This book uses simple reptitious words and "texture" that allows for a sensory learning. The center pages of the book are in different size(starts with qaurter, half, three quarter them full pages again). These pages also have "punched holes" threw the center of the depicted food, indicating the caterpillar ate through it. • Plastic fruits (apple, pear, plum, strawberry and orange) • Printed pages, depicting food from the book • Markers and crayons Introduction: • "Read, re-read, and repeat" method, children will review the color words and fruit colors from flashcards. Teacher will state the word, and children will repeat them. When children are developing literacy skills, an educator must ensure phonological awareness. “Phonological awareness is...
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...MEMORY Memory is one of the most important concepts in learning; if things are not remembered, no learning can take place. Futhermore, memory has served as a battleground for opposing theories and paradigms of learning (e.g., Adams, 1967; Ashcraft, 1989; Bartlett, 1932; Klatzky, 1980; Loftus & Loftus, 1976; Tulving & Donaldson, 1972). Some of the major issues include recall versus recognition, the nature of forgetting (i.e., interference versus decay), the structure of memory, and intentional versus incidental learning. According to the early behaviorist theories (e.g., Thorndike, Guthrie, Hull), remembering was a function of S-R pairings which acquired strength due to contiguity or reinforcement. Stimulus sampling theory explained many memory phenomenon on the basis of statistical outcomes. On the other hand, cognitive theories (e.g., Tolman) insisted that meaning (i.e., semantic factors) played an important role in remembering. In particular, Miller suggested that information was organized into "chunks" according to some commonality. The idea that memory is always an active reconstruction of existing knowledge was championed by Bruner and is found in the theories of Ausubel and Schank. Some theories of memory have concerned themselves with the nature of the processing. Paivio suggests a dual coding scheme for verbal and visual information. Craik & Lockhart proposed that information can be processed to different levels of understanding. Rumelhart & Norman describe three...
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...Memory 1. Describe STM and give an example Short-term memory, also known as primary or active memory, is the information we are currently aware of or thinking about. In Freudian psychology, this memory would be referred to as the conscious mind. The information found in short term memory comes from paying attention to sensory memories. A good example would be to write down a spoken telephone number before it is forgotten. 2. Describe and give an example of LTM Long-term memory refers to the continuing storage of information. In Freudian psychology, long-term memory would be call the preconscious and unconscious. This information is largely outside of our awareness, but can be called into working memory to be used when needed. Some of this information is fairly easy to recall, while other memories are much more difficult to access. A good example would be recalling the date of your wedding anniversary or families birthdays’. 3. Describe the multi-store model of memory Multi-store Model of Memory: Atkinson & Shiffrin (1968) This model builds on the idea of three memory stores and tries to explain how they work together. Components Sensory Memory stores the incoming information from the senses. The model assumes that these are modality specific that is there is a separate store for each of the five senses. The store is very brief and the vast majority of information is lost here. Only information that is relevant or important is attended to and passed...
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...conversations and more, I’m going to discuss in details the memory system from stimuli into long term memory. We have technical enhance impede flow in every step. Proactive interference and retroactive interference show us how we will contract our effects while studying facilitates the maximum retention into long-term memory and also I’m going to discuss how we can forget things and what other types of forgetting we have. The strategy can improve our memory, consolidation and retrieval. Human Memory processes and stages Human memory is like a computer anything we need or is important we will store them for later; the same thing is with our brain we will encode, store and reuse them from our past, it will gives us power to lean and keep our past experiences, and remembering them we it needed. According to (Atkinson and Shiffrin in 1968) processed two human memory models short and long term memories, later they add the third memory model which was the Sensory memory. The processes of human memory are three, Encoding, Storage and Retrieval as I mentioned in my first paragraph...
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...between 5 and 9 Duration between 18 and 30 seconds LTM – coding is mainly sematic Unlimited capacity Stores memory up to life time Multi store model – representation of how memory works in terms of three stores – sensory register- STM – LTM Describes how info is transferred from one store to another , how it is remembered and forgotten Multi- store model Atkinson and Shiffrin’s ( 1968 , 1971) Three stores Sensory register Stimulus from environment will pass into sensory register Main stores are iconic memory ( visual memory ) ( coded visually ) Echoic memory ( sound memory ) ( coded acoustically ) Memory lasts only briefly duration is less than half a second High capacity Key processes is paying attention Short term memory limited capacity capacity is between 5 and 9 items info is coded acoustically lasts about 30 secs unless rehearsed maintenance rehearsal – occurs when we repeat material if rehearsed long enough it will go into the LTM Long Term Memory capacity is unlimited memory can last many years When we want to recall memory it has to be transferred back into STM by retrieval. Evaluation + Baddeley research shows STM and LTM are stored are different. He found we tend to mix up words that sound similar when we our using our STMs. But we mix up words that have similar meanings when we use our LTMs. + The strength of the study is that it clearly shows coding...
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...What is memory? Memory is involved in all aspects of our lives, is it a cognitive thinking process or a way of retaining information or is it a number of connected stores or even actual information retained. According to Reber (1985), it is possibly all of these. Memory has not been defined as a single process or fact and several theories exist about its nature, character and structure. We have vast amounts of information stored in our memory systems which we are able to access quickly and effortlessly, this implies that knowledge stored must be highly organised to allow us to retrieve the appropriate information for a given situation. This organising will be determined by the way that information is encoded into memory. The way the knowledge is organised will determine the type of process required to access that information in the future. Atkinson and Shiffrin (1969) suggested that memory comprised of three separate stores. The sensory memory store, the short-term memory and the long term-memory each store has a specific and relatively inflexible function. This was called the multi-store model. There are two main memory stores short term memory (stm) and long term memory (ltm),they are studies in terms of there ability to encode, which means make sense of information, also by there capacity, how much information is stored and by duration ,how long the information can be stored. How does the short-term memory store work? Conrad (1964) suggested that short-term...
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...Visions very brief last about one second * Picture things * Echoic * 5 to ten seconds allows to hear what the teacher is saying and writing down and taking notes Short term memory * Working memory * Actually processing and thinking about the information * Lose information in two processes * Decay * Interference * Most responsible for forgetting * Types of interference * Retroactive interference * New messes up old * Proactive interference * Earlier learning gets in the way of new learning * Magic number 7 * We only are able to process 7 bits on information at a time + or – 2 * Chunking * Organize bits information into groups so we can memorize things Rehearsal * Maintenance rehearsal * Repeating it over and over * Very prone to being lost by interruption * Elaborate rehearsal * Form meaningful links between different things in your short term memory * More effective than maintenance rehearsal * 3 levels * Visual (lasts the shortest) * Sound related (phonological) * And semantics (meaning) * Rat – teddy bear *...
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...Memory Without it, you’d be constantly living in one moment to the next. You wouldn’t know who you are, where you came from or where you are going. But what is it? And how does it work? To answer these questions, early memory researchers decided to break memory down into simple structures. The mysterious power of our mind to store images, words and sounds, was reduced into several components. All of these components were then thought to interact through simple processes. Simplifying memory in this way was a necessary step in developing our understanding of how memory functions. From this structured view of memory, two important models of memory were developed: the Multi-store Model and the Working-Memory Model. Section 1: Multi-store model of memory Atkinson and Shiffrin (1968) Do you think you have a good memory? What is your earliest memory? The multi-store model is a structural model which states that memory is made up of 3 distinct, separate stores: sensory memory, short-term memory (STM) and long-term memory (LTM). Each of the stores can be analysed based on three factors: 1) Capacity: how much information can be stored 2) Duration: the amount of time the information can be stored 3) Encoding: how the information is represented by the memory system Sensory memory The first store in the multi-store model is the sensory memory store. This store provides an account of the environment as experienced by our senses. A copy of the stimulus is kept here until we determine...
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...simplypsychology.org http://www.simplypsychology.org/a-level-memory.html A-level Psychology Memory Revision By Saul McLeod The Multi-Store Model AO1 The multistore model of memory was proposed by Atkinson and Shiffrin and is a structural model. They proposed that memory consisted of three stores: sensory register, short-term memory (STM) and long-term memory (LTM). Information passes from store to store in a linear way. Both STM and LTM are unitary stores. Sensory memory is the information you get from your sense, your eyes and ears. When attention is paid to something in the environment it is then converted to short-term memory. If any information is not important then it decays or disappears. Once in the short term memory informed can be rehearsed and some information is rehearsed and then passed into long term memory. Each store has its own characteristics in terms of encoding, capacity and duration. Encoding is the way information is changed so that it can be stored in the memory. There are three main ways in which information can be encoded (changed): 1. Visual (picture), 2. Acoustic (sound), 3. Semantic (meaning). Capacity concerns how much information can be stored. Duration refers to the period of time information can last in the memory stores. Sensory Register • Duration: ¼ to ½ second • Capacity: all sensory experience (v. larger capacity) • Encoding: sense specific (e.g. different stores for each sense) Short Term Memory • Duration:...
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...1. What is primary memory? What are the characteristics of primary memory? Primary memory is known in layman’s terms as short-term memory. Primary memory is where information is stored when it is first obtained. It (primary memory) is also a staging ground for thought (Willingham, 2007). Willingham (2007) also states that primary memory “both retrieves information from secondary memory and takes in information from the environment” (p. 144). According to Willingham (2007), it may do this “for temporary maintenance or possibly for entry into secondary memory” (p. 144). Primary memory also has many characteristics. One of these characteristics is proactive interference. Proactive interference is a characteristic involving forgetting. With proactive interference, prior learning interferes with current learning (Willingham, 2007). Along with proactive interference, comes retroactive interference. With retroactive interference, new learning interferes with prior learning (Willingham, 2007). As an example, Willingham (2007) uses learning French as interfering with learning Spanish. In other words; “You are likely to remember less French if you’ve just finished studying Spanish” (Willingham, 2007, p. 154). According to Willingham (2007), another characteristic of primary memory is that it can be coded in three ways; “visuospatially, acoustically (in terms of sound), and semantically (in terms of meaning)” (p. 155). Willingham (2007) also mentions a possible fourth way...
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...I have heard that you may be interested in taking a course or two on psychology in college and I would love to give you my thoughts. As someone who is not planning to major in psychology I figured this course to be more of a class of lesser importance. However, I have learned various things throughout the class that would lead me to believe my first impression to be wrong. As you may not have known psychology is the study of the mind. However, since there are no ways to actually observe or touch the mind, we are unable to directly study it. Instead, through the use of studying the behaviors and mental processes we can correlate that with the mind. Let me give you one example of something that is taught in class. Memory is an active system that receives, stores, and recovers information. In order for one to keep a memory for a longer length of time, the memory must pass through the sensory memory, short-term memory, and into the long-term memory. The sensory memory is only able to hold an exact copy of what you may see or hear but only for a couple of seconds. The information stored from a visual memory is called the iconic memory while information stored from hearing is called the echoic memory. However there is a lot of information when you see and hear things. Therefore we have something called selective attention that blocks out what we deem unimportant. An example would be when being in a concert the only thing you may remember is the band; however it would be fairly difficult...
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...Managing the Work of Teams and Individuals Thomas Wingham 8th December 2011 Contents * Introduction * Groupthink * Causes * Remedies * General Group Problem Solving (GGPS) Model * Risky Shift Phenomenon * Causes * Remedies * Conclusion * Recommendations * Reference List * Appendices Introduction In this report there will be an evaluation of Groupthink. Janis eight causes of Groupthink and what the remedies are. Aldag and Fuller’s model of groupthink and how it is different from Janis’s model. There will also be an evaluation of Risky Shift Phenomenon, this will include the causes and the remedies of Risky Shift Phenomenon. Groupthink Irving Janis says Groupthink occurs when “a group makes faulty decisions because group pressures lead to a deterioration of “mental efficiency, reality testing, and moral judgment”” (Janis, pg 9.) Groupthink - Causes According to Janis there are eight causes of Groupthink. Illusion of invulnerability; creates too much confidence that encourages extreme risks. Collective rationalization; members warned about something but do not take any notice. Belief in inherent morality; members believe in their goal and ignore all moral consequences. Stereotyped views of out-groups; negative views of enemy make effective responses to conflict seem unnecessary. Direct pressure on dissenters; members cannot argue with group views without being under pressure. Self-censorship; deviations...
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...MEMORY IS LEARNING THAT PERSISTS Why We Forget 1. Negative self-concept: we think of ourselves forgetting things. 2. We have not learned the material well. If something is to be retained, it must be correctly, clearly and forcibly impressed on the mind. We must give it the necessary attention and interest. Self-questioning and spaced or periodic reviews are essential. 3. Psychological reasons: defensive forgetting Generally, unpleasant things are remembered better than pleasant things (especially by pessimists) and both pleasant and unpleasant things are remembered better than materials we are indifferent to. Freudian theory holds that unpleasant things are often barred from consciousness. This is often referred to as active forgetting. 4. Disuse Memories fade away rapidly when not reviewed or used. The curve of forgetting is like a playground slide; we forget most immediately after we learn -in the first 24 hours; then it proceeds slowly. Motor learning seems to be better retained than verbal learning because a motor act has to be completely done to be done at all and so requires a higher degree of organization and competency which involves over-learning. But "forgotten" material can be relearned in less time than is required for the original learning, even after many years' disuse. EVEN MATERIAL THAT WE DO NOT RELEARN HAS UNDOUBTEDLY BEEN TRANSFORMED INTO ATTITUDES AND VALUES THAT FORM THE FOUNDATIONS OF OUR JUDGMENT...
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