This is an important point to remember since the

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Unformatted text preview: apter). The actual processes of elaboration and organization occur in working memory where new associations are formed among chunks of declarative knowledge created by selective perception processes or retrieved from long-term memory. This is an important point to remember. Since the capacity of working memory is limited, the amount of information that students can elaborate or organize in a give period of time is also limited. You should keep this in mind as you plan your lessons. Avoid giving you Manuscript 9/28/03 35 students too many new ideas at once and allow them time to elaborate and organize what they are learning. As a final point, it is important to remember that the way knowledge is organized and elaborated has a powerful impact on how the knowledge will be retrieved and used. Declarative knowledge is organized and elaborated into schemata. Schemata have profound effects on where attention is focused, what is understood and remembered, and learners’ ability to problem solve (Anderson & Pearson, 1984). Using terminology from earlier in the text, key processes like perception, attention, encoding, and retrieval are all going to be influenced by the schemata that are activated to guide those processes. Compilation. Unlike declarative knowledge, procedural knowledge in not directly encoded into long-term memory. Instead a second cognitive process called compilation. As was previously defined compilation is a process that creates and organizes new procedural knowledge in long-term memory as the skill is performed. The compilation process is made up of two parts, proceduralization and composition. Proceduralization is the cognitive process that creates new productions from declarative knowledge active in working memory. When we are first learning a skill, we represent the skill as declarative knowledge. We are likely to form declarative knowledge representations about the types of goals that can be reached by applying the skill, the conditions when the skill should be used, and the actual mental or physical steps involved in executing the skill. To execute the skill using this declarative knowledge, we have to think about each step of the performance. For example, consider a young basketball player who is practicing a skill she has just been shown. At first, she has to think about Manuscript 9/28/03 36 what she has to do. This is slow and inefficient. How many of us have heard a coach say, “Stop thinking so much, and just do it.” With some practice, these thoughts are converted to productions through proceduralization. Rather than having to think consciously about the skill, if the conditions exist for the action, we just do it. A production for a basket ball play may look like this, “If she comes down the side, then move into a position that keeps her on the side.” Productions contain actions that will be taken immediately if the conditions for the action are present. Automatic action replaces deliberate thought about the skill. Composi...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

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