• Director's Note
• Get Training Materials
• Sessions This Week
  • In the Classroom: Memory, Memory, and More Memory
  • In the Library: Reading Resources
  • In Practice: Concept Mapping (continued)
• Training Checklist
• Next Week's Sessions

Director's Notes

Welcome to your sixth week as an intern at the Institute. NOTE: This is also your seventh week given (as noted in your schedule) that this topic extends over 2 weeks)

As I am writing this I am receiving lots of ABA forms that outline your behavior modification plan that you will implement over the next 4-5 weeks.  Please carefully reread the assignment again if you are not clear on what this project requires by way of collecting data for presentation later in your project report. You will need to print out the table provided in form 2 or create your own method of tracking your data.

This week is a heavy reading week with 3 chapters.  I know that 3 chapters is a lot but I have also tried to keep other work to a minimum and have extended this topic over 2 weeks - weeks 6 and 7.  Nothing else is required to be turned in over the next 2 weeks except the 3 chapter quizzes and replies to last week's threads. These 3 chapters go nicely together because they are all dealing with aspects of long term memory so it is difficult to separate them and throw one in with a totally different topic.

This week you should also be moving into your first week of implementing your behavior modification plan and collecting and recording data. Remember that you have 4 more weeks of collecting data and then another week to analyze your data and write up your report. I have been providing you with suggestions for ways to continue to work on this project while you are collecting data so that you get a portion of it written before the final week.

Our objectives this week are to:

1. Distinguish between sensation and perception and identify examples of each.
2. Identify examples of construction processes in learning.
3. Distinguish among and recognize examples of external organization, internal organization, meaningful learning, elaborative rehearsal, generation effect, visual imagery, and elaboration.
4. Recognize examples of effective strategies for storing information in long term memory
5. Given scenarios, make predictions based on research on strategies for storing information in long term memory and factors that affect storage.
6. Describe the process of acquiring procedural knowledge.
7. Distinguish among and recognize examples of techniques (or phenomena) of verbalization, co-constructed narrative, self-explanation, enactment, spacing effect.
8. Describe the development of automaticity and distinguish between controlled and automatic processing.
9. Describe and recognize examples of techniques for promoting effective storage in LTM to include prior knowledge activation, advance organizers, expository organizers, concept/knowledge map, signals, visual aids, and analogies.
10. Compare and contrast teacher-directed and student-directed instruction.
11. Given types of information, recognize the likely format in which it is stored in long term memory.
12. Recognize descriptions/examples of symbol, productions, parallel distributed processing, , verbal codes, propositions,
13. Recognize characteristics and examples of contemporary theories of how information is organized in long term memory.
14. Distinguish between abstract and concrete concepts
15. Recognize examples of positive and negative instances of concepts, overgeneralization, undergeneralization
16. Distinguish among and recognize examples of defining features, correlational features, and irrelevant features, simple rules, conjuctive rules, relational rules and disjunctive rules
17. Recognize examples of the following views of concept learning: hypothesis testing, prototype, exemplars
18. Recognize examples of strategies that facilitate concept learning.
19. Define schema and script and recognize instances of learners using these.
20. Recognize examples or descriptions of personal theories and theory theory.
21. Recognize examples of people using personal theories.
22. Recognize examples of conceptual change and confirmation bias
23. Recognize teaching strategies for promoting useful personal theories, conceptual change, and correction of misconceptions.
24. Describe and recognize examples of the development and stages of expertise.
25. Differentiate between recognition and recall tasks
26. Recognize examples of factors that affect retrieval of information
27. Distinguish among retrieval cues
28. Recognize examples of flashbulb memory.
29. Recognize statements consistent with research on retrieval
30. Describe and recognize examples of theories of forgetting to include decay, obliterative subsumption, interference, failure to retrieve, repression, failure to store, and construction error.
31. Recognize strategies appropriate for facilitating retrieval
32. Recognize higher level questions
33. Recognize statements consistent with research on wait time.
    
    

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Materials

Each week this section will provide you with any necessary material that will be essential for you completing sessions.

Task #1:

Download note pages for Schema Theory and Instructional Theory (these are in Word format).

Download the Schema Theory lecture.

Download the Instructional Theory lecture.

• Email your Director;
• Email the Mentor;
• Email other interns.
• Refer to the Course FAQ.

To Our Sessions for the Week
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