Think about the last time you attended a lecture or
were in a classroom. Applying the information processing model, why did some things
make it into your short-term memory and some things into your long-term memory? How
can knowing this process increase your learning potential? How would you reduce the
likelihood of forgetting important information?
The last time I was in a lecture was on a Danube cruise over two years ago. A few facts made it into my short-term memory but nothing stuck in my long-term memory. If I'd taken notes, I'd have remembered the information over a longer period.
I don't know if this relates directly to the information processing model or not.
There are at least three processes needed here. The first is attending, paying attention. The second is getting the information into long-term memory (LTM). The third is retrieving the material from LTM.
Here are some sources that may be helpful in "increasing your learning potential":
http://www.members.cox.net/dagershaw/lol/BeHere.htm
http://www.members.cox.net/dagershaw/lol/Flunk.htm
http://www.members.cox.net/dagershaw/lol/Learning.Hints.htm
http://www.members.cox.net/dagershaw/lol/LearningRequire.html
http://www.members.cox.net/dagershaw/lol/LearningACE.html
http://www.members.cox.net/dagershaw/lol/MistakesLearn.html
Although all of these suggestions may not apply, most of them should be helpful. Thanks for asking.
The information processing model suggests that information goes through several stages before it is stored in our long-term memory. These stages include attention, encoding, storage, and retrieval. Let's apply this model to understand why some things make it into short-term memory and others into long-term memory.
1. Attention: Paying attention to information is crucial for it to be processed further. During a lecture or classroom setting, you are more likely to pay attention to things that are novel, interesting, personally relevant, or emotionally engaging. These factors can enhance your attention and increase the likelihood of information being processed into your short-term memory.
2. Encoding: Once you have attended to the information, it needs to be encoded or converted into a suitable format for storage. The encoding process can vary based on the type of information. For example, you might encode verbal information by mentally repeating it (rehearsal), while visual information can be encoded through creating mental images.
3. Storage: Information that is consistently rehearsed or deeply processed is more likely to be transferred from short-term memory to long-term memory. Factors such as repetition, organization, meaningfulness, and relating new information to existing knowledge can enhance the transfer of information into long-term memory.
4. Retrieval: When you need to recall information, it is retrieved from your long-term memory. Successful retrieval can be facilitated by cues or triggers that were present during encoding, such as context or associations with other information. Regularly accessing and reviewing information can also strengthen retrieval pathways.
Knowing this information processing model can increase your learning potential in several ways:
1. Enhanced attention: Understanding what factors influence attention can help you actively engage with the material, focus on key points, and minimize distractions.
2. Effective encoding strategies: Knowing different ways to encode information (e.g., verbal rehearsal, visual imagery) can help you choose the most effective approach based on the type of information you are learning.
3. Optimal storage techniques: Employing techniques like repetition, organization, and creating meaningful connections between new and existing knowledge can promote better retention of important information in your long-term memory.
To reduce the likelihood of forgetting important information, you can:
1. Review and practice regularly: Regularly revisiting the material helps reinforce the memory traces and prevent them from decaying over time.
2. Use spaced repetition: Spacing out your review sessions rather than cramming all the information at once allows for better long-term retention.
3. Practice retrieval: Actively testing yourself on the material helps strengthen the retrieval pathways, making it easier to recall information when needed.
4. Relate new information to existing knowledge: Making connections between new information and what you already know can improve encoding and retrieval processes.
By understanding and applying the information processing model, you can optimize your learning, retain important information, and improve your overall knowledge and understanding of the subject matter.