When one slave is taken out of action the other slave system compensates. Imagery group with articulatory suppression found that performance gets better. Imagery group use phonological loop and visuospatial sketch pad (using two slaves available to them) Other group do less well because they are only using their phonological slave system.ĭistractor task impairs the efficiency of imagery techniques such as the peg word method Independence of the slave systems (Brandimonte, Hitch & Bishop, 1992). Imagery group performed better because they can use both slave systems (using words and images, so both phonological and visuospatial slave systems). ½ asked to use phonological loop to remember. ½ were used to use imagery to remember (pegword method using visuospatial sketch pad). The pegword method works because it is effortful, active and natural (draw on a natural tendency Dual Task Methodology (Baddeley & Liberman, 1980) P's asked to remember a word list. Relies entirely on making mental images of things you want to remember with the set of things that you can easily remember. The oldest known mnemonic strategy Pegword Method- relies on the formation of images to associate target with concrete items. Method of Loci Method of loci is a method of memory enhancement using visualizations- utilising spatial memory. This result was true even when participants were required to perform a tracking task in addition to learning the words. Whereas abstract words were not remembered as well. This assumption was pioneered by Baddeley (Baddeley, 1992 Baddeley & Hitch, 1974) who divided the working memory into a visuo- spatial sketchpad for dealing with two-dimensional diagrams or three-dimensional information, a phonological loop for dealing with verbal information and a central executive as a coordinating processor (see Figure 1).There is a strong relationship between the imaginability of a word and the ease with which it can be memorised.īaddelely (1999) found that participants could remember the words that were more imaginable such as bananas, strawberries, table etc. Although the working memory was initially conceptualised as a unitary concept, it is now more commonly assumed to consist of multiple streams, channels or processors. Well-learned material, held in the long-term memory, suffers from neither of these limitations when brought into the working memory (Ericsson & Kintsch, 1995). In fact, both of these limitations apply only to novel information that needs to be processed in a novel way. The most commonly expressed attributes of the working memory are its extremely limited capacity, discussed by Miller (1956) and its extremely limited duration, discussed by Peterson and Peterson (1959). In that the characteristics of our conscious lives are the characteristics of the working memory. By providing these perspectives to instructional designers, they can make more informed decisions about developing instructionally sound materials. Thirdly, it is to map out the intricate relationships among these techniques thereby developing a guide for courseware developers. Secondly, it is to derive specific instructional design techniques and related conditions. Firstly, it is to review, analyse and synthesise theoretically grounded educational psychology research over the past 20 years. Therefore, the goals of this paper are threefold. Furthermore, by reviewing a set of literature as a whole, one can not only extract specific conditions where techniques will or will not work, but also if the implementation of several techniques conflict with or cancel out the effects of one another. A comprehensive review of research literature over a period of time can provide a rich and comprehensive set of guidelines. Given that most, if not all online, courses contain content in the form of texts, images or multimedia, it is important for these research findings to be extracted at a broader level and deployed in practical day-to-day tasks such as instructional design and development. M any factors may affect the effectiveness of various instructional design techniques and courseware developers may be hard-pressed to find specific guidelines based on research findings to assist them. Cognisant to this trend are questions and criticisms about the design of online course content and its bearing on learning. Some of the most important breakthroughs in this regard have come from the discipline of cognitive science, which deals with the mental processes of learning, memory and problem solving. In the field of instructional technology, there has been an increased interest and focus on the effectiveness and efficiency of various instructional design strategies.
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