认知信息加工理论.ppt

CognitivismCognitiveInformation-ProcessingTheoryComparedwithbehavioraltheoryLikebehavioraltheory,informationprocessingtheory(信息加工理论）regardstheenvironmentasplayinganimportantroleinlearning.（如同行为主义学习理论一样，信息加工理论认为环境在学习中起了非常重要的作用）Whereinformationprocessingtheorydiffersfrombehavioraltheory,however,isinitsassumptionofinternalprocesseswithinthelearnerthatexplainlearning.ThebirthofcomputersafterWorldⅡprovidedaconcretewayofthinkingaboutlearningandaconsistentframeworkforinterpretingearlyworkonmemory,perception,andlearning.Stimuli（刺激）becameinputs,behaviorbecameoutputs.Andwhathappenedinbetweenwasconceivedofasinformationprocessingproposedamultistage,multistore（储存）theoryofmemorythatisgenerallyregardedasthebasisforinformation-processingtheory.SensoryShort-termLong-termThreememorysystemsinthelearner(sensory,short-term,andlong-termmemory)areassumedtoreceiveinformationfromtheenvironmentandtransformitforstorage（储存）anduseinmemoryandperformance(Figure4.3.1).学习者的三种记忆类型（感觉记忆、短时记忆、长时记忆）被认为是接受外在环境信息和，并为储存信息和以后在记忆执行中使用它进行一定的转换。StageModelofInformationProcessing信息加工模式阶段Inadditiontostagesthroughwhichinformationpasses,processessuchasattention,encoding,andretrievalarehypothesized（看作）toactoninformationasitisreceived,transformed,andstoredforlaterrecall（转变）anduse.Forinstance,learnerswhofailtopayattentionwillneverreceivedtheinformationtobelearnedTobemostinfluentialonlearning,attentionmustoftenbedirectedsothatlearnersheedspecificaspectsoftheinformationtheyarebeingaskedtolearn.Similarly,theprocessofencodingprovidesameansforlearnerstomakepersonallymeaningfulconnectionsbetweennewinformationandtheirpriorknowledge.Finally,retrievalenableslearnerstorecallinformationfrommemorysothatitcanbeappliedinanappropriatecontext.Stage