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Psychology Applied to Teaching
, Tenth Edition
Jack Snowman, Southern Illinois University
Robert Biehler
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| | SPAN CLASS="textbookinteriorsubhead">Thought Questions
Chapter 8: Information-Processing Theory
- Based on your experiences as a student, how well does
information-processing theory explain learning? What do you see as the strengths
of this theory? What are the limitations? What changes would you propose
for this theory? Why would those changes be beneficial?
- In Chapter 8, the learner is characterized as a "processor
of information." What does this mean? Discuss how this characterization
differs from the behavioral perspective of the learner.
- A variety of memory strategies were presented in this
chapter. Give examples of experiences in which you used some of these strategies
as a student. Which strategies worked best? Why do you think rote rehearsal
has been found to be the least effective strategy to use for long-term retention
of information?
- Mnemonic devices and other specific tactics such as notetaking
and self-questioning have been demonstrated to be effective for different
types of memory or comprehension tasks. As students and prospective teachers,
discuss how you use these devices and how this knowledge can be used to
assist the learning of your future students.
- Is there one best way to present information to all students?
If so, what would this ideal way look like?
- What role should technology have in helping students to
receive and process new information? What are some strengths and limitations
of using technology in this capacity?
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