Information Technology Reference
In-Depth Information
LONG-TERM MEMORY
Explicit knowledge
Implicit knowledge
DECLARAT I VE
KNOWLEDGE
Explicit knowledge
Knowing “what”
PROCEDURAL
KNOWLEDGE
Implicit knowledge
Knowing “how”
CONDITIONAL
KNOWLEDGE
Implicit knowledge
Knowing “when”
SEMANTIC MEMORY
Storage of concepts,
principles and
relationships
EPISODIC MEMORY
Storage of personal
experiences
Fig. 5.4
Knowledge in long-term memory
Representing Declarative Knowledge in Long-Term Memory
Acquiring declarative knowledge involves integrating new information with exist-
ing knowledge. So, people learn more effectively when they have well-developed
knowledge to which new information can be related. This knowledge is organized in
the form of
schemas
(also called schemata), and though theorists do not totally agree
on a definition, they can be viewed as cognitive constructs that organize informa-
tion into
meaningful systems
in long-term memory (Anderson, 2005; Willingham,
2004).
Meaningful Learning
. To begin this section, think back to the two experiments
you did in the introduction to this chapter. It is likely that you remembered more of
the items in the second list, because they can be classified into meaningful groups.
The categories are outlined below.
Directions
Tomato
Brown
North
Women's Names
Purple
West
Judy
Coins
South
Karen
Dime
East
Donna
Quarter
Vegetables
Betty
Penny
Celery
Colors
Nickel
Cucumber
Red
Carrot
Blue
Five categories exist with four related items in each category, but no such rela-
tionships exist in the first list at the beginning of the chapter. As a result the second
