Denetria Middleton

Module 3 Annotated Bibliography

#1: Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 77-91). Boston,
MA: Allyn and Bacon.
Driscoll goes thru the flow of information during learning. While trying to learn, the
process of attention can exert an effect (p 77). Something that is unfamiliar will cause the
learner to slow the learning process down. There are three memory stages that include: sensory
register, short-term store, and long-term store. During the sensory memory stage information is
not held very long. This memory is temporal, rather than visual. Selective attention is the
learners ability to pick and choose what information they want to process. This can also depend
on the amount of factors that are present (p 79). Working memory is the next step in processing.
At this stage, chunking information in sets of seven has proven to help move information into
long-term memory.
Also two more techniques help prevent information from working memory; rehearsal and
encoding (p.88). Simple task such as phone numbers, spelling words, multiplication facts, and
more can all be learned by repeating them over and over using the rehearsal technique. Encoding
is relating incoming information to prior ideas or concepts the learner already knows (p.89). This
has shown to be more effective to learning information that involves critical thinking. There are
two types of Long-Term memory: systematic and episodic. Episodic memory deals with specific
events. Systematic memory is all the general information stored in memory and it can be recalled
of how it was learned (p. 91). In school as educators it is preferred that students are learn
systematically.
#2: Baddeley, A. (1992). Working Memory. Science, New Series, Vol. 225 (pp. 556-559).
Working memory is a brain system that gives temporary storage for tasks such as
learning, language comprehension, and reasoning (p. 556). Studies have linked working memory
to performance on important task such as reasoning and language comprehension (p. 559). There
are three subcomponents Baddeley discusses: the central executive (slave systems), visuospatial
sketch pad, and phonological loop. When dealing with the slave systems, the phonological loop
represents speech perception where they can be used for active memory (p. 559). Is working
memory, attention and perception different or the same? Baddelley was discussing how studies
have been conducted research more. The phonological loop deals with speech perception and
production. Visuospatial sketch pad focuses on visual images being manipulated.
#3: Miller, G.A. (1956). The magical number seven, plus or minus two some limits on our
capacity for processing information. Psychological review, 63(2). 81.
Miller begins the article discussing the magic integer that helps us process information.
He then discussed various experiments that further looks at information theory. After various
experiments Miller believes that we must organize information into chunks in order to speak
more accurately. Studies have shown that the magic number is seven. If information is learned at
seven chunks or less at a time it is more likely to move to long term memory. As students when
we begin to learn information, we then build on more information (chunks) (p.10). Miller
concluded three things at the end of the article. First, he concluded the span of absolute

Denetria Middleton
judgment and the span of immediate memory impose severe limitation on the amount of
information we can process or remember (p. 12). Secondly, he thinks that recoding deservers
more attention that it gets; because it is a constant concern to social psychologist, linguists and
more. Lastly, he concluded concepts and measures provide by the theory of information provide
a quantitative way of getting some of these questions.
#4: Kayluga, S. (2010). Schema acquisition and sources of cognitive load. In J.L. Plass,
R.Moreno, & R. Brunken, Cognitive Load Theory (pp. 48-64). New York: Cambridge.
Kalyuga begins the article by defining what Cognitive Load Theory is. Cognitive Load
Theory (CLT) generated principles for efficient instructionorganized knowledge base (p. 48).
This can refer to direct initial instruction principles, an expertise principle, and a small step size
of change principal. Schemas gives us the opportunity to treat information as chunks and reduce
the strain on our working memory and allow efficient use of our cognitive architecture (p. 61).
Teachers are at a disadvantage when teaching because instructional techniques maybe ineffective
due to the fact they ignore limitation of human cognitive processing system. Giving a learner too
much information can cognitively be too much.
In order to improve schema acquisition, instructional techniques should hold learners
cognitive involvement to as little as possible. This gives learners a chance to fully use their
working memory capacity to its potential (p. 64). Kaluga discussed general guidelines for
instruction to help decrease negative effects of extraneous cognitive load.
#5: Laird, J.E., Newell, A., & Rosenbloom, P.S. (1984). Towards Chunking as a General
Learning Mechanism. (pp.188-192).
I selected this article because when I was in middle school my industrial technology
teacher once told me that humans remember things in chunks of seven. Of course back then I did
not believe him. We were preparing for a tech bowl and each person had to remember the
question and answers to a set of 500 questions. As we began to study, I soon learned that chunk
information in sets of seven some how worked. Laird, Newell, and Rosenbloom discuss how
chunking has be a basic organizational unit for human memory (p. 188). In the article, they
conducted three studies to discover if chunking could be a general learning mechanism. At the
end of the experiments they discovered the following: chunking can be used during problem
solving (p. 189), improve aspects of behavior (p. 190), and capable of strategy acquisition (p.
191).