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EDIT 720

Jennifer N. Hudson, M.Ed.

Annotated Bibliographies for Module 3


#1 Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.). (pp. 77-91). Boston,
MA: Allyn and Bacon.
In these pages of the book, much emphasis was placed on sensory and working memory.
Researchers have found that learners have some control over the process of retaining and
focusing on certain information (Driscoll, 2005, pp. 79). Sensory memory had some ways people
remember things. Those ways were selective attention, automaticity, and pattern recognition and
perception.
I have often heard people say that they have selective hearing. In the text, selective attention is
addressed. According to the text, selective attention is the ability to select and process certain
information while simultaneously ignoring other information (Driscoll, 2005, pp. 79). There
are three reasons to why a person may lose focus slightly. One reason was mainly because the
information doesnt hold the persons interest. Another reason was that it is hard to focus when
both speakers are the same sex and using the same tone and volume. The last reason is task
complexity or difficulty (Driscoll, 2005, pp. 79).
Working memory is the next step that must take place for the information to become meaningful
and a permanent part of the memory (Driscoll, 2005, pp. 86). Using chunking increases the
learning process (Driscoll, 2005, pp. 87). Also, rehearsal and encoding helps to move
information from working memory to long-term memory (Driscoll, 2005, pp. 88).
#2 Baddeley, A.D. (1992). Working memory. Science, 255, 556-559.
In this article, the author states from studies that there are individual differences that affect
working memory. One of the studies suggested that students with high working memory were
better at drawing inferences from the text and understanding misleading text (Baddeley, 1992,
pp. 557). Results from another study suggested that, reasoning performance was more
dependent on previous knowledge than on working memory (Baddeley, 1992, pp. 557).
Some components of working memory is concurrent storage, processing, and coordination of
resources (Baddeley, 1992, pp. 557). In the slaves system, there are separable spatial and visual
components.
In working memory, the most extensively investigated and simplest component is probably the
phonological loop (Baddeley, 1992, pp. 558). The acoustic similarity effect, the irrelevant speech
effect, the word-length effect, and articulatory suppression are all laboratory-based findings that
came this model.
From one of the studies, it also suggested that, short-term phonological storage is important for
new long-term phonological learning (Baddeley, 1992, pp. 558).
#3 Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our
capacity for processing information. Psychological review, 101(2), 343-352.

EDIT 720

Jennifer N. Hudson, M.Ed.

This articles main focus was on variance. The author talked about having large and small
variance and how much information is given with the two. The term amount of information
refers to variance, and the term amount of transmitted information refers to covariance or
correlation (Miller, 1956, pp. 343). When there is more information, it gives more alternatives.
Simple is better.
A study was shown to show how absolute judgments affect stimuli. The channel capacity was
able to describe human observers. If there were more variables added to the display, then the
total capacity is increased. However, the accuracy for any particular variable is decreased
(Miller, 1956, pp. 348).
Three important devices which are important are to make relate rather than absolute judgements,
increase the number of dimensions, or to arrange the task in a way so that several absolute
judgements in a row are made in a sequence (Miller, 1956, pp. 349).
#4 Kalyuga, 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.
This book excerpt discussed schema and how it relates to placing things in chunks to help
remember things. The way people respond to things all depends on their experiences and levels
of schema (Kalyuga, 2010, pp. 49). The more experienced a person becomes, the more their
schema changes too (Kalyuga, 2010, pp. 50). The author stated, As learners acquire more
knowledge and experience in the domain, their schemas evolve and become more redefined
(Kalyuga, 2010, pp. 51).
There are different types of cognitive load. One type is intrinsic cognitive load. In this cognitive
load in instruction, is having activities that help build knowledge in working memory (Kalyuga,
2010, pp. 52).
Another cognitive load is extraneous cognitive load. With this cognitive load, it is determined by
how the instruction is designed. Extraneous load is when the learner is involved in the cognitive
activities based on how the learning tasks are organized and presented rather than it being
essential for achieving instructional goals (Kalyuga, 2010, pp. 53-54).
#5 Eom, B., & Jee Eun, S. (2016). The Effects of Sentence Repetition-Based Working Memory
Treatment on Sentence Comprehension Abilities in Individuals with Aphasia. American Journal
Of Speech-Language Pathology, 25, 823-838.
I selected this article because after reading about how working memory is enhanced by using
chunks. I wondered if that would help someone with aphasia. The motivation for the study was
to see if repetition-based treatment would assist in other modalities (Eom & Jee Eun, 2016, 824).
A participant with mild aphasia was asked to repeat some sentences. Some of the sentences were
simple and also complex. As the sentences became longer, so did the difficulty for the participant
in remembering the sentence (Eom & Jee Eun, 2016, 824).
What I discovered in this article was that the authors believed that with working-memory
treatment it would yield to improvements in language abilities. After treatment, the participant
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EDIT 720

Jennifer N. Hudson, M.Ed.

received gains in a trained stimuli, but with limited gains in an untrained stimuli (Eom & Jee
Eun, 2016, 824).
There was another study conducted with massed sentence-repetition theory (MSRT) versus
distributed speech-language therapy (DSLT). In the study, it was found out that repetition
abilities improved for treated and untreated sentences. It was shown that MSRT showed more
gains and was more effective (Eom & Jee Eun, 2016, 825).

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