Educational Psychology 101

Peter Papilos 2273207
      First Essay – Due 230401
      EDST 1101 – Educational Psychology
      Tutor – Slava Kayluga

      There a few articles involved when discussing instruction, cognitive structure and development. Some of these are the various models that portray the overall outlook of cognition, the assorted experiments used to show that human cognitive architecture has some weaknesses but to these weaknesses there are many ways of overcoming them. And the last article involved is how we can use this information effectively, putting it to the best possible use.

      There are two ways of viewing human cognitive architecture: the biological style and the computer style. The biological style views memory much like a neural network, where memory is distributed and information is spread over many locations.
      The computer methodology is highly defined, placing single memory in a specific storage location much like data on a hard disk. Memory is discrete and has its own space. There is process of encoding, re-coding, storage and retrieval.
      What you may ask is ‘how is this related to human cognitive architecture?’

      The modal model is the basic format of cognitive architecture. It consists of three major components: Sensory Memory (SM), Working Memory (WM) and Long Term Memory (LTM). In the biological style SM filters into WM where information is rehearsed until it is learnt then it is stored in memory. In the computer style SM encodes, WM re-codes and LTM is the storage.
      I hold that the computer comparison is very resourceful and solid. It has an unwavering contrast and it is very effective in putting across its correlation to human cognitive architecture.

      In SM there are two registers: the visual and auditory registers.
      They both have limitations. Sperling (1960) tested the visual register.
      He found that people could remember around three items out of twelve. All twelve items are registered, but due...