Cognitive views on learning endeavour to explain what behaviourism ignores, the interaction between consciousness and the environment. Furthermore, they place emphasis on the neurological processes of working memory (Dobozy, 2014; O’Donnell et al., 2016, p. 328). While working in education, I have been introduced to concepts related to working memory, but none have explained the process as well as Baddeley’s model of working memory. Baddeley’s model challenges previous notions that working memory flows in a single orderly manner by introducing a component of management (Mcleod, 2008).
Baddeley’s model of working memory seeks to explain how memory processes are directed by a managerial system called the ‘central executive’ (O’Donnell et al., …show more content…
For example, if students are presented with a range of words that sound similar when converted into a phonological code it is harder for them to recall each word at a later stage. Likewise, if background noise contains verbal elements when students are reading the intended learning may be disrupted and confused. This is an effective argument against students listening to headphones while they learn something new (O’Donnell et al., 2016, p 337). Comparatively, grouping information, such as a text into small parts is known as chunking which has been proven to strengthen recall (Marzano, 2009; O’Donnell et al., 2016, p. 336). For this reason, I understand that effective teachers must put much thought into factors relating to the environment and information presentation. Additionally, teachers should strive to recognise differences in student perception that could be impacted by disabilities. Aside from seeking student background information, this can be achieved during a lesson by prompting students to paraphrase information (MacCormack & Matheson,
Baddeley’s model of working memory seeks to explain how memory processes are directed by a managerial system called the ‘central executive’ (O’Donnell et al., …show more content…
For example, if students are presented with a range of words that sound similar when converted into a phonological code it is harder for them to recall each word at a later stage. Likewise, if background noise contains verbal elements when students are reading the intended learning may be disrupted and confused. This is an effective argument against students listening to headphones while they learn something new (O’Donnell et al., 2016, p 337). Comparatively, grouping information, such as a text into small parts is known as chunking which has been proven to strengthen recall (Marzano, 2009; O’Donnell et al., 2016, p. 336). For this reason, I understand that effective teachers must put much thought into factors relating to the environment and information presentation. Additionally, teachers should strive to recognise differences in student perception that could be impacted by disabilities. Aside from seeking student background information, this can be achieved during a lesson by prompting students to paraphrase information (MacCormack & Matheson,