Bafile, C. (2011). You Must Remember This Teaching with Mnemonics (Education World).

Education World.
Mnemonics and memory tools have helped students recall academic operations and
problem-solving tools. These devices help students categorize information more effectively
which makes it possible for them to retrieve the material easily. Creating such devices will
allow the teacher and student to remember information-processing used with focus on
patterns and recognition. Such mnemonic tools use the letter strategy, which uses a saying
in which each beginning letter matches that in the saying or phrase.
Mnemonic instructional tools lead students to relate new information to what they have
previously learned. Initial processing of information leads to quicker retrieval of that
information at a later time. For example, teachers use the verbal elaborative strategy in
order to link known information to unknown information (Scruggs, Education World).
Routine practice is also beneficial for successful instruction with mnemonic devices.
Chunking and mnemonic strategies must also be created by the student in order for the
mnemonic instruction.
Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) (pp. 77-91). Boston, MA:
Allyn and Bacon.
Some sort of perceptual store in the information-processing system that registers and holds
information for a short/brief period of time is used during the letter experiment (pg. 77).
Several studies reveal that the brief exposure to groups of letters entered the sensory
memory (pg 78). Visual information is stored, but can be lost without further processing.
The effect that attention has on information processing is that auditory cues allow humans
to focus their response attention to a specific portion of the task. Learners have some
control over the process and may focus certain attention to focus attention to make certain
ends meet (pg 79). There are two types of attention, one being selective attention which
allows the learners to select and process information while ignoring other information
(extraneous material), and the second being automaticity which are tasks that require
minimal attention (routine, habit-driving a car) (pg 79-80).
Further processing requires attention and pattern recognition and perception, which means
that information must be analyzed and familiar patterns in order to provide a basis for
further processing (pg 82). First of all, pattern recognition is environmental stimuli are
recognized as exemplars of concepts and principles already in memory (pg 82). Learners
practice pattern recognition by matching new information to the appropriate template in their
memory. Past experiences also have an effect on pattern recognition (Luminosity- app for
memory work). Paired together past experiences and perception can create prejudgment or
an expectation of what teachers should do in corrective matters.
In the working memory stage information from the long-term memory will be retrieved for
use in making sense of the incoming information (pg 86). Working memory is limited, but
can expand in capacity when using the process of chunking. Therefore learning tasks
should be broken into manageable steps in order to allow working memory to hold larger

steps as four or five sub-steps. In order for working memory information to be transferred to
long-term memory there are two necessary processes, rehearsal and encoding (pg 88).
Baddeley, A.D. (1992). Working memory. Science, 255, 556-559.
Working memory is the holding tank, like at a jail, people (information) either get released
after a few hours (milliseconds) or are transported to the jail or prison for a few months
(years). A study with reading comprehension created where participants were required to
read two sentences and respond with the last word in each sentence. As the test increases
subjects are unable to recall the last words in each pair of sentences which is labeled the
subjects working memory span (pg 557). In turn there is a high correlation between
working memory capacity and reasoning skills (pg 557). The phonological loop is
composed of two parts: acoustic/speech-based information container, and a visual container
with words or nameable pictures (pg. 558). This storage serves as a backup system for
comprehension of speech under taxing conditions (pg 558).

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.
Experiments are how accurately people can assign numbers to the magnitudes of various
aspects of stimulus (pg 1). These are now named experiments on the capacity of people to
transmit information. The amount of information put into a system correlates with the
input-output, like a venn diagram input on left output on right and input-output as transmitted
information. Bits are 2 squared. 2 ways to increase the input information: the first being to
increase the the rate at which the information is given in a specific amount of time and the
second one is give as much time as needed with an increased amount of input information.
The channel capacity for tones/pitches are six, which in turn means that an observer will not
confuse up to 6 different tones unless they are given a seventh. Short-term memory is
about seven items in length/capacity, if the information is chunked which means that the
information is grouped according to the input sequence. Recoding is a process that is like
paraphrasing or summarizing information into verbal code.
Kalyuga, S. (2010). Schema acquisition and sources of cognitive load. In J.L. Plass, R.
Moreno, & R. Brnken, Cognitive Load Theory (pp. 48-64). New York: Cambridge.
Schematic knowledge base in long-term memory represents the major critical factor
influencing the way we learn new information (pg 48). Schemes are built to create patterns
of relationships between elements describing instances and multiple schemes can be linked
together and organized into hierarchical structures (pg 48). Organizing schema is similar to
chunking, and schematic knowledge can be grouped or categorized, as well. Long term
memory schematic knowledge structures may reduce information-processing demands on
working memory (pg 50). As learners acquire more knowledge their schemes evolve and
become more refined (pg 51). Effective instructional procedures should be aimed at

acquiring an organized schematic knowledge base and reducing any diversion of cognitive
resources to tasks and activities that are not directly associated with the goal (extraneous
material)(pg 51). Major sources of cognitive load is provided by activities that are
necessary for learning (pg 52).
Sources of extraneous cognitive load are: Written instructions, verbal or pictorial, visual or
auditory, studying worked examples, and different arrangements of part-tasks (pg 53).
Reducing extraneous cognitive load by improving the instructional design may be more
critical for learning. Problem-solving or discovery learning techniques provide the least
effective for the cognitive load. Smaller step-sizes with manageable load within each step,
and sequence instructional subgoals properly will help reduce extraneous cognitive load.