First one is working memory:
As we have seen, long term memory storage is often more effective when new material is connected with existing knowledge. For learner to make a connection between a new piece of information and a piece of information they already have, they must be aware the connection of these two pieces of information. In another words, both pieces must be in working memory at the same time. Madam give a test on several sentences and we need to remember. At last madam give another sentences that have words likely in the first sentence. Most of us in the class confuse with the words and we thought it is the same sentences between first and second sentences we have seen, but it is two different sentence actually.
Second is prior knowledge or background knowledge:
PRIOR KNOWLEDGE can be explained as a combination of the learner's preexisting attitudes, experiences, and knowledge:
Attitudes
- Beliefs about ourselves as learners/readers
- Awareness of our individual interests and strengths
- Motivation and our desire to read
Experiences
- Everyday activities that relate to reading
- Events in our lives that provide background understanding
- Family and community experiences that we bring to school with us
Knowledge
- Of the reading process itself
- Of content (literature, science, and math)
- Of topics (fables, photosynthesis, fractions)
- Of concepts (main idea, theory, numeration)
- Of different types of style and form (fiction and nonfiction)
- Of text structure (narrative or expository)
- Of the academic and personal goals
Third is prior misconceptions:
When people engage in elaboration, they use what they already know about a topic to expaand on and presumably make better sense of new information. But what happens when people use inaccurate "knowledge" to elaborate? If people think that new information is clearly wrong within the context of what they currently believe about the world, they may ignore the information altogether. Alternatively, they may distort the information to be consistent with their "knowledge" and as a result learn something quite different from what they actually saw, heard, or read. In some instance, then, having misinformation is more detrimental than having no information about the topic.
Fourth one is expextations
We often form expectation about the things we will see and hear-expectations based on our existing knowledge and beliefs about how the world typically operates-and these ca influence how w encode and store new information in long term memory. In many cases we perceive and learn something more quickly when we have a good idea ahead of time about information we were going to receive, perhaps because relevant portions of long term memory have already been activated. Madam give us just a minute to read one paragraph and madam ask us what the paragraph talk about. If mature reading, they will just scan that paragraph quickly by using the expectation. Usually it is accurate and it is more effective rather than read it carefully. Madam also stressed on halo and horns effects. Madam give a symbolic to both term as angel and devil. Halo as a angel because it happen when we expect desirable behaviors from a person we like or admire, thus we would perceive that person in a positive way. While horns effect as a devil because we expect inappropriate behaviors from a person we dislike, and our perception of that person's behaviors are biased accordingly.
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