Our+Conclusions

= Learning Theories-Team 7 =

=﻿Article: Semantic Integration of Verbal Information into a Visual Memory= Elizabeth F. Loftus, David G. Miller, Helen J. Burns

So what have we learned?
Chapter 8 pg 216 Expectations- we may form ideas about what we see and hear and how the world operates. Chapter 10 pg 287 Contextual Cue - it makes sense in context so it doesn't stick out as an error.
 * 1. From the text:**

A stop sign and a yield sign make sense in their placement. They have similar functions and fit in their environment. If the students read something they stopped at a cliff it might stick out as not making sense and not overwrite what they originally saw. They expect the car to stop at some type of sign or stop light. The signs make sense in context of the story.
 * Rationale:**

Chapter 10 pg 290 Misinformation effect: people's memory for an event may become distorted when they subsequently receive inaccurate information about the event.
 * 2. From the text:**

Chapter 10 pg. 291 false memories: common when something might make sense in context

Some of the subjects received misleading information, and some did not. This study supported the idea that misleading information can be associated with the correct information in someone's mind and they will believe it to be true. As the author states, information that is being processed is associated with previous knowledge to make sense about what we are processing and the world around us. This would mean that it is easy for misleading information to seem true!
 * Rationale:**

So what does this mean in an educational setting?

 * Relating new information to old information -** We need to be sure that students are correctly relation new information to previous concepts. If they are connecting the new information to something that is similar, but misleading and incorrect, we should address this in class or one-on-one.


 * Attention -** Experiment 3 noted that the subject payed more attention to the details of the slides the second time they saw them during the forced-recognition test. We should apply this concept to our classroom and deliver instruction in multiple ways, on multiple occasions. We should also design activities that encourage students to notice the details to keep their attention.


 * Memorization -** Memorizing definitions "verbatim" is not a successful way of learning. This study shows that memorization may not always be reliable; however, supporting with consistent information improves correct memorization and learning. This concept should also be applied to our classrooms.