EDUCATIONAL PSYCHOLOGY

Chapter 2, page 50

when trying to remember information about lobsters, Rachel can use the frame to make sure that she does
not forget important categories of information as she tries to recall what she knows. Accordingly, frames
help with both encoding and retrieval. Figure 2.9 presents examples of other frames that students use for
encoding and retrieving information at different age levels.

Problem 2.4 Designing instruction: Remembering Learning Theories

Develop a retrieval frame that you can use to remember the key features of

the three learning theories you have learned about so far in this chapter. This

activity is typical of what you will often do as a teacher. You should be able to

develop retrieval frames for many of the topics that you will be teaching.

Response: There are many ways to develop your retrieval framework, but you

might start by contrasting the three different theories you’ve learned about so

far to identify general categories along which the three theories differ. For

instance, all of the theories identify learning processes (operant and classical

conditioning for behaviorism; attention, retention, reproduction, and

motivation for social cognitive theory; encoding and retrieval for information

processing theory). Thus, learning processes is a general category for learning

theories; all learning theories identify learning processes. Try to think of other

categories along which the theories differ. Table 2.6 at the end of the chapter

shows one possible set of categories, but you should try to identify your own

first.