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Enduring Understanding:
• Depth of processing should be considered and facilitated when helping students learn.
• Consider the cognitive nature of what the students are learning to help the students process more deeply.
• Provide different ways for students to process the information based on the PASS processes.
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Eric Pickering, Ph.D.
• Ph.D. from The Ohio State University ’02• Ohio Board of Psychology Licensed
Psychologist• Ohio Department of Education licensed School
Psychologist• SPCO Best Practices Award 2008• Co-author: Helping Children Learn• Love to fish and play lacrosse…
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You?
• Administrators• Teachers• Intervention Specialists• Psychs• S/L Therapists• Other
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Pre-Assessment….
• Craik and Lockhart• Hyde and Jenkins• P.A.S.S. processes
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What is the MOST important factor in learning?
• 1) The intention or desire to learn• 2) What you think about the information• 3) Paying close attention to the material• 4) Learning in a way that matches ones own
style of learning• 5) Amount of time you attend to the
information
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1969 Thomas Hyde & James Jenkins
• A number of adults placed in five groups (but each individual works independently)
• Each group given a list of 24 words
• Later asked to recall the words
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The Groups
• Incidental – NOT told they would be tested• Intentional – TOLD they would be tested• Shallow Processing – Check if the words have “E”• Deep Processing – Judge the word: like or dislike• Control (“Here, read these words, you’ll be asked
about them later”)
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What is the MOST important factor in learning?
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The intention and desire to learn?
• -NOPE – Intention didn’t matter
Shallow Deep0
10
20
30
40
50
60
70
80
IncidentalIntentional
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Paying close attention to the material
• -NO – all groups paid close attention to do their task
Shallow Deep0
10
20
30
40
50
60
70
80
IncidentalIntentional
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Amount of time you think about the information
• -Time, alone, is insufficient for successful learning
Shallow Deep0
10
20
30
40
50
60
70
80
IncidentalIntentional
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Learning a way that matches own learning style
• Not really: there isn’t currently solid research supporting matching “learning style”. – This doesn’t mean individuals can’t approach
learning differently…
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What you think about while studying
• BINGO!• Note: Intention…
Shallow Deep0
10
20
30
40
50
60
70
80
IncidentalIntentional
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• Processing levels can be viewed as a continuum: at one extreme, a brief sensory analysis, a sight or a sound, will give rise to memory traces that are transient and easily disrupted. At the other end of the continuum, the process of deep semantic analysis will lead to a more permanent memory.
• How well information is remembered (learned) depends on how it is processed.
• Or… what you think about while learning is the most important factor…
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• Deeper levels of analysis are associated with more elaborate, longer lasting and stronger memories.
• What is needed for real learning is meaning, and the extraction of meaning involves the deeper levels of processing.
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Acoustic vs. Semantic
• Previous researchers have found that short term memory tends to use an acoustic code and long term memory tends to use a semantic code.
• Acoustic information is forgotten quickly!
• Meaning is remembered.
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Why is “hands-on” or “using manipulatives” for learning good?
Although this point is buried in the literature of cognitive psychology, education should emphasize the importance of the learner's activity - active versus passive learning.
The crucial point is that learning is a by-product of engagement and comprehension.
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• One way of understanding why deep processing should lead to better memory is that deep processing may lead to a more elaborate mental representation.
• By elaborate we simply mean that the representation of something becomes associated with a greater number of other things.
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Good Instruction…
• Should teach the student HOW to think about learning.
– That WHAT you think about matters!– To PROCESS or THINK deeply about MEANING.
So… what do we do?
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Orienting Tasks
• An orienting task is a task that causes people to engage in a certain level of processing. (Does this word contain the letter E?; Is this word pleasant or unpleasant?)
• POINT: Engage different cognitive processes to orient the student.
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• Should consider the COGNITIVE PROCESS involved in the task.
• Should change instruction/differentiate to focus on the process involved in different tasks.
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PASS Theory & Application• Basic Psychological Processes include:
– Planning – decisions about how to do things, control of actions, self-monitoring, use of processes and knowledge, (Luria’s Third functional unit)
– Attention - focused cognitive activity and resistance to distraction (First unit)
– Simultaneous & Successive - two forms of working with information (Second unit)
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PASS Theory
Input
Base of Knowledge
Output
Planning
Attention
Successive
Simultaneous
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Planning Processing
• Planning is a mental process by which the child determines, selects, and uses efficient solutions to problems– problem solving – developing plans and using strategies– impulse control and self-control – control of processing– retrieval of knowledge
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Planning Architecture
There isa goal
Yes
Develop a new plan
YesKnowa plan
?
YesSelect the plan
Completethe task No
Yes
No
Yes
Is theplan
O.K.?
Is itworking
?
No
No
Apply theplan
Needa plan
?
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Planning in Curriculum
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Good Planning?“And so you just threw everything together ? … Mathews, a posse is something you have to organize.”
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Planned Codes
• Child fills in the codes in the empty boxes
• Children are encouraged to think of a good way to complete the page
AX O
BO O
CX X
A B C D
A B C D
A B C D
A B C D
DO X
A
A
A
A
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Planned Codes
• Page 2• What is a good
plan to complete this page?
• Note orientation
AX O
BO O
CX X
A B C D
A B C D
A BC D
BB C D
DO X
A
C
A
D
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Attentional Processing
• Attention is a mental process by which the person selectively attends to some stimuli and ignores others– focused cognitive
activity– selective attention– resistance to
distractionNo Response
No Response
Response
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Expressive Attention: 8-17 yrs
RED BLUE GREEN YELLOW
YELLOW GREEN RED BLUE
RED YELLOW YELLOW GREEN
BLUE GREEN RED BLUE
GREEN YELLOW RED YELLOW
The child says the color not the word Score is time and number correct
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READY ?
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Expressive Attention - Italiano
ROSSO AZZURRO VERDE GIALLO
GIALLO VERDE ROSSO AZZURRO
ROSSO GIALLO GIALLO VERDE
AZZURRO VERDE ROSSO AZZURRO
VERDE GIALLO ROSSO GIALLO
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Sample B – Expressive Attention
Animals are sized relative to their real dimensions
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Item 3 Expressive Attention
Animals are usually NOT sized relative to their real dimensions
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Attention
“OK, when I say ‘draw,’ we draw … Ready?…One, two, three - STRAW ! ..OK, just checkin’ your ears…One, two, three - CLAW! OK, DRAWbridge !”
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Simultaneous Processing
• Simultaneous processing is a mental activity by which the child integrates stimuli into groups– Stimuli are seen
as a whole– Each piece
must be related to the others
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Nonverbal Matrices
Child selects one of the options that best completes the matrix
1 2 3 4 56
?
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Verbal-Spatial Relations
Child selects the picture that answers the question read by the examiner
Which picture shows the arrow pointing to the square in the circle?
1 2 3
4 5 6
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Simultaneous Verbal Task• Simultaneous
processing using verbal content
• Who is this song about?
My momma’s daddy was his oldest son.
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Successive
• Successive processing is a mental activity by which the person integrates stimuli in a specific serial order– Stimuli form a chain-like progression– Stimuli are not inter-related
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Sentence Repetition
1. The blue is white....10. The red greens the yellow and blues the white....20. The red blues a green pink of yellows, that are brown in the purple, and then tans the gray.
The child repeats sentences spoken by the examiner
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Sentence Questions (Ages 8-17)
1. The blue is yellow. Who is yellow?...10. The red greened the blue with a yellow. Who used the yellow?...20. The red blues a yellow green of pinks, that are brown in the purple, and then grays the tan. What does the red do first?
The child answers a question read by the examiner
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PASS and School Work
Connecting processing with achievement
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Learning Math Facts
* +
8 + 9 = 1 78 + 9 = 1 78 + 9 = 1 7
This method involves successive processing due to serial nature of the task
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Math Strategies
This work sheet encourages the child to use strategies (plans) in math such as: “If 8 + 8 = 16, then 8 + 9 is 17”
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Should teach the student HOW to think about learning.
That WHAT you think about matters!To PROCESS or THINK deeply about MEANING.
Should consider the COGNITIVE PROCESS involved in the task.
Should change instruction/differentiate to maximize students’ strongest processing style and/or consider the nature of the task.
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Intervention
Changing or highlighting the processing demand of an academic
task
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History?
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Willie• Grade 2• Problems with recall
of basic math facts• Taught by
memorization• How can we teach
him his basic math facts
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected]
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Naglieri & Pickering
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected]
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Naglieri & Pickering
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected]
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Naglieri & Pickering
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected]
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Naglieri & Pickering
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Naglieri & Pickering
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Lesson
• Examine the PASS demands of the task
• Ensure that the PASS status of the child is not inconsistent with the PASS demands of the task
– If child is low in Successive do not teach using a successive dominant approach
Offer at least one other way of learning, practicing, and/or remembering the information.
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected]
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Word Find
Which PASS processes are involved in this word finding worksheet ?
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1 to 100
How is ...Simultaneousprocessing facilitated by this work sheet?
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Attention
This work sheet has a strong ATTENTION demand because the child has to look for a specific target among many distracting stimuli
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 62
Attention
This sheet has a strong ATTENTION demand because of the similarity of the options
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Successive
The sequence of the sounds is emphasized in this work sheet
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Successive and Reading
• How do we ensure that children focus on the successive nature of reading– Give them confusable text that demands careful
articulation of the sequence of sounds– Speech articulation involves successive processing
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Successive & Reading
Silly Sara slipped on the mat. Silly Sara missed with the bat.
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Enduring Understanding:
• Depth of processing should be considered and facilitated when helping student learn
• Consider the cognitive nature of what the students are learning to help the students process more deeply
• Provide different ways for students to process the information based on the PASS processes
