Before updating scaffolding from new
Interestingly, this limitation is removed when information from long-term memory is moved back into working memory to complete a task (Ericsson & Kintsch, 1995).
Again, this finding has important implications for teacher behaviors.
One of the ways to do this is through work with schemas, or mental structures that represent content.
Hebb's principle, "neurons that fire together, wire together," is echoed in the theory of automaticity (La Berge & Samuels, 1974).The more knowledgeable other, who can be an adult or a peer, shares knowledge with the learner to bridge the gap between what is known and what is not known.When the learner has expanded her knowledge, the actual developmental level has been increased and the zone of proximal development has shifted upward.Automaticity is dependent on a learner's working memory.Despite attempts to cram lots of information into a brain all at once, neuroscience research confirms Miller's (1956) finding that humans can work with about seven new and previously unassociated bits of information at a time.
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As these pathways are used with ever-increasing efficiency, the skills become more automatic, creating the necessary "think time" to form new connections.