Chunking
Overview
Chunking involves breaking information into smaller pieces, identifying similarities or patterns, and re-organizing and grouping information into manageable units for effective transfer from working memory (WM) to long-term memory (LTM) [1]. This information processing model is vital to learning design as it:
- overcomes the limitations of WM and prevents cognitive overload while processing large amounts of information
- organizes complex information into recognizable patterns that can be learned and recalled easily
Thus, chunking enables developing expertise by integrating small units of information into chunks that can be expanded and redefined over time.
Example
To illustrate this, in Fig 1, learning a 10-digit number can be difficult - but chunking it into smaller groups (4 chunks) of recognizable patterns by adding context makes it easier to remember and recall. It also reduces the working memory's load, which has to learn 4 instead of 10 units of information. Consequently, this number is encoded as one chunk of 4 smaller chunks of information that can be associated with the big chunk of contact numbers that consists of declarative knowledge (facts), and the association eventually becomes automatic.
Evidence
For efficient application of chunking, Gobet [2] stated that domain-specific perceptual chunks would be vital for developing expertise and building conceptual skills eventually. Chase & Simon [3] recognised the value of chunking while studying expert chess players who identified the recurrent patterns in pieces on the chessboard than novices resulting in playing better moves without an extensive search. Chunking is also prevalent as a learning strategy in arts, sports, sciences, and professions [4]
Critique
Conclusion
References
- ↑ Martinez, M. (2010). The Cognitive Architecture. In Learning and Cognition: Design of the Mind
- ↑ Gobet, F. (2005). Chunking models of expertise: implications for education. Applied Cognitive Psychology, 19(2), 183–204. https://doi.org/10.1002/acp.1110
- ↑ Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55–81. http://dx.doi.org/10.1016/0010-0285(73)90004-2
- ↑ Richman, H. B., Gobet, F., Staszewski, J. J., & Simon, H. A. (1996). Perceptual and memory processes in the acquisition of expert performance: the EPAM model. In K. A. Ericsson (Ed.), The road to excellence. Mahwah, NJ: Erlbaum. Simon, H. (1974). How big is a chunk? Science, 183, 466–482.