Cognitive Views of Learning

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Cognitive Views of Learning

• Chapter 7

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Concept Map for Chapter 7
Elements of the Cognitive Perspective
Becoming Knowledgeable
Cognitive Views Of Learning
Information Processing Model
Metacognition, Regulation, Individual Difference
s
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Comparing Perspectives
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Kinds of Knowledge

• General
• Domain specific
• Declarative
• Procedural
• Conditional or structural

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Information Processing Model
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Terminology

• Sensory memory
• Perception
• Working memory
• Long term memory

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The Information Processing System
Executive Control Processes
learn
Long-term memory
Working Memory
Sensory Memory
Perception
Retrieve
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Sensory Memory

• The five senses
• Sensory register
• Large capacity
• Short duration
• Contents
• Roles of attention and perception

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Perception

• Bottom-up processing
• Top-down processing
• The role of attention
• Automaticity

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Figure and Ground

• - We tend to organize our perceptions by
  distinguishing between a figure and a ground. 

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Closure

• We tend to make our experience as complete as
  possible tendency to see wholes.

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• Phi phenomenon (apparent movement)
•   If two balls are near each other,  and a method
  can be devised to cover each ball alternately
  with the same color background, as done with this
  computer program, there is a sensation of
  movement, as demonstrated here. This illusion is
  created by covering the left ball and then the
  right ball with a white background, which makes
  your brain interpret movement.

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Top-down vs. bottom up visual processing

• Here is an area you have knowledge in.
• Ch _ lk
• p _ n 
• b l _ c k b _ _ r d      _ r _ s _ r 
• c h _ _ r 
• d _ c t _ _ n _ r y 
• b _ l l _ t _ n      b _ _ r d 
• How do you arrive at these answers?
• Here is an area you probably do not have
  knowledge in
• _ _ st _ _ d _ nt _ k _ r _ t_ c
• _ _str_ l_ p_ th _ c _ s
• _ nt _ g_ n _ r _ c _ p _ t _ l_ t _ s ph_
  l _ g _ n _
• How would you work out these answers?

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Working Memory

• Distinction between STM and WM
• Capacity 5 to 9 separate items
• 3 Components of Working Memory
• Central executive
• Articulatory loop rehearsal system
• Visuospatial sketchpad
• Duration 5 to 20 seconds

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Retaining Information in WM

• Rehearsal can increase duration
• Maintenance rehearsal
• Elaborative rehearsal
• Chunking
• Forgetting
• Interference
• Decay

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Long Term Memory

• Storage takes more time effort
• Unlimited capacity
• Unlimited duration
• Contains visual or verbal or a combination of
  codes
• Retrieval may be troublesome

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Comparison of Short- Long Term Memory

• Long Term
• Relatively slow input
• Practically unlimited capacity
• Practically unlimited duration
• Contains networks, schemata
• Retrieval depends on connections

• Short Term
• Very fast input
• Limited capacity
• 520 seconds duration
• Contains words, images, ideas, sentences
• Immediate retrieval

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Types of Memory
Yesterdays golf outing
Episodic
Semantic
The concept airplane
How to give a presentation
Procedural
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Contents of Memory

• Semantic Memory
• Propositions propositional networks
• true/false
• Story grammar
• Images
• Schemas (schemata)
• Story grammer
• Event schema/script (procedural Memory)
• Episodic Memory

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LTM Storage Strategies

• Elaboration
• Organization
• Context
• Levels of processing

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Retrieval Forgetting

• Spread of activation
• Reconstruction
• Decay
• Interference

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Metacognitive Knowledge

• Awareness of your own thinking processes
• Knowing what you know (declarative knowledge)
• Knowing how to use what you know (procedural
  knowledge)
• Knowing when and why to use what you know
  (conditional knowledge)
• Planning
• Monitoring
• Evaluation

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Differences in Metacognition

• Developmental (maturational) differences
• Capacity
• Strategy
• Organization
• Individual differences
• Efficiency
• Differences in ability

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Individual Differences in WM

• Developmental differences
• Young children have limited WM
• Improves with age
• Develop more effective strategies
• Differences in efficiency

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Differences in Long-Term Memory

• Domain-specific declarative knowledge
• Procedural knowledge
• Personal interest

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Learning Declarative Knowledge

• Making it meaningful
• Rote memorization
• Serial position effect (First-last)
• Part learning
• Distributed practice vs. Massed practice

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Mnemonics

• Loci method
• Peg type keyword, peg word, acronyms
• Chaining

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Making It Meaningful

• Relating to previous knowledge
• Relating to students experiences
• Clarifying unfamiliar terms
• Give examples, illustrations, analogies from
  students view
• Use humor, emotion, novelty

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Procedural Conditional Knowledge

• Automated basic skills
• Cognitive
• Associative
• Autonomous
• Prerequisite knowledge
• Practice with feedback
• Leads to condition-action rules (productions)
• Domain-specific strategies