CognitiveViews of Learning

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CognitiveViews of Learning

• Chapter 7

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Overview

• The Cognitive Perspective
• Information Processing
• Metacognition
• Becoming Knowledgeable

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Comparing Perspectives
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Kinds of Knowledge

• Knowledge and knowing are the outcomes of
  learning
• General?information that is used in many types of
  tasks
• Domain specific?information that is useful in a
  particular occasion

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Information Processing Model
Human minds activity of taking in, storing
and using information
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The Information Processing System
Executive Control Processes
learn (save)
Long-term memory
Working Memory
Sensory Memory
Perception
Directs attention
retrieve (activate memory)
Work Space- Temporary Storage
Permanent Storage
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Terminology

• Sensory receptors?all senses
• Perception?interpretation of sensory information
• Encoding?organizing information and relating it
  to prior knowledge
• Storage?holding information
• Retrieval?remembering such information

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Sensory Memory

• The five senses
• Large capacity
• Short duration
• Lasts between one and three seconds
• Role of attention
• Focusing on stimulus
• Automaticity?ability to perform learned tasks
  without much effort

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Gestalt Terminology

• Bottom-up processing?perceiving parts to
  recognizable whole (feature analysis)
• Top-down processing?perceiving based on context
  and pattern you expect to occur
• Context?Physical/emotional backdrop associated
  with event
• Patterns?set of rules which can be used to
  generate things or part of a thing (things that
  might be related)
• Wholeness?tend to have closure
• Figure/ground?seen the pattern of the outside or
  inside

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Working Memory Short Term Memory

• Capacity 5 to 9 bits or 5-20 seconds
• Chunking?grouping bits of information into
  meaningful larger units
• Three parts of the working memory

Central Executive Pool of mental resources
for Attention, reasoning and comprehension
Phonological loop? Recycling items for immediate
recall (words and sounds
Phonological loop? Recycling items for immediate
recall (words and sounds)
Visual-spatial sketch Pad Is a holding system
for visual or spatial information
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• Rehearsal can help retain information in the
  working memory
• Maintainence rehearsal?keeping information in the
  working memory by repeating it to yourself
• Elaborative rehearsal?keeping information in the
  working memory by associating it to prior
  knowledge?studying
• Forgetting
• Interference?emotions or other knowledge
  interferes with information in the working memory
• Decay?weakening or fading of memories with the
  passage ot time

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Long Term Memory

• Permanent storage of knowledge
• Storage takes more time effort
• Unlimited capacity
• Retrieval may be troublesome

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Contents of the Long Term Memories

• Visual, verbal, or a combination of
• codes
• Declarative knowledge
• Information and facts
• Procedural knowledge
• Knowledge that can be demonstrated (performed)
• Conditional knowledge
• Knowledge of when and why to use information

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Types of Memory
Yesterdays golf outing
Episodic
Semantic
The concept airplane
How to give a presentation
Procedural
L. Rogien BSU
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Explicit Memories

• Semantic
• Propositions ?smallest unit of knowledge
• Propositional networks?set of interconnected
  concepts
• Images?pictures (physical attributes) of objects,
  settings etc.
• Schema?basic structures for organizing
  information
• Story grammar?typical structure or organization
  for a category of stories
• Script?what is expected to happen
• Episodic
• Long term memory related to a particular time,
  place or event

Implicit memory Procedures and
emotions Also concepts in long term
memory are activated when some new
knowledge is being introduced
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Storing and Retrieving Information in the Long
Term Memory

• Elaboration? adding and extending meaning by
  connecting new and old information
• Organization? ordered and logical network of
  relationships
• Context?physical and emotional backdrop
  associated with an event
• Levels of processing theory?recall of information
  is based on how deeply is processed
• Spread of activation?retrieval based on the
  connections we make the more the better
  (interdisciplinary teaching)
• Reconstruction?remembering while using our own
  memories (separate realities)

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Forgetting and Long term Memory

• Decay
• Interference
• Metacognitive Knowledge
• Awareness of your own thinking processes
• Knowing what you know
• Knowing how to use what you know
• Knowing when and why to use what you know
• Planning
• Monitoring
• Evaluation

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Becoming KnowledgeableSome Basic Principles
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Learning Declarative Knowledge

• Rote memorization
• Serial position effect (primacy vs. latency)
• Part learning vs. mass learning (cramming)
• Distributed practice
• Massed practice

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Mnemonics
Not included in the testing!!

• Loci method (places)
• Peg type Keyword, loci, peg word, acronyms (cue
  words)
• Chaining (associating one element in series)
• Key word (similar sounding cue words)
• Making it meaningful

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Procedural Conditional Knowledge

• Automated Basic Skills
• Cognitive?what and why you are
• about to learn
• Associative?match cognition with physical
• behavior
• Autonomous?we dont think about it when we learn
• Prerequisite knowledge?important for
  meaningfulness
• Practice with feedback
• leads to condition-action rules (productions)
• Domain-Specific strategies?are strategies for
  each subject area

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Making it Meaningful

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

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End of Chapter 7