2. Cognitive Perspective of Learning

Cognition: Big Questions •How do things “out there”

become knowledge in us? •How does the brain make

learning possible? •What analogies can describe

those brain processes?•How can teachers use all

this to enhance learning?

Cognitive Perspective • Analogies/models to

explain how information is processed into learning

• Sequence: external stimuli ➔ senses ➔ brain ➔ knowledge

• Brain assimilates and stores knowledge

2.1 Sensory Register

2.2 Working Memory

2.3 Long-Term Memory

2.4 Teaching Strategies

2.5 Forgetting

2.6 Problem-Solving

2.7 Teaching for Transfer

2.8 Metacognition

2.9 Summary

2.1 Sensory Register

Sensory register

Brain areas receiving raw sensory input

• iconic = for visual input (occipital lobe)

• echoic = for auditory input (temporal lobe)

Attention

Act of focusing/filtering input

• Sensory input is constant, changing, and vast

• From earliest age, brain learns to filter and attend to small portion of input

Perception Act of labeling input

• You receive patterns of light/dark, color, shape

• You perceive your friend approaching

• Between reception and perception – many brain processes!

2.2 Working Memory

Working memory

Also “short-term memory” • Like computer RAM

(temporary storage before processing)

• Capable of storing few bits of information

• Size of bits can be enlarged by chunking(5-7 items per chunk)

Rehearsal

Prevent loss of working memory contents • Maintenance rehearsal =

rote/repetition (least effective for memory)

• Elaborative rehearsal = encoding by activity or by relating to previous knowledge

Other working memory functions

• Automaticity = memory more efficient when part of well-known routine

• Encoding = memory assimilated with previous knowledge

• Encoding leads to personal perception

2.3 Long-Term Memory

Long-term memory

Like computer hard drive (permanent storage)

• Semantic = facts and information

• Episodic = experiences and events

• Procedural = “how-to”

Schemata (plural) Organizational metaphor

• Like folders on computer screen to show contents

• Schema = concept or category (e.g. “dog”) [like document folder]

• Subschema = sub-category (“poodle dog”) [like subfolder in folder]

In the cognitive perspective…

• Learning = (re)organizing schemata based on new information/experience

• New behavior will follow incorporation of new learning

2.4 Teaching Strategies to Enhance Learning at Each Stage of Information

Processing

Teachers help students

attend

retain

retrieve

Help students attend

• Emphasis on focus/attention

• Filter out distractions

• Focus on detail, similarities, differences, etc.

Help students retain Engage memory processing

• Organizing/sequencing lessons

• Use of many senses

• Novelty

• Drill and practice

• Mnemonics, rhyming, analogies

Help students retrieve

• Reminding about mnemonics and practice exercises

• De-stress and de-clutter mind and environment

• Periodic review and practice

2.5 Forgetting

Prevent forgetting? 1 Inability to retrieve from long-term memory • Cause: Memory decay from

disuse ➔ review or use memory• Cause: Stress (release of

hormone epinephrine) ➔ calm, breathe to activate serotonin release

Prevent forgetting? 2 • Cause: Interference by

“noise” ➔ isolation, calm • Cause: Interference by

newer information • Proactive: old info

interferes with new • Retroactive: new info

interferes with old ➔ Cure? It depends….

2.6 Problem Solving

Problem-solving strategies

• Identify, define, explore, anticipate, look (IDEAL)

• Means-ends analysis

• Identify relevant/essential information needed

• Graphic representation

Problem-solving ability

• Cognitive stage/maturity

• Creative vs. rigid mindset

• Ability to brainstorm unusual ideas

• Ability to use heuristics

• Ability to work backward

2.7 Teaching for Information Transfer

Types of transfer

• Positive ➔ Previous knowledge helps new

• Negative ➔ Knowledge gets in way of new info

• Specific ➔ Direct use of old knowledge

• General ➔ Indirect use (relies on g factor of general intelligence)

Teaching for transfer

• Help students see practical applications of new knowledge

• Provide activities to use new knowledge

• Provide problem-solving activities (well and poorly defined)

Why teach transfer?

• Affects how students learn new things in future

• Affects future problem-solving

• Affects how cognitive skills differentiate from general to specific

2.8 Metacognition

Thinking about thinking

Teachers provide strategies and practice for efficient learning, e.g. •Goal setting • Time management •Creating mnenomics •Chunking •Note-taking

Why teach strategies of metacognition?

• Helps learners take control of their learning

• Learners choose which strategies work best (customize)

• Builds confidence and “can-do”

2.9 Summary

Cognitive summary 1 • Brain science uses

analogies/models to map the thinking processes

• Science reveals how learning can be helped and hampered

• Teachers use this to make learning more efficient and effective

Cognitive Summary 2 • Teachers use strategies

that help students attend, retain, retrieve

• Teachers help students by teaching them effective strategies

• Teachers help students learn to use/transfer knowledge