cognitive learning view

7/29/2019 Cognitive Learning View

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By

Sopiah Elias

Siti Jamilah Samsuddin


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Information Processing is how we all learn. Information processioninvolves gathering information and organizing it in relation to whatyou already know (Wollfolk, 250).

Encoding, storage, and retrieval are key components used tosuccessfully process information. There are several manners in whicheach of these functions take place.


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BEHAVIORIST1. Change in observable behavior.

2. Produce desirable or reduceundesirable behavior.

3. Reflect diff.in past conditioning,

reinforcement and punishment.

4. Focus on use rewards andpunishment. Measure withproduct- oriented assessments.

COGNITIVE1. Change in mental structures

2. Growth mental structures.

3. How student construct new

knowladge or new skills.

4. Adapt instruction toindividual students needs.


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Attention is the taking possession of the mind, in clear and

vivid form, of one out of what seem several

simultaneously possible objects or trains of thoughts It

implies withdrawal from some things in order to dealeffectively with others. William James (1970)

Attention is the means by which we actively process a

limited amount of information from the enormous

amount of information available through our senses, our

stored memories, and our other cognitive processes(De Weerd, 2003; Rao, 2003)


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Red Black Green


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Red Black Green


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TWO DIFFERENT AREAS OF ATTENTION

- Taking possession by the mind, in clear and vivid form,of one out of what may seem several simultaneously

possible objects or trains of thought (Nick Lund, 2001)

- Allport (1993)

there is no uniform function, but atleast 2 different areas of attention:

1. Focused (selective) attention - this is the ability to

pick out (or focus on) some information from a mass

of data

2. Divided attention - this is the ability to allocate

attention to two or more tasks simultaneously


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Allocating Attention:

1. Focused attention the ability to respond

discretely to specific visual, auditory or tactilestimuli.

2. Sustained attention refers to the ability tomaintain a consistent behavioral response during

continuous and repetitive activity.

3. Selective attentionrefers to the capacity to

maintain a behavioral or cognitive set in the face of

distracting or competing stimuli.4. Alternating attention refers to the capacity for

mental flexibility that allows individuals to shift their

focus of attention and move between tasks having

different cognitive requirements.5. Divided attention the highest level of attention

and it refers to the ability to respond simultaneously

to multiple tasks or multiple task demands.


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Information Processing

Sensory Memory system that holds sensory

information for a brief time period

Working Memory information focused on for a givenmoment

Long-Term Memory knowledge that is stored

permanently


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Capacity is very large and cantake in more information than

we can handle (Woolfolk, 2007 p.250)

Perception is assigning

meaning on both physicalrepresentations from the worldand our existing knowladge


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Three parts

- Central Executive monitoring and directingattention

- Phonological Loop rehearsal of words andsounds for short-term memory

- Visuospatial sketchpad - holding

system for visual and spatialinformation


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Declarative knowledge knowledge that can be declared

Procedural knowledge knowing how to do something

Conditional knowledge applying your declarative andprocedural knowledge byknowing when and why


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Mnemonics strategies build meaning byconnecting what is to be learned with words orimages

Loci Method associating items with specificplaces

Acronym remembering names, phrases orsteps by using the first letter of each word

to form new memorable words.

Rote Memorization remembering

by repetition


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Decay weakening and fadingof memories with the passage

of time

Interference process thatoccurs when remembering

certain information ishampered by the presence ofother information

Woolfolk, 2007 p.257, 265


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SENSORY

REGISTER

SHORT-TERMMEMORY &

WORKING

MEMORY

LONG-TERM

MEMORY

METACOGNITION

SENSORY MEMORYCollect incoming information

SHORT-TERM MEMORYAssembles and construct information, rehearsal

LONG-TERM MEMORYHolds large amounts of information, constant

METACOGNITIONControls all aspects of the cognitive process (attention, perception,encoding, storage, retrieval and so on)


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THE IMPLICATION IN THE CLASSROOM

Provides a model of how information is received,

stored, and retrieved Understanding of why certain procedural steps

are important to learning attention before

teaching, not overloading Framework for helping students with learning

difficulties (difficulty in processing information)to learn


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A simple application:

a. Conceptual mnemonics

- knowing what we know facilitates furtherlearning (McKeough & Sanderson, 1996)

- mnemonics make childrens existingknowledge explicit and provide effectivetraces of their thinking (McKeough, 1992)


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b.Documentation

- show the work or record theimpressions in a learning log

- provides a visible trace of thinking

and allows reflection on what havebeen learned and the ways oflearning (Rinaldi, 2001)


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Teach students to:

- Read and review

- Focus on key information

- link new information with previousknowledge

Use visual aids and model memorystrategies


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THANKS!!!

cognitive learning view

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