cognitive views of learning cluster 7 the cognitive perspective information processing metacognition...
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Cognitive Views of LearningCluster 7
The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable
The Cognitive View of Learning: A general approach that views learning as an active mental process of acquiring, remembering and using knowledge. Knowledge guides new learning and knowledge is the outcome of learning.
Assumptions about the cognitive perspective: Knowledge is learned, and changes in knowledge
make changes in behavior possible Reinforcement is seen as a source of feedback
about what is likely to happen if behaviors are repeated. Feedback is a source of information
People are seen as active learners who initiate experiences, seek out information to solve problems, and reorganize what they already know to achieve new insights
New cognitive approaches stress the construction of knowledge
Already acquired knowledge determines to a large extent what we will pay attention to, perceive, learn, remember, and forget in the future
Comparing PerspectivesDiffer in their assumptions about learning and in their
methods
Behavioral Psych Cognitive Psych
Behaviors Knowledge
Reinforcement strengthens behavior
Reinforcement is a source of feedback
Learners respond to environmental stimuli
Learners initiate learning experiences
Knowledge is acquired Knowledge is constructed
Study done on animals Study done on animals and people
Types of Knowledge General-Information that is useful in many different kinds
of tasks; information that applies to many situations Domain Specific- Information that is useful is a particular
situation or that generally applies to only one specific topicNo absolute line between general and domain specific
knowledge Declarative-Verbal information facts. Knowing that
something is the case, specific facts, personal preferences, personal events, rules
Procedural-Knowledge that is demonstrated when we perform a task. Knowing how to do something
Conditional or structural- Knowing when and why to apply declarative and procedural knowledgeGeneral Reading, numbers
Domain specific Periodic table
Declarative: Who, what, where?
History dates Names of presidents
Procedural: How? Riding a bike
Conditional: Why? Which study strategy should I use?
Overview of Informational Processing Model of Memory Human mind’s activity of taking in, storing, and using information
Encoding gathering and representing information process by which information gets into
memory Storage
holding information Retrieval
getting the information when needed Control Processes
guides how and when information will flow through the system
Sensory Memory Use of the 5 senses Holds sensations from the environment for a brief time in
their original form sensory memory for up to several seconds visual images about ¼ of a second
Very large capacity Because of its short duration, it is important for students to
attend to sensory information that is important for learning Perception
The meaning we attribute to sensory memory Heavily influenced by what we already know-example lead vs.
lead Gestalt (pattern/configuration) Theory- organized meaningful wholes vs. bits
and pieces Bottom-Up processing- a.k.a. feature analysis- stimulus is
analyzed into features or components and assembled into a meaningful pattern
Top-Down Processing- Based on knowledge and expectations Attention
limited resource can only pay attention to one demanding task at a time
Automaticity ability to process information with little or no effort perform thoroughly learned tasks without much effort
Working Memory a.k.a. Short Term MemorySee Figure 18.3, p. 236
Holds the information that is currently activated Capacity: Limited, 5-9 separate new items at once Duration: Short, about 5-20 seconds (without maintenance
rehearsal)
Contents: May be in the form of images or structured more abstractly and based on meaning
Structure: Central Executive-”Supervisor.” integrates information from
the two below, and long term memory as well. Transfers information to the long term memory via strategies such as rehearsing. Plays important roles in attention, planning, and organizing behavior.
Phonological Loop-Memory rehearsal system specialized to briefly store speech-based information. Limited capacity
Visuospatial Sketchpad-Stores visual and spatial imagery. Can work with the phonological loop—rehearse numbers in phonological group while using visual spatial memory. Limited capacity.
Rehearsal can increase duration
–Maintenance rehearsal
–Elaborative rehearsal
–Chunking
Forgetting
– Interference
–Decay
Retaining Information in Working Memory
Comparison of Short- & Long Term Memory
Short TermVery fast inputLimited capacity5–20 seconds
durationContains words,
images, ideas, sentences
Immediate retrieval
Long TermRelatively slow inputPractically unlimited
capacityPractically unlimited
durationContains networks,
schemataRetrieval depends on
connections
Long-Term Memory: The Goal of Teaching
Hold information that is well learned Capacity: Unlimited Duration: Can remain in long-term memory indefinitely Access can be difficult Dual Coding Theory (Alan Paivio): Information is stored
as either visual images or verbal units, or both Information coded both ways may be easier to learn
See Figure 19.1, p. 242 Declarative-Explicit-Long term memories. Conscious
recollection of information—specific facts, events that can be verbally communicated. Deliberate recall.
Procedural-Implicit-Knowledge that we are not conscious of recalling in the form of specific events. Knowledge in the form of skills and cognitive operations.
Types of MemoryTypes of MemoryEpisodic
Semantic
Procedural
Yesterday’sgolfouting
The conceptairplane
How togive apresentation
Explicit MemoriesSemantic Memory-memory for meaning
Stored as propositions, schemas and images Propositions & propositional networks
proposition-smallest unit of information that can be judged propositional network-interconnected bits if information Bits of information can trigger or activate recall of another
“proposition” Images are representations based on perceptions—
perception of the appearance of information Schema are abstract knowledge structures
organize a vast amount of information patterns or guides for understanding an event, concept, or
a skill Story grammar Event schema/script
Episodic memory is memory for information tied to a particular place and time, especially events in one'
Implicit Memories -- Procedural
Knowledge in the form of skills and cognitive operations Mental and motor skills are stored as procedural
knowledge musician’s ability to play a song athletes to perform in an event driving a car
Knowledge that we are not conscious of recalling, but given the correct conditions, an action is triggered
LTM Storage Strategies Elaboration-the addition of meaning to new information through
its connection with already existing information Organization-material that is well organized is easier to learn
and to remember than bits of information Context-aspects of physical and emotional content are learned
along with other information Serial Position Effect-recall is better for items at the beginning
and end of a list
Retrieval & ForgettingLevels of Processing Theories-the more completely information is processed, the better are the chances of retrieving the information later.
Cues Spread of activation-retrieving of information based on
relatedness to other information Reconstruction Decay Interference See Guidelines, Woolfolk p. 249
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
Differences in Metacognition and MemoryIndividual Differences in Metacognition
due to development
age/maturation
biological differences
variations in learning experiences
Learning Declarative Knowledge Making it meaningful Mnemonics Rote memorization Serial position effect Part learning Distributed practice Massed practice
Mnemonics Loci method Peg type: keyword, peg
word, acronyms
Chaining Key Word Method Rote Memorization
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
Procedural & Conditional Knowledge Automated basic skills
Cognitive stage- rely on declarative knowledge and general problem-solving strategies
Associative stage- individual steps of a procedure are combined into larger units
Autonomous stage- whole procedure can be accomplished without much attention
Prerequisite knowledge Practice with feedback-teachers can help students
become experts through constructive feedback and practice
Domain-specific strategies- consciously applied skills to reach goals in a particular subject, task or problem area