Cognitive Views of Learning Overview The Cognitive Perspective

Cognitive Views of Learning

Overview • • The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable

The Cognitive Perspective

Kinds of Knowledge • General • Domain specific • Declarative • Procedural • Conditional or structural

Types of Knowledge

Information Processing Model

Sensory Memory • • • Sensory register Large capacity Short duration (1 -3 seconds) Contents Roles of attention and perception

Perception • Gestalt • Bottom-up processing • Top-down processing

Attention • The role of attention • Automaticity • Attention and teaching

Working Memory Central Executive Phonological Loop Visuospatial Sketchpad

Retaining Information in WM • Rehearsal can increase duration – Maintenance rehearsal – Elaborative rehearsal – Chunking • Forgetting – Interference – Decay

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

Comparison of Working & Long Term Memory Working • Very fast input • Limited capacity • 5– 20 seconds duration • Contains words, images, ideas, sentences • Immediate retrieval Long Term • Relatively slow input • Practically unlimited capacity • Practically unlimited duration • Contains networks, schemata • Retrieval depends on connections

Explicit Memories Semantic Memory • Propositions & propositional networks • Images • Schemas (schemata) – Story grammar – Event schema/script Episodic Memory

Implicit Memories • Classical conditioning • Procedural memory – Productions • Priming

LTM Storage Strategies • Elaboration • Organization • Context • Levels of processing

Retrieval and Forgetting • • Activation spreading Reconstruction Decay Interference

Metacognition

Metacognitive Knowledge • 3 kinds of knowledge – Declarative – Procedural – Conditional • 3 essential skills – Planning – Monitoring – Evaluation

Differences in Working Memory • Developmental differences – – Capacity Strategy Organization Elaboration • Individual differences – Efficiency – Differences in ability

Differences in Long Term Memory • Domain-specific declarative knowledge • Procedural knowledge • Personal interest

Learning Declarative Knowledge • Making it meaningful – Relating to previous knowledge – Relating to students’ experiences – Clarifying unfamiliar terms – Give examples from students’ view – Use humor, emotion, novelty

Mnemonics • • • Loci method Peg type Acronyms Chain Keyword method

Rote Memorization • • Serial position effect Part learning Distributed practice Massed practice

Procedural & Conditional Knowledge • Automated basic skills – Cognitive – Associative – Autonomous • Domain-specific strategies

How can we help students become experts? • Prerequisite knowledge • Practice with feedback