Cognitive Views of Learning Woolfolk Chapter 7 Copyright

Cognitive Views of Learning Woolfolk, Chapter 7 Copyright 2001 by Allyn and

Overview The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable Copyright 2001 by Allyn and Bacon

Concept Map for Chapter 7 Elements of the Cognitive Perspective Becoming Knowledgeable Cognitive Views Of Learning Metacognition, Regulation, & Individual Differences Copyright 2001 by Allyn and Bacon Information Processing Model

Comparing Perspectives Copyright 2001 by Allyn and Bacon

The Cognitive Perspective Copyright 2001 by Allyn and Bacon

Kinds of Knowledge General Domain specific Declarative Procedural Conditional or structural Copyright 2001 by Allyn and Bacon

Types of Knowledge & Examples Copyright 2001 by Allyn and Bacon

Information Processing Model Copyright 2001 by Allyn and Bacon

Terminology Sensory memory Perception Short term memory Long term memory Copyright 2001 by Allyn and Bacon

The Information Processing System Executive Control Processes learn (save) Sensory Perception Memory Working Memory Long-term memory Retrieve (activate memory) Decision making Copyright 2001 by Allyn and Bacon Work Space. Temporary Storage Permanent Storage

Sensory Memory The five senses Sensory register Large capacity Short duration Contents Roles of attention and perception Copyright 2001 by Allyn and Bacon

Gestalt Psychology: Study of Perception Copyright 2001 by Allyn and Bacon

Gestalt Terminology Bottom-up processing Top-down processing The role of attention Automaticity Lesson for teachers See Guidelines, Woolfolk, p. 247 Wholeness Or pattern Copyright 2001 by Allyn and Bacon

Working Memory Capacity: 5 to 9 separate items Articulatory loop rehearsal system Duration: 5 to 20 seconds Rehearsal can increase duration – Maintenance rehearsal – Elaborative rehearsal – Chunking Forgetting – Interference – Decay Copyright 2001 by Allyn and Bacon

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 Copyright 2001 by Allyn and Bacon

Comparison of Short- & Long Term Memory Short Term Very fast input Limited capacity 5 – 20 seconds duration Contains words, images, ideas, sentences Immediate retrieval Copyright 2001 by Allyn and Bacon Long Term Relatively slow input Practically unlimited capacity Practically unlimited duration Contains networks, schemata Retrieval depends on connections

Contents of Memory Semantic Memory – Propositions & propositional networks – Images – Story grammar – Event schema / script Images Schemas (schemata) Copyright 2001 by Allyn and Bacon

Contents of Memory Story grammar Script Episodic memory Procedural memory Copyright 2001 by Allyn and Bacon

Types of Memory Episodic Copyright 2001 by Allyn and Bacon Yesterday’s golf outing Semantic The concept airplane Procedural How to give a presentation

LTM Storage Strategies Elaboration Organization Context Levels of processing Copyright 2001 by Allyn and Bacon

Retrieval & Forgetting Spread of activation Reconstruction Decay Interference See Guidelines, Woolfolk p. 259 Copyright 2001 by Allyn and Bacon

Reflection Questions What you are thinking right now…. . in which level of memory is it being held? How is information stored in long term memory? Why do people forget? What are the possible causes? Copyright 2001 by Allyn and Bacon

Metacognition, Regulation, & Individual Differences Copyright 2001 by Allyn and Bacon

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 Copyright 2001 by Allyn and Bacon

Differences in Metacognition Developmental differences – Capacity – Strategy – Organization Individual differences – Efficiency – Differences in ability Copyright 2001 by Allyn and Bacon

Differences in Long. Term Memory Domain-specific declarative knowledge Procedural knowledge Personal interest Copyright 2001 by Allyn and Bacon

Becoming Knowledgeable: Some Basic Principles Copyright 2001 by Allyn and Bacon

Learning Declarative Knowledge Rote memorization Serial position effect Part learning Distributed practice Massed practice Copyright 2001 by Allyn and Bacon

Mnemonics Loci method Peg type: keyword, peg word, acronyms Chaining Copyright 2001 by Allyn and Bacon

Attention!! Making it meaningful : Single best method for aiding memory See Point▼Counterpoint Woolfolk, p. 267 Copyright 2001 by Allyn and Bacon

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 Copyright 2001 by Allyn and Bacon

Procedural & Conditional Knowledge Automated basic skills – Cognitive – Associative – Autonomous Prerequisite knowledge Practice with feedback – Leads to condition-action rules (productions) Domain-specific strategies Copyright 2001 by Allyn and Bacon

Learning Outside School Encouraging family and community support See Family and Community Partnerships, Woolfolk, p. 270 Copyright 2001 by Allyn and Bacon

Reflection Questions Contrast cognitive and behavioral views of learning. What is learned? What is the role of reinforcement? How does knowledge affect learning? Compare declarative, procedural, and conditional knowledge. Give two explanations for perception. How is information retained in working memory? Copyright 2001 by Allyn and Bacon

Reflection Questions How is information represented in long -term memory? What role do schemas play? What learning processes improve longterm memory? Why do we forget? What are three metacognitive skills? Describe some individual differences in metacognition. Copyright 2001 by Allyn and Bacon

Reflection Questions How can using better metacognitive strategies improve children’s memories? Describe three ways to develop declarative knowledge. Describe some procedures for developing procedural knowledge. Copyright 2001 by Allyn and Bacon

Summary The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable Copyright 2001 by Allyn and Bacon

End Chapter 7 Copyright 2001 by Allyn and Bacon