Theories of Learning Cognitive Theories Dr K A

Theories of Learning: Cognitive Theories Dr. K. A. Korb University of Jos 15 May 2009

Learning • Definition: Relatively permanent change in behavior or knowledge as the result of experience. – Relatively permanent: Knowledge or behavior must persist for some time – Change: Alteration of previous behavior or knowledge – Behavior or Knowledge: New knowledge does not always affect behavior immediately – Result of Experience: Experience with the environment or rational analysi. S Dr. K. A. Korb University of Jos

Sensory Memory • Sensory Memory: Briefly holds stimuli from the environment until it can be processed • Attention: Consciously focusing on a stimulus – Automaticity: Perform a task with little mental attention Dr. K. A. Korb University of Jos

Perception • Perception: Attaching meaning to a stimulus • Gestalt: Organize stimuli to coherent pattern • Bottom-Up : Notice separate defining features and assemble them into a recognizable pattern • Top-down: Perceive based on the context and the patterns you expect to occur in the situation Dr. K. A. Korb University of Jos

Working Memory • Working Memory: Store that holds information as a person processes it • Working Memory consists of: – Phonological Loop: Stores auditory information – Visiospatial Sketchpad: Stores visual information – Central Executive: Monitor attention and resources • Properties – Short Span: 15 to 30 seconds – Limited Space: 7 + 2 • Chunking: Mentally combining separate items into larger, more meaningful units Dr. K. A. Korb University of Jos

Working Memory Functions • Retain – Rehearsal: Keeping information in Working Memory • Maintenance rehearsal: Repeating information in your mind • Elaborative rehearsal: Connecting information with something already known Dr. K. A. Korb University of Jos

Working Memory Functions • Encode: Connecting new information to previously learned information – Transfers information to Long Term Memory • Relevant Factors – Organization: Logical network of ideas in memory – Context: Physical or emotional backdrop associated with an event Dr. K. A. Korb University of Jos

Working Memory Functions • Forget – Interference: New information supersedes information in Working Memory – Decay: Information is forgotten due to lack of attention – Failure to Encode: Information is not transferred to Long Term Memory – Failure to Retrieve: Inability to access information in Long Term Memory Dr. K. A. Korb University of Jos

Working Memory • Overcoming Limitations of Working Memory – Off-load the burden – Automatize information • Long term memory: Permanent information store Dr. K. A. Korb University of Jos

Working vs. Long Term Memory Working Memory Long Term Memory • Easy for information to enter • Limited capacity • Information forgotten • Takes considerable effort for information to enter • Virtually unlimited capacity • Information remains relatively permanently Dr. K. A. Korb University of Jos

Long Term Memory • Types of knowledge in Long Term Memory: – Declarative knowledge: Knowledge of facts, definitions, procedures, and rules • Stored in schemata – Schemata: Organized network of information • Script: Schema representation for events – Procedural knowledge: Knowledge of how to perform tasks – Conditional knowledge: Knowledge of when and how to apply declarative and procedural knowledge Dr. K. A. Korb University of Jos

Long Term Memory • How do we retrieve knowledge in memory? – Priming: Activating a concept in memory – Activation Spreading: Retrieve information based on relatedness to another concept – Retrieval: Process of searching for information in long term memory – Reconstruction: Recreate how you learned the information Dr. K. A. Korb University of Jos

Metacognition • Metacognition: Awareness of and control over own cognitive processes • Consists of: – Planning – Monitoring – Evaluation • Metacognitive strategies consist of plans for accomplishing specific learning goals Dr. K. A. Korb University of Jos

Metacognition • Types of Regulatory Behavior – Knowing what is known and unknown – Strategically planning ahead for study time – Making efficient use of study time – Monitoring progress while studying Dr. K. A. Korb University of Jos

Classroom Application • • • Help students make connections between new information and what they already know Provide for repetition and review of information, emphasizing new contexts Present material (instruction) in a clear, organized, way Focus on meaning, not memorization, of information Provide opportunities for students to elaborate on new information Dr. K. A. Korb University of Jos

Study Tips (Based on Driscoll, 2005) • Actively listen (Attention) • Break down complex information to smaller parts (Chunking) • Elaborate on new information with original, meaningful examples (Encoding) • Actively read by elaborating with applications to your life (Encoding) • Write notes in your own words (Encoding) • Overlearn by studying even when you know the material (Automaticity) • Review class notes the same day that you take them (Rehearsal) Dr. K. A. Korb University of Jos

Revision • Explain each of the six major components of the information processing model of learning. – Explain the three theories of perception. – Explain the three components of working memory. – Explain the three types of memory in long term memory. – Explain how knowledge can be retrieved from long term memory. – Describe metacognition and its use for learning. Dr. K. A. Korb University of Jos