copyright 2001 by allyn and baconcopyright 2001 by allyn and bacon cognitive views of learning...

Copyright 2001 by Allyn and Bacon


Cognitive Views of Learning

Woolfolk, Chapter 7


Overview The Cognitive

Perspective Information

Processing Metacognition Becoming

Knowledgeable


Concept Map for Chapter 7

InformationProcessing

Model

BecomingKnowledgeable

Metacognition,Regulation,& IndividualDifferences

Elements of theCognitive

Perspective

Cognitive ViewsOf Learning


Comparing Perspectives

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


The Cognitive Perspective


Kinds of Knowledge

General Domain

specific Declarative Procedural Conditional or

structural


Types of Knowledge & Examples

General Reading, numbers

Domain specific Periodic table

Declarative: Who,what, where?

History datesNames ofpresidents

Procedural: How? Riding a bike

Conditional: Why? Which studystrategy should Iuse?


Information Processing Model


Terminology Sensory memory Perception Short term memory Long term memory


The Information Processing System

SensoryMemory

Working Memory

Perception Long-termmemory

Retrieve(activate memory)

learn(save)

Executive Control Processes

Work Space-Temporary Storage

Decision making

Permanent Storage


Sensory Memory

The five senses Sensory register Large capacity Short duration Contents Roles of attention

and perception


Gestalt Psychology: Study of Perception


Gestalt Terminology Bottom-up processing Top-down processing The role of attention Automaticity Lesson for teachers See Guidelines, Woolfolk, p. 247

WholenessOr

pattern


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


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 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


Contents of Memory

Semantic Memory– Propositions & propositional networks– Images– Story grammar– Event schema / script

Images Schemas (schemata)


Contents of Memory

Story grammar Script Episodic memory Procedural memory


Types of MemoryTypes of MemoryEpisodic

Semantic

Procedural

Yesterday’sgolfouting

The conceptairplane

How togive apresentation


LTM Storage Strategies

Elaboration Organization Context Levels of

processing


Retrieval & Forgetting

Spread of activation Reconstruction Decay Interference See Guidelines, Woolfolk p. 259


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?


Metacognition, Regulation, &

Individual Differences


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

Developmental differences– Capacity– Strategy– Organization

Individual differences– Efficiency– Differences in ability


Differences in Long-Term Memory

Domain-specific declarative knowledge

Procedural knowledge

Personal interest


Becoming Knowledgeable:

Some Basic Principles


Learning Declarative Knowledge

Rote memorization Serial position effect Part learning Distributed practice Massed practice


Mnemonics

Loci method Peg type: keyword, peg word,

acronyms Chaining


Attention!! Making it meaningful : Single

best method for aiding memory

See Point▼Counterpoint Woolfolk, p. 267


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– Associative– Autonomous

Prerequisite knowledge Practice with feedback

– Leads to condition-action rules (productions)

Domain-specific strategies


Learning Outside School Encouraging family and community

support See Family and Community

Partnerships, Woolfolk, p. 270


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?


Reflection Questions How is information represented in

long-term memory? What role do schemas play?

What learning processes improve long-term memory?

Why do we forget? What are the three metacognitive

skills? Describe some individual differences

in metacognition.


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.


Summary The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable


End Chapter 7

copyright 2001 by allyn and baconcopyright 2001 by allyn and bacon cognitive views of learning...

Documents

bacon sensory memory

knowledgeable slide

structural slide

troublesome slide

connections slide

pattern slide

presentation slide

memory capacity