20 pt 30 pt 40 pt 50 pt 10 pt 20 pt 30 pt 40 pt 50 pt 10 pt 20 pt 30 pt 40 pt 50 pt 10 pt 20 pt 30 pt 40 pt 50 pt 10 pt 20 pt 30 pt 40 pt 50 pt 10 pt CIP Schema Theory Situated Cognition Piaget Behavior ism

What does Cognitive Information Processing theory recognize as the three types of memory?

Sensory memory, working memory, and long-term memory.

Describe an example of automaticity and how it developed.

Automaticity refers to when a process is learned and practiced to the point where it becomes habit and does not require as much of a person’s attention. Driving is a good example because newer drivers pay attention to as many details as possible, while more experienced drivers are able to focus on other things, such as the radio, conversations, other thoughts, etc…, because their practice at driving has allowed them to develop habitual actions and processes that they can rely on under normal circumstances. (Possible answer)

Describe how the idea of pattern recognition fits into Cognitive Information Processing theory.

Pattern recognition is the ability to recognize stimuli in the environment as epitomes of a concept. Patten recognition is not universally integrated into the human information-processing system in one particular way. Some of the prevailing models are template matching, where mental copies of environmental stimuli are recorded in memory, the prototype model, where a stimulus is an abstract prototype for general concepts, and feature analysis, where stimuli are compared to distinctive features that are already recorded in memory.

Contrast the difference between recall and recognition in Cognitive Information Processing theory.

Recall refers to the retrieval of information without any clues while recognition involves remembering something using stimuli to prompt the learner.

Propose a way to integrate technology into instruction that fits into Cognitive Information Processing theory.

Choose one skill that a student is having difficulty with, such as spelling, and use a computer program that gives them extensive and varied practice. READ180 does this. The student learns to spell the target vocabulary words in one part of the program, then reuse them in the reading and word parts of the program. The varied practice will allow the student to make more connections and remember the information better.

According to schema theory, these are packets of knowledge that represent what people know about all concepts.

Schemata

Distinguish between schema and schemata.

Schema is a data structure that represents concepts that are recorded in memory while schemata are packets of knowledge.

Illustrate how readers construct interpretations of text passages.

As the reader reads each sentence, he/she thinks of and evaluates schema on a sentence by sentence basis to see if they are relevant to the text.

Analyze how schema are acquired or modified.

There are three methods according to schema theory. Accretion is similar to learning facts. Tuning is when experience causes someone to modify a schema to reflect reality more. Restructuring is when a new schema is created to replace an old one.

Propose an instructional technique based on schema theory.

It is important to activate prior knowledge when a new topic is introduced. The teacher needs to make the instruction relevant to something that the students already know and it will allow them to make connections better.

The focus of Situated Cognition is not on the individual learner; what is it on?

The sociocultural setting.

Explain Situated Cognition’s view of knowledge.

Knowledge accumulates through the meaningful, lived practices of people, not in an isolated environment that separates knowledge from real life applications.

Show how learning is modified by participating in the community of practice.

If learning is thought of as participating with other people, then as the people mature and the activity changes, the individual person’s understanding of that activity changes accordingly.

Contrast Situated Cognition with other popular learning theories. Specifically, what two ideas separate Situated Cognition from other theories?

Situated cognition is one of the few theories that focus on the sociocultural setting and the idea that learning occurs in a community of practice. Situated cognition also recognizes that learning is context dependent and has to take place in relevant ways that matter to the student outside of the school setting.

Predict how, by shifting the focus to the sociocultural setting, Situated Cognition actually makes learning more personalized and relevant to the learner.

By focusing on providing learning through activities students can use in their own lives outside of school, the learning is more meaningful to them and they remember it better.

List the four stages of cognitive development according to Jean Piaget.

Sonsorimotor, Preoperational, Concrete Operational, and Formal Operational.

Explain the developmental process of assimilation.

Assimilation happens when a child sees a new object or event and understands it in terms of existing schema, or what he/she already knows.

Illustrate an example of goal-directed behavior in the sensorimotor stage.

Pointing begins in infants as an effort to move towards or grab an object, which is goal-directed. Eventually, as a parental figure gives the child the object that is being pointed at, the movement becomes more fluid and the child will actually point at desired objects with the goal of receiving them.

Explain a criticism of Piagetian cognitive development theory.

One of the criticisms directed at the theory is Piaget’s stages. Children form around the world seem to go through the stages in largely the same order, but the times that people progress from one stage to another vary widely. Not everyone reaches the formal operational stage. There are also some behaviors, such as ego-centrism, that do not seem to be universal. Sometimes it is evident in more than one stage and some children show less evidence of egocentrism than others. So, his stages, while applicable in a broad sense, do not exactly reflect reality as it is.

Design a method for teaching that supports cognitive development and progression through Piagetian developmental stages.

The learning activities should allow the learner to work at his/her pace and have some direction in the learning process. Webquests could be a good example at all levels. In Piaget’s theory, the child is very active in the development process; teaching should support that.

The foundation of behaviorism was laid when this man did a famous experiment on classical conditioning with dogs.

Pavlov

Distinguish between respondent and operant behavior.

Respondent behavior refers to a behavior that is involuntarily caused by a stimulus, such as Pavlov’s dogs salivating at the sound of the bell. Operant behavior refers to responses that organisms generate that function on the environment. Students raising their hands to get the attention of a teacher is an example of this.

Describe the idea of response cost.

Response cost refers to removing a positive reinforcement when an undesired behavior occurs. So, if a student is given a prize for doing all the homework, then does not do the next assignment, the student would have to give back the prize that had been received.

Contrast positive and negative reinforcement.

Positive reinforcement occurs when a positive reward is given for a desired behavior. For example, a student does all of his/her homework and is given extra credit. Negative reinforcement occurs when something unwanted is taken away to promote a behavior. For example, a student does all of his/her homework and is excused from taking a test.

Propose a situation where behaviorist designed drill- and-practice techniques could be the best solution.

If a student is having trouble with a basic skill, such as mastering certain spelling words, then drill-and-practice can help them learn the concept and develop automaticity so that they are able to use that concept while focusing on other aspects of learning. Reference List

References Dalton, J. and Smith, D. Applying bloom's taxonomy. Retrieved June 20, 2008, from Teachers on the Web. Web site: Driscoll, M. P. (2005). Cognitive and knowledge development. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.). 185 – 222. Boston, MA: Allyn and Bacon. Driscoll, M. P. (2005). Cognitive information processing. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.). 71 – 110. Boston, MA: Allyn and Bacon. Driscoll, M. P. (2005). Meaningful learning and schema theory. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.) Boston, MA: Allyn and Bacon. Driscoll, M. P. (2005). Radical Behaviorism. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.) Boston, MA: Allyn and Bacon. Driscoll, M. P. (2005). Situational cognition. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.) Boston, MA: Allyn and Bacon.