Cognitive Views of Learning

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Presentation transcript:

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

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 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

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