Jeanne Ormrod Eighth Edition © 2014, 2011, 2008, 2006, 2003 Pearson Education, Inc. All rights reserved. Educational Psychology Developing Learners

6-1 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Chapter 6 Learning, Cognition, and Memory

6-2 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Learning & Cognition Learning: Long-term change in mental representations or associations as a result of experience Cognition: Mental phenomena that underlie human behavior information processing constructivism

6-3 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Basic Assumptions of Cognitive Psychology

6-4 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Basic Assumptions Cognitive processes influence learning. Cognitive processes can sometimes be inferred from behaviors. People are selective about what they process and learn. Meanings & understandings are constructed by the learner. Maturation of the brain enables increasingly sophisticated cognitive processes.

6-5 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. A Model of Human Memory

6-6 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. A Model of Human Memory Sensory register stores unencoded input large capacity, very short duration Working memory stores and “ works on ” attended input multiple specialized components limited capacity, short duration cognitive load matters Long-term memory stores processed information knowledge, beliefs, episodic memories, procedural skills unlimited capacity, long duration

6-7 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Long-Term Memory Storage

6-8 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Forms of Knowledge Declarative knowledge explicit knowledge Procedural knowledge conditional knowledge implicit knowledge

6-9 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Learning Declarative Knowledge Rote learning memorization w/o meaning often involves rehearsal Meaningful learning elaboration organization visual imagery

6-10 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Developmental Trends Meaningful learning at all ages Memory strategies develop through childhood

6-11 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Learning Procedural Knowledge Physical procedures stored as behaviors complex procedures first as declarative knowledge automaticity later

6-12 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Prior Knowledge & Long-Term Storage Knowledge base needed for meaningful learning helps direct attention provides details for elaboration, inferences provides framework for organizing new information Can lead to misconceptions Mnemonics can help when knowledge is limited

6-13 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. When Knowledge Construction Goes Awry: Addressing Learners ’ Misconceptions

6-14 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Misconceptions Beliefs inconsistent with accepted and well-validated explanation world is flat (k-2) plants “ eat ” soil, fertilizer (Grades 3-5) division always leads to smaller number (Grades 9-12) Individually, culturally constructed Can inhibit new learning

6-15 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Promoting Conceptual Change Identify misconceptions before instruction begins. Look for, build on elements of truth in students ’ existing understandings. Convince students that existing beliefs need revision. Motivate students to learn correct explanations. Preserve students ’ self-esteem; do not ridicule them for misunderstandings. Monitor students for persistent misconceptions.

6-16 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Long-Term Memory Retrieval

6-17 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Factors Affecting Retrieval Multiple “ knowledge connections ” & contexts Distinctiveness Emotional overtones Regular practice Relevant retrieval cues Wait time

6-18 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Why Learners Forget Failure to store or consolidate information Decay Retrieval failure Inadequate search of LTM Interference Reconstruction error

6-19 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Diversity in Cognitive Processes

6-20 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Sources of Diversity Age Gender Culture Individual processing speed Individual background knowledge

6-21 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Students with Special Needs Many have trouble attending to and processing information effectively Diversity in cognitive processing abilities working memory capacity speed of processing ability to retain information Some have limited knowledge base See Table 6.5, Facilitating Cognitive Processing in Students with Special Educational Needs

6-22 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture

6-23 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture Learners are actively involved in learning. To learn and remember something, learners must give it undivided attention. Meaningful learning is usually more effective than rote learning. Repetition over the long run has greater benefits than repetition in the short run. Long-term memory has as much capacity as learners could ever need.