1. Cognitive Views of Learning
Cluster 7
Modules 19 – 20

2. Focus Questions What is the role of knowledge in learning?
What is the human information processing model of memory?
How do perception, attention, schemas, and scripts influence learning and remembering?
What are declarative, procedural, and self-regulatory knowledge?
Why do students forget what they have learned?
What are the stages in the development of cognitive skills?

3. What Would You Do? See “Teacher’s Casebook” on p. 283
What are these students’ beliefs and expectations, and how do these affect their learning?
Why do you think they insist on using the rote memorization approach?
How would you use what the students already know to help them learn in better, more meaningful ways?
How will these issues affect the grade levels you will teach?

4. Elements of the Cognitive Perspective
Behaviorism
Learning is passively influenced by external events
Research done on animals and humans
Goal to identify few general principles that apply in all situations
Cognitive View
Learning is an extension of understanding already possessed
Research done on humans
Not concerned with general laws

5. The Brain and Cognitive Learning
The brain is involved whenever learning takes place
The brain shapes and is shaped by all cognitive processing activities
Successful and unsuccessful processing shapes learning

6. The Brain and Cognitive Learning
By age 7, most children can:
Integrate the present with the past
Anticipate the future
Appreciate causality
Rely on semantic categories
Detect relationships between events and concepts

7. The Importance of Knowledge in Learning
General knowledge
General cognitive abilities
Planning, solving problems, comprehending knowledge
Specific knowledge
Subject specific knowledge
Math, science, baseball

8. Cognitive Views of Memory
Information Processing Theory
Sensory Memory
Perception
Attention
Attention and Teaching

9. The Information Processing Theory

10. Information Processing Continued
Working Memory
Duration and contents
Retaining Information
Central Executive
Phonological Loop
Cognitive Load
Forgetting

11. Information Processing Theory
Sensory Memory
Initial processing from five senses
Very large capacity
Duration between 1-3 seconds
Information coded in sensory memory as sensations experienced (eg. Photos, sounds, etc)

12. Information Processing Theory Continued
Long Term Memory
Capacity, Duration, and Contents
Declarative Knowledge
Procedural Knowledge
Self-Regulatory Knowledge

13. Information Processing Theory
Perception
Detecting a stimulus and assigning meaning to it
Gestalt theory
Organizing sensory information into patterns or relationships

14. Information Processing Theory
Bottom-up processing
Analyzing features of a stimulus
Attempting to put pieces of a whole together to make sense of them
See example on p. 290

15. The Information Processing Theory
Attention
Selective
Guided by what we know and what we need to know
Only one cognitively demanding task at a time

16. The Information Processing Theory
Automaticity
Processes that initially require much attention eventually become automatic
“auto-pilot”
Driving and listening to the radio

17. The Information Processing Theory
Working Memory
Workbench of the memory system
Contains information the brain is working on at the moment
Includes both temporary storage and active processing

18. The Information Processing Theory
Short Term Memory
7 +- 2, or 5 to 9 items
Contains Central Executive
Contains Phonological Loop
Visuospatial Sketchpad

20. The Information Processing Theory
Cognitive Load
The amount of mental resources required to complete a task
Intrinsic Cognitive Load
The load required to complete the task itself
Extraneous Cognitive Load
The amount of mental resources needed to complete tasks irrelevant to original task
Germane Cognitive Load
Deep knowledge, including connecting information to old information and activation

21. The Information Processing Theory
Elaborative Rehearsal
Keeping information in memory by connecting it to previously held knowledge
Maintenance Rehearsal
Keeping information in memory by repeating it to oneself

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24. The Information Processing Theory
Forgetting
Interference
Information entering memory is “interfered” with
Decay
Information in memory is lost through lack of use

25. The Information Processing Theory
Long Term Memory
Capacity: Virtually Unlimited
Duration: Permanent

26. The Information Processing Theory
Declarative Knowledge
Verbal information, facts, “knowing that” something is the case
Procedural Knowledge
Knowledge that is demonstrated when we perform a task, “knowing how”
Self-Regulatory Knowledge
Knowing how to manage your learning, or knowing when and how to use your procedural or declarative knowledge

27. The Information Processing Theory
Explicit Memories
Knowledge from memory that is recalled and consciously considered
Implicit Memories
Knowledge that we are not aware of recalling
Semantic Memory
Memory for meaning

28. Explicit Memories Semantic Episodic
Flashbulb
Scripts
Propositions and Propositional Networks
Images
Words
Prototypes and Exemplars
Schemas

29. Implicit Memories Stop and Think p. 304 Classical Conditioning
Procedural
Priming Effects

30. The Information Processing Theory
Propositions and Propositional Networks
Proposition
Smallest unit of knowledge that can be judged true or false
Propositional Networks
Propositions that share information

32. The Information Processing Theory
Storing and Retrieving Information
Organization
Ordered and logical networks of relations
Elaboration
Adding and extending meaning by connecting new information to old
Context
The physical or emotional backdrop associated with an event

34. The Information Processing Theory
Levels of Processing Theory
The amount of time information will remain in memory is directly related to the level of analysis and connection to other information

35. The Information Processing Theory
Retrieving information from long term memory
Spreading activation
Retrieval of information based on relatedness to one another
Reconstruction
Recreating information by using memories, expectations, knowledge, logic, and existing knowledge

36. Becoming Knowledgeable: Some Basic Principles
Development of Declarative Knowledge
Making It Meaningful
Visual Images and Illustrations
Mnemonics
Rote Memorization

37. Becoming Knowledgeable: Some Basic Principles
Development of Procedural Knowledge
Automated Basic Skills
Domain-Specific Strategies

38. Diversity and Convergences
Developmental Differences
Individual Differences
Knowledge
Cultural Differences
Developmental Differences in Event Memories