1. Theories of Learning: Cognitive Theories Dr. K. A. Korb University of Jos 15 May 2009

2. Learning Definition: Relatively permanent change in behavior or knowledge as the result of experience. – Relatively permanent: Knowledge or behavior must persist for some time – Change: Alteration of previous behavior or knowledge – Behavior or Knowledge: New knowledge does not always affect behavior immediately – Result of Experience: Experience with the environment or rational analysiS Dr. K. A. Korb University of Jos

3. Sensory Memory Sensory Memory: Briefly holds stimuli from the environment until it can be processed Attention: Consciously focusing on a stimulus – Automaticity: Perform a task with little mental attention Dr. K. A. Korb University of Jos

4. Perception Perception: Attaching meaning to a stimulus Gestalt: Organize stimuli to coherent pattern Bottom-Up : Notice separate defining features and assemble them into a recognizable pattern Top-down: Perceive based on the context and the patterns you expect to occur in the situation Dr. K. A. Korb University of Jos

5. Working Memory Working Memory: Store that holds information as a person processes it Working Memory consists of: – Phonological Loop: Stores auditory information – Visiospatial Sketchpad: Stores visual information – Central Executive: Monitor attention and resources Properties – Short Span: 15 to 30 seconds – Limited Space: 7 + 2 Chunking: Mentally combining separate items into larger, more meaningful units Dr. K. A. Korb University of Jos

6. Working Memory Functions Retain – Rehearsal: Keeping information in Working Memory Maintenance rehearsal: Repeating information in your mind Elaborative rehearsal: Connecting information with something already known Dr. K. A. Korb University of Jos

7. Working Memory Functions Encode: Connecting new information to previously learned information – Transfers information to Long Term Memory Relevant Factors – Organization: Logical network of ideas in memory – Context: Physical or emotional backdrop associated with an event Dr. K. A. Korb University of Jos

8. Working Memory Functions Forget – Interference: New information supersedes information in Working Memory – Decay: Information is forgotten due to lack of attention – Failure to Encode: Information is not transferred to Long Term Memory – Failure to Retrieve: Inability to access information in Long Term Memory Dr. K. A. Korb University of Jos

9. Working Memory Overcoming Limitations of Working Memory – Off-load the burden – Automatize information Long term memory: Permanent information store Dr. K. A. Korb University of Jos

10. Working vs. Long Term Memory Working Memory Easy for information to enter Limited capacity Information forgotten Long Term Memory Takes considerable effort for information to enter Virtually unlimited capacity Information remains relatively permanently Dr. K. A. Korb University of Jos

11. Long Term Memory Types of knowledge in Long Term Memory: – Declarative knowledge: Knowledge of facts, definitions, procedures, and rules Stored in schemata – Schemata: Organized network of information Script: Schema representation for events – Procedural knowledge: Knowledge of how to perform tasks – Conditional knowledge: Knowledge of when and how to apply declarative and procedural knowledge Dr. K. A. Korb University of Jos

12. Long Term Memory How do we retrieve knowledge in memory? – Priming: Activating a concept in memory – Activation Spreading: Retrieve information based on relatedness to another concept – Retrieval: Process of searching for information in long term memory – Reconstruction: Recreate how you learned the information Dr. K. A. Korb University of Jos

13. Metacognition Metacognition: Awareness of and control over own cognitive processes Consists of: – Planning – Monitoring – Evaluation Metacognitive strategies consist of plans for accomplishing specific learning goals Dr. K. A. Korb University of Jos

14. Metacognition Types of Regulatory Behavior – Knowing what is known and unknown – Strategically planning ahead for study time – Making efficient use of study time – Monitoring progress while studying Dr. K. A. Korb University of Jos

15. Classroom Application Help students make connections between new information and what they already know Provide for repetition and review of information, emphasizing new contexts Present material (instruction) in a clear, organized, way Focus on meaning, not memorization, of information Provide opportunities for students to elaborate on new information Dr. K. A. Korb University of Jos

16. Study Tips (Based on Driscoll, 2005) Actively listen (Attention) Break down complex information to smaller parts (Chunking) Elaborate on new information with original, meaningful examples (Encoding) Actively read by elaborating with applications to your life (Encoding) Write notes in your own words (Encoding) Overlearn by studying even when you know the material (Automaticity) Review class notes the same day that you take them (Rehearsal) Dr. K. A. Korb University of Jos

17. Revision Explain each of the six major components of the information processing model of learning. – Explain the three theories of perception. – Explain the three components of working memory. – Explain the three types of memory in long term memory. – Explain how knowledge can be retrieved from long term memory. – Describe metacognition and its use for learning. Dr. K. A. Korb University of Jos