1. Cognitive Views of Learning

2. Overview The Cognitive Perspective Information Processing
Metacognition
Becoming Knowledgeable

3. The Cognitive Perspective

4. Kinds of Knowledge General Domain specific Declarative Procedural
Conditional or structural

5. Types of Knowledge

6. Information Processing Model

7. Sensory Memory Sensory register Large capacity
Short duration (1-3 seconds)
Contents
Roles of attention and perception

8. Perception
Gestalt
Bottom-up processing
Top-down processing

9. Attention
The role of attention
Automaticity
Attention and teaching

10. Working Memory

11. Retaining Information in WM
Rehearsal can increase duration
Maintenance rehearsal
Elaborative rehearsal
Chunking
Forgetting
Interference
Decay

12. 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

13. 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

14. Explicit Memories Semantic Memory
Propositions & propositional networks
Images
Schemas (schemata)
Story grammar
Event schema/script
Episodic Memory

15. Implicit Memories Classical conditioning Procedural memory Productions
Priming

16. LTM Storage Strategies
Elaboration
Organization
Context
Levels of processing

17. Retrieval and Forgetting
Activation spreading
Reconstruction
Decay
Interference

18. Metacognition

19. Metacognitive Knowledge
3 kinds of knowledge
Declarative
Procedural
Conditional
3 essential skills
Planning
Monitoring
Evaluation

20. Differences in Working Memory
Developmental differences
Capacity
Strategy
Organization
Elaboration
Individual differences
Efficiency
Differences in ability

21. Differences in Long Term Memory
Domain-specific declarative knowledge
Procedural knowledge
Personal interest

22. 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

23. Mnemonics
Loci method
Peg type
Acronyms
Chain
Keyword method

24. Rote Memorization Serial position effect Part learning
Distributed practice
Massed practice

25. Procedural & Conditional Knowledge
Automated basic skills
Cognitive
Associative
Autonomous
Domain-specific strategies

26. How can we help students become experts?
Prerequisite knowledge
Practice with feedback