Transcript EDP3004_ch7

CognitiveViews of Learning
Chapter 7
Overview
The Cognitive
Perspective
 Information
Processing
 Metacognition
 Becoming
Knowledgeable
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Comparing Perspectives
Behavioral Psych
Cognitive Psych
Behaviors
Knowledge
Reinforcement strengthens Reinforcement is a source
behavior
of feedback
Learners respond to
environmental stimuli
Learners are active
Study done on animals
Study done on animals and
people
Kinds of Knowledge
 Knowledge
and knowing are the
outcomes of learning
Generalinformation
that is used in
many types of tasks
Domain specificinformation that is
useful in a particular occasion
Information Processing Model
Human mind’s activity of
taking in, storing and
using information
The Information Processing System
Executive Control Processes
Learn=encode
to prior knowledge
Sensory Perception
Memory
Directs
attention
Long-term
memory
Working
Memory
retrieve
(activate memory)
Work SpaceTemporary Storage
Permanent
Storage
Terminology
 Sensory
receptorsall senses
 Perceptioninterpretation of sensory
information
 Encodingorganizing information and
relating it to prior knowledge
 Storageholding information
 Retrievalremembering such
information
Sensory Memory
The five senses
 Large capacity
 Short duration
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 Lasts
between one and
three seconds
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Role of attention
 Focusing
on stimulus
 Automaticityability to
perform learned tasks
without much effort
Gestalt Terminology
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Bottom-up processingperceiving parts to
recognizable whole (feature analysis)
Top-down processingperceiving based on
context and pattern you expect to occur
ContextPhysical/emotional backdrop associated
with event
Patternsset of rules which can be used to
generate things or part of a thing (things that
might be related)
Wholenesstend to have closure
Figure/groundseen the pattern of the outside or
inside
here
Group questions
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As a group, develop 3 questions on all the
previous slides.
Working Memory – Short Term Memory
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Capacity = 5 to 9 bits or 5-20 seconds
Chunkinggrouping bits of information into
meaningful larger units
Three parts of the working memory
Central Executive
Pool of mental resources for:
Attention, reasoning and comprehension
Phonological loop
Recycling items for
immediate recall
(words
(words and
and sounds)
sounds
Visual-spatial sketch
Pad
Is a holding
system for visual
or spatial information
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Rehearsal can help retain information in the
working memory
 Maintainence rehearsalkeeping information
in the working memory by repeating it to
yourself
 Elaborative rehearsalkeeping information
in the working memory by associating it to
prior knowledgestudying
Forgetting
 Interferenceemotions or other knowledge
interferes with information in the working
memory
 Decayweakening or fading of memories
with the passage ot time
Long Term Memory
 Permanent
storage of
knowledge
 Storage takes more
time & effort
 Unlimited capacity
 Retrieval may be
troublesome
Contents of the Long Term
Memories
Visual, verbal, or a combination of
codes
 Declarative knowledge
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 Information
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and facts
Procedural knowledge
 Knowledge
that can be demonstrated
(performed)
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Conditional knowledge
 Knowledge
of when and why to use
information
Types of Memory
Episodic
Yesterday’s
golf
outing
Semantic
The concept
airplane
Procedural
How to
give a
presentation
L. Rogien: BSU
Explicit Memories
 Semantic
Propositions smallest unit of knowledge
 Propositional networksset of interconnected concepts
here Imagespictures (physical attributes) of objects, settings etc.
 Schemabasic structures for organizing information
 Story grammartypical structure or organization for a category
of stories
 Scriptwhat is expected to happen
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 Episodic
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Long term memory related to a particular time, place or event
Implicit memory
Procedures and emotions
Also concepts in long term memory are activated when
some new knowledge is being introduced
Storing and Retrieving Information
in the Long Term Memory
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Elaboration adding and extending meaning by
connecting new and old information
Organization ordered and logical network of
relationships
Contextphysical and emotional backdrop
associated with an event
Levels of processing theoryrecall of information is
based on how deeply is processedshallow & deep
Spread of activationretrieval based on the
connections we make – the more the better
(interdisciplinary teaching)
Reconstructionremembering while using our own
memories (separate realities)
Forgetting and Long term Memory
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Decay
Interference
Metacognitive Knowledge
Awareness of your own thinking processes
 Knowing
what you know
 Knowing how to use what you know
 Knowing when and why to use what you know
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Planning
Monitoring
Evaluation
Becoming Knowledgeable:
Some Basic Principles
Learning Declarative Knowledge
 Rote
memorization
 Serial position effect (primacy vs.
latency)
 Part learning vs. mass learning
(cramming)
 Distributed practice
 Massed practice
Mnemonics
 Loci
method (places)
 Peg type: Keyword, loci, peg word,
acronyms (cue words)
 Chaining (associating one element in
series)
 Key word (similar sounding cue
words)
 Making it meaningful
Procedural & Conditional
Knowledge
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Automated Basic Skills
 Cognitivewhat
and why you are
about to learn
 Associativematch cognition with physical
behavior
 Autonomouswe don’t think about it when we learn
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Prerequisite knowledgeimportant for
meaningfulness
Practice with feedback
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to condition-action rules (productions)
Domain-Specific strategiesare strategies for
each subject area
Making it Meaningful
 Relating
to previous knowledge
 Relating to students’ experiences
 Clarifying unfamiliar terms
 Give examples, illustrations, analogies
 Use humor, emotion, novelty
End of Chapter 7