1. Copyright © 2004 by Allyn and Bacon Cognitive Views of Learning Chapter 7 This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

2. Copyright © 2004 by Allyn and Bacon Overview The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable

3. Copyright © 2004 by Allyn and Bacon Concept Map for Chapter 7 Information Processing Model Becoming Knowledgeable Metacognition, Regulation, & Individual Differences Elements of the Cognitive Perspective Cognitive Views Of Learning

4. Copyright © 2004 by Allyn and Bacon Comparing Perspectives

5. Copyright © 2004 by Allyn and Bacon The Cognitive Perspective

6. Copyright © 2004 by Allyn and Bacon Kinds of Knowledge General Domain specific Declarative Procedural Conditional or structural

7. Copyright © 2004 by Allyn and Bacon Types of Knowledge & Examples

8. Copyright © 2004 by Allyn and Bacon Information Processing Model

9. Copyright © 2004 by Allyn and Bacon The Phenomenon of Memory Memory - learning that has persisted over time. Our ability to encode, store, and retrieve information.

10. Copyright © 2004 by Allyn and Bacon Stages of Memory Keyboard (Encoding) Disk (Storage) Monitor (Retrieval) Sequential Process Getting information into memory Retaining information over time Taking information out of storage ENCODING STORAGE RETRIEVAL

11. Copyright © 2004 by Allyn and Bacon Encoding Failure: Which is the correct penny? It’s me! Menu It’s me!

12. Copyright © 2004 by Allyn and Bacon Flashbulb Memory Flashbulb memory - a highly emotional event can cause a clear, strong, and persistent memory.

13. Copyright © 2004 by Allyn and Bacon Baddeley’s Model of Working Memory 13

14. Copyright © 2004 by Allyn and Bacon Terminology Sensory memory Perception Short term memory Long term memory

15. Copyright © 2004 by Allyn and Bacon Information Processing Atkinson-Shiffrin (1968) three-stage model of memory includes a) sensory memory, b) short-term memory and c) long-term memory.

16. Copyright © 2004 by Allyn and Bacon Menu Atkinson-Shiffrin model of how memory works

17. Copyright © 2004 by Allyn and Bacon The Information Processing System Sensory Memory Working Memory Perception Long-term memory Retrieve learn Executive Control Processes Work Space- Temporary Storage Decision making Permanent Storage

18. Copyright © 2004 by Allyn and Bacon Sensory Memory The five senses Sensory register Large capacity Short duration Contents Roles of attention and perception

19. Copyright © 2004 by Allyn and Bacon Perception Bottom-up processing Top-down processing The role of attention Automaticity See Guidelines, Woolfolk, p. 242

20. Copyright © 2004 by Allyn and Bacon Working Memory Distinction between STM and WM Capacity: 5 to 9 separate items 3 Components of Working Memory –Central executive –Articulatory loop rehearsal system –Visuospatial sketchpad Duration: 20 to 30 seconds

21. Copyright © 2004 by Allyn and Bacon Memory Baddeley’s Model of Memory 21

22. Copyright © 2004 by Allyn and Bacon Visual Encoding Mental pictures (imagery) are a powerful aid especially when combined with semantic encoding. Showing adverse effects of tanning and smoking in a picture may be more powerful than simply talking about it.

23. Copyright © 2004 by Allyn and Bacon 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

24. Copyright © 2004 by Allyn and Bacon Storing Implicit & Explicit Memories Explicit Memory refers to facts and experiences that one can consciously know and declare. Implicit memory involves learning an action, and the individual does not know or declare what she knows.

25. Copyright © 2004 by Allyn and Bacon Types of Memory Episodic Semantic Procedural Yesterday’s golf outing The concept airplane How to give a presentation

26. Copyright © 2004 by Allyn and Bacon Comparison of Short- & Long Term Memory Short Term Very fast input Limited capacity 20-30 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

27. Copyright © 2004 by Allyn and Bacon LTM Storage Strategies Elaboration Organization Context Levels of processing

28. Copyright © 2004 by Allyn and Bacon Encoding Meaning Q: Did the word begin with a capital letter? Structural Encoding Q: Did the word rhyme with the word “weight”? Q: Would the word fit in the sentence? He met a __________ in the street. Phonemic Encoding Semantic Encoding “Whale” Craik and Lockhart (1972) Intermediate Deep Shallow

29. Copyright © 2004 by Allyn and Bacon Results

30. Copyright © 2004 by Allyn and Bacon Retrieval & Forgetting Lack of retrieval cues Decay Interference

31. Copyright © 2004 by Allyn and Bacon Reflection Questions What you are thinking right now…..in which level of memory is it being held? How is information stored in long term memory? Why do people forget? What are the possible causes?

32. Copyright © 2004 by Allyn and Bacon Metacognitive Knowledge Awareness of your own thinking processes –Knowing what you know (declarative knowledge) –Knowing how to use what you know (procedural knowledge) –Knowing when and why to use what you know (conditional knowledge) Planning Monitoring Evaluation

33. Copyright © 2004 by Allyn and Bacon Differences in Metacognition Developmental differences –Capacity –Strategy –Organization Individual differences –Efficiency –Differences in ability

34. Copyright © 2004 by Allyn and Bacon Individual Differences in WM Developmental differences –Young children have limited WM –Improves with age –Develop more effective strategies Differences in efficiency

35. Copyright © 2004 by Allyn and Bacon Differences in Long-Term Memory Domain-specific declarative knowledge Procedural knowledge Personal interest

36. Copyright © 2004 by Allyn and Bacon Learning Declarative Knowledge Making it meaningful Rote memorization Serial position effect Part learning Distributed practice Massed practice

37. Copyright © 2004 by Allyn and Bacon Mnemonics Imagery is at the heart of many memory aids. Mnemonic techniques that use vivid imagery in aiding memory. 1.Method of Loci 2.Link Method 3.Pegword Method

38. Copyright © 2004 by Allyn and Bacon Method of Loci List of Items Charcoal Pens Bed Sheets Hammer. Rug Imagined Locations Backyard Study Bedroom Garage. Living Room

39. Copyright © 2004 by Allyn and Bacon Link Method Involves forming a mental image of items to be remembered in a way that links them together. List of Items Newspaper Shaving cream Pen Umbrella. Lamp

40. Copyright © 2004 by Allyn and Bacon Pegword Method One is a bun Two is a shoe Three is a tree Four is a door Five is a hive Six is sticks Seven is heaven Eight is a gate Nine is a swine Ten is a hen

41. A simple mnemonic device is to think of a short story or image that will remind you of what you need to remember. Here you might think of images to help remember functions of different brain areas.

42. Copyright © 2004 by Allyn and Bacon Complex information broken down into broad concepts and further subdivided into categories and subcategories. Organizing Information for Encoding 1.Chunking 2.Hierarchy

43. Copyright © 2004 by Allyn and Bacon Chunking Organizing items into familiar, manageable unit. Try to remember the number below. 1-7-7-6-1-4-9-2-1-8-1-2-1-9-4-1 chunk the number and see if you can recall it easier. 1776 1492 1812 1941.

44. Copyright © 2004 by Allyn and Bacon Acronyms HOMES = Huron, Ontario, Michigan, Erie, Superior PEMDAS = Parentheses, Exponent, Multiply, Divide, Add, Subtract ROY G. BIV = Red, Orange, Yellow, Green, Blue, Indigo, Violet

45. Copyright © 2004 by Allyn and Bacon Hierarchy Complex information broken down into broad concepts and further subdivided into categories and subcategories.

46. Copyright © 2004 by Allyn and Bacon Encoding Summarized in a Hierarchy

47. Copyright © 2004 by Allyn and Bacon Making It Meaningful Relating to previous knowledge Relating to students’ experiences Clarifying unfamiliar terms Give examples, illustrations, analogies from students’ view Use humor, emotion, novelty

48. Copyright © 2004 by Allyn and Bacon Procedural & Conditional Knowledge Automated basic skills –Cognitive –Associative –Autonomous Prerequisite knowledge Practice with feedback –Leads to condition-action rules (productions) Domain-specific strategies

49. Copyright © 2004 by Allyn and Bacon Learning Outside School Encouraging family and community support See Family and Community Partnerships, Woolfolk, p. 266

50. Copyright © 2004 by Allyn and Bacon Reflection Questions Contrast cognitive and behavioral views of learning. What is learned? What is the role of reinforcement? How does knowledge affect learning? Compare declarative, procedural, and conditional knowledge. Give two explanations for perception. How is information retained in working memory?

51. Copyright © 2004 by Allyn and Bacon Reflection Questions How is information represented in long-term memory? What role do schemas play? What learning processes improve long-term memory? Why do we forget? What are the three metacognitive skills? Describe some individual differences in metacognition.

52. Copyright © 2004 by Allyn and Bacon Reflection Questions How can using better metacognitive strategies improve children’s memories? Describe three ways to develop declarative knowledge. Describe some procedures for developing procedural knowledge.

53. Copyright © 2004 by Allyn and Bacon Summary The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable