1. CognitiveViews of Learning Chapter 7

2. Overview n n The Cognitive Perspective n n Information Processing n n Metacognition n n Becoming Knowledgeable

3. Comparing Perspectives

4. Kinds of Knowledge n Knowledge and knowing are the outcomes of learning u General  information that is used in many types of tasks u Domain specific  information that is useful in a particular occasion

5. Information Processing Model Human mind’s activity of taking in, storing and using information

6. The Information Processing System Sensory Memory Working Memory Perception Long-term memory retrieve (activate memory) Learn=encode to prior knowledge Executive Control Processes Work Space- Temporary Storage Permanent Storage Directs attention

7. Terminology n Sensory receptors  all senses n Perception  interpretation of sensory information n Encoding  organizing information and relating it to prior knowledge n Storage  holding information n Retrieval  remembering such information

8. Sensory Memory n The five senses n Large capacity n Short duration u Lasts between one and three seconds n Role of attention u Focusing on stimulus u Automaticity  ability to perform learned tasks without much effort

9. here Gestalt Terminology n Bottom-up processing  perceiving parts to recognizable whole (feature analysis) n Top-down processing  perceiving based on context and pattern you expect to occur n Context  Physical/emotional backdrop associated with event n Patterns  set of rules which can be used to generate things or part of a thing (things that might be related) n Wholeness  tend to have closure n Figure/ground  seen the pattern of the outside or inside

10. Group questions n As a group, develop 3 questions on all the previous slides.

11. Working Memory – Short Term Memory n Capacity = 5 to 9 bits or 5-20 seconds n Chunking  grouping bits of information into meaningful larger units n 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 and sounds Phonological loop  Recycling items for immediate recall (words and sounds) Visual-spatial sketch Pad Is a holding system for visual or spatial information

12. n Rehearsal can help retain information in the working memory u Maintainence rehearsal  keeping information in the working memory by repeating it to yourself u Elaborative rehearsal  keeping information in the working memory by associating it to prior knowledge  studying n Forgetting u Interference  emotions or other knowledge interferes with information in the working memory u Decay  weakening or fading of memories with the passage ot time

13. Long Term Memory n Permanent storage of knowledge n Storage takes more time & effort n Unlimited capacity n Retrieval may be troublesome

14. Contents of the Long Term Memories n Visual, verbal, or a combination of codes codes n Declarative knowledge u Information and facts n Procedural knowledge u Knowledge that can be demonstrated (performed) n Conditional knowledge u Knowledge of when and why to use information

15. L. Rogien: BSU Types of Memory Episodic Semantic Procedural Yesterday’s golf outing The concept airplane How to give a presentation

16. Explicit Memories u Semantic F Propositions  smallest unit of knowledge F Propositional networks  set of interconnected concepts F Images  pictures (physical attributes) of objects, settings etc. F Schema  basic structures for organizing information F Story grammar  typical structure or organization for a category of stories F Script  what is expected to happen u Episodic F 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 here

17. Storing and Retrieving Information in the Long Term Memory n Elaboration  adding and extending meaning by connecting new and old information n Organization  ordered and logical network of relationships n Context  physical and emotional backdrop associated with an event n Levels of processing theory  recall of information is based on how deeply is processed  shallow & deep n Spread of activation  retrieval based on the connections we make – the more the better (interdisciplinary teaching) n Reconstruction  remembering while using our own memories (separate realities)

18. Forgetting and Long term Memory n Decay n Interference Metacognitive Knowledge n Awareness of your own thinking processes u Knowing what you know u Knowing how to use what you know u Knowing when and why to use what you know n Planning n Monitoring n Evaluation

19. Becoming Knowledgeable: Some Basic Principles

20. Learning Declarative Knowledge n Rote memorization n Serial position effect (primacy vs. latency) n Part learning vs. mass learning (cramming) n Distributed practice n Massed practice

21. Mnemonics n Loci method (places) n Peg type: Keyword, loci, peg word, acronyms (cue words) n Chaining (associating one element in series) n Key word (similar sounding cue words) n Making it meaningful

22. Procedural & Conditional Knowledge n Automated Basic Skills u Cognitive  what and why you are about to learn about to learn u Associative  match cognition with physical behavior behavior u Autonomous  we don’t think about it when we learn n Prerequisite knowledge  important for meaningfulness n Practice with feedback u leads to condition-action rules (productions) n Domain-Specific strategies  are strategies for each subject area

23. Making it Meaningful n Relating to previous knowledge n Relating to students’ experiences n Clarifying unfamiliar terms n Give examples, illustrations, analogies n Use humor, emotion, novelty

24. End of Chapter 7