Cognitive Theories of Learning Dr. K. A. Korb University of Jos

Overview of Learning BehavioralPerspective Cannot scientifically study mental processes Cannot scientifically study mental processes Humans behave in ways that are reinforced Humans behave in ways that are reinforced Behaviors are learned Behaviors are learnedCognitivePerspective Can scientifically study mental processes Can scientifically study mental processes Humans actively construct knowledge that results in behavior Humans actively construct knowledge that results in behavior Knowledge is learned Knowledge is learned Dr. K. A. Korb University of Jos

Information Processing Model Dr. K. A. Korb University of Jos

Cognitive Learning Theory Consists of various theories that share assumptions: Consists of various theories that share assumptions: Learners are active in their attempts to understand their experiences Learners are active in their attempts to understand their experiences Learners develop understanding that depends on what they already know Learners develop understanding that depends on what they already know Learners construct, rather than record, understanding Learners construct, rather than record, understanding Learning is a change in a person’s mental structures Learning is a change in a person’s mental structures Dr. K. A. Korb University of Jos

Sensory Memory Sensory Register: Briefly holds stimuli from the environment until it can be processed Sensory Register: Briefly holds stimuli from the environment until it can be processed Dr. K. A. Korb University of Jos

Sensory Memory Attention: Consciously focusing on a stimulus Attention: Consciously focusing on a stimulus Automaticity: Perform a task with little mental attention Automaticity: Perform a task with little mental attention Dr. K. A. Korb University of Jos

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

Perception Mr. and Mrs. Dursley, of number four, Pivet Drive, were proud to say that they were perfectly normal, thank you very much Dr. K. A. Korb University of Jos

Gestalt Principles Figure-Ground Dr. K. A. Korb University of Jos

Gestalt Principles Closure Dr. K. A. Korb University of Jos

Gestalt Principles Similarity Proximity Dr. K. A. Korb University of Jos

Bottom Up Processing Dr. K. A. Korb University of Jos

Bottom Up Processing Dr. K. A. Korb University of Jos

Top Down Processing Dr. K. A. Korb University of Jos

Top Down Processing Dr. K. A. Korb University of Jos

Working Memory Working Memory: Store that holds information as a person processes it Working Memory: Store that holds information as a person processes it Dr. K. A. Korb University of Jos

Working Memory Working Memory consists of: Working Memory consists of: Phonological Loop: Stores auditory information Visiospatial Sketchpad: Stores visual information Central Executive: Monitor attention and resources Dr. K. A. Korb University of Jos

Working Memory t d h o P E l g u o s y c n y a i a l c o E d u c a t i o n a l P s y c h o l o g y Dr. K. A. Korb University of Jos

Working Memory Properties Properties Short Span: 15 to 30 seconds Short Span: 15 to 30 seconds Limited Space: Limited Space: Chunking: Mentally combining separate items into larger, more meaningful units Chunking: Mentally combining separate items into larger, more meaningful units Dr. K. A. Korb University of Jos

Working Memory Functions Functions Retain Retain Encode Encode Forget Forget Dr. K. A. Korb University of Jos

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

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

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

Working Memory Overcoming Limitations of Working Memory Overcoming Limitations of Working Memory Off-load the burden Off-load the burden Automatize information Automatize information Dr. K. A. Korb University of Jos

Information Processing Model Long term memory: Permanent information store Long term memory: Permanent information store Dr. K. A. Korb University of Jos

Working vs. Long Term Memory Working Memory Easy for information to enter Easy for information to enter Limited Capacity Limited Capacity Information Forgotten Information Forgotten Long Term Memory Takes considerable effort for information to enter Takes considerable effort for information to enter Virtually Unlimited Capacity Virtually Unlimited Capacity Information Remains Permanently Information Remains Permanently Dr. K. A. Korb University of Jos

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

Schemata Behaviorism Classical Conditioning Operant Conditioning Unconditioned Stimulus Conditioned Stimulus Unconditioned Response Conditioned Response Negative Reinforcement Positive Reinforcement Dr. K. A. Korb University of Jos

Schemata Information Processing Model Sensory Register AttentionPerception GestaltBottom-UpTop-Down Working Memory Long-Term Memory Metacognition Dr. K. A. Korb University of Jos

Long Term Memory Types of Memory: Types of Memory: Episodic Memory: Memory for information tied to a particular place and time Episodic Memory: Memory for information tied to a particular place and time Semantic Memory: Memory for meaning Semantic Memory: Memory for meaning Consists of declarative knowledge Consists of declarative knowledge Procedural Memory: Memory for procedures Procedural Memory: Memory for procedures Consists of procedural knowledge Consists of procedural knowledge Dr. K. A. Korb University of Jos

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

Activation Spreading Computer Internet Keyboard Typewriter Screen Television Mouse Gateway Chats Google Mickey Mouse Dr. K. A. Korb University of Jos

Memorization Tips Distributed Practice: Distribute practice over time Distributed Practice: Distribute practice over time Part learning: Break the list into smaller segments Part learning: Break the list into smaller segments Dr. K. A. Korb University of Jos

Information Processing Model Metacognition: Awareness of and control over own cognitive processes Metacognition: Awareness of and control over own cognitive processes Dr. K. A. Korb University of Jos

Metacognition Consists of: Consists of: Planning Planning Monitoring Monitoring Evaluation Evaluation Metacognitive strategies consist of plans for accomplishing specific learning goals Metacognitive strategies consist of plans for accomplishing specific learning goals Dr. K. A. Korb University of Jos

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

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

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

Developmental Changes Attention Attention Direct attention to important information Direct attention to important information Ignore irrelevant stimuli Ignore irrelevant stimuli Working Memory Working Memory Hold more objects Hold more objects Automatize more tasks Automatize more tasks Long Term Memory Long Term Memory Gain more knowledge Gain more knowledge Metacognition Metacognition Use more effective strategies Use more effective strategies Aware of memory limitations Aware of memory limitations Dr. K. A. Korb University of Jos

Cognitive Theories Overview Results: Knowledge in memory Results: Knowledge in memory Means: Transformation of information through sensory memory, working memory, into long term memory Means: Transformation of information through sensory memory, working memory, into long term memory Inputs: Sensory information from environment Inputs: Sensory information from environment Dr. K. A. Korb University of Jos

Cognitive Theories Overview Learning Outcomes: Knowledge Learning Outcomes: Knowledge Role of the Learner: Active Role of the Learner: Active Role of the Instructor: Present organized information in a meaningful manner that will sustain the attention of the learner Role of the Instructor: Present organized information in a meaningful manner that will sustain the attention of the learner Inputs for Learning: Information from the environment that can be accurately perceived by the learner Inputs for Learning: Information from the environment that can be accurately perceived by the learner Process of Learning: Transformation of information through memory stores Process of Learning: Transformation of information through memory stores Dr. K. A. Korb University of Jos

Revision Explain each of the six major components of the information processing model of learning. Explain each of the six major components of the information processing model of learning. Explain the three theories of perception. Explain the three theories of perception. Explain the three components of working memory. Explain the three components of working memory. Explain the three types of memory in long term memory. Explain the three types of memory in long term memory. Explain how knowledge can be retrieved from long- term memory. Explain how knowledge can be retrieved from long- term memory. Dr. K. A. Korb University of Jos