CHAPTER 6 COGNITIVE PERSPECTIVES: 1. THE PROCESSING OF INFORMATION EPSY DR. SANDRA RODRIGUEZ PRESENTATION BY: RUTH GARZA Gredler, M. E. (2009). Learning and instruction: Theory into practice (pp ). Upper Saddle River, NJ: Pearson

PRINCIPLES OF LEARNING Information-processing theory addresses the basic steps in the ways individuals: Information-processing theory addresses the basic steps in the ways individuals: Obtain information Obtain information Code information Code information Remember Information Remember Information

BASIC ASSUMPTIONS The memory system is an active, organized processor of information. The memory system is an active, organized processor of information. Prior knowledge plays an important role in learning. Prior knowledge plays an important role in learning. Beliefs about Beliefs about the nature of the human memory system the nature of the human memory system the ways that specific knowledge items are represented in long-term memory the ways that specific knowledge items are represented in long-term memory the organization of bodies of knowledge in long-term memory. the organization of bodies of knowledge in long-term memory.

THE NATURE OF THE HUMAN MEMORY In the early days, the human memory was viewed as a repository, or passive collector of information over long periods of time. In the early days, the human memory was viewed as a repository, or passive collector of information over long periods of time. Today, the human memory is seen a complex system that processes and organized all our knowledge. Today, the human memory is seen a complex system that processes and organized all our knowledge. The memory actively selects the sensory data that are to be processed, turns it into meaningful information, and stores it for later use. The memory actively selects the sensory data that are to be processed, turns it into meaningful information, and stores it for later use.

MEMORY SYSTEM CONCEPT: This type of memory describes: This type of memory describes: Semantic memory(word meanings, facts, general knowledge) Semantic memory(word meanings, facts, general knowledge) Procedural memory (steps that help in responding adaptively to the environment) Procedural memory (steps that help in responding adaptively to the environment) Episodic memory (individuals may travel into their past to re-experience personal events) Episodic memory (individuals may travel into their past to re-experience personal events)

INFORMATION PROCESSING THEORY (MEMORY SYSTEM CONCEPT) Click on the picture below to see a video.

THE STATE CONCEPT The identifying of information as: The identifying of information as: Active Active Inactive Inactive Accounts for such activities as: Accounts for such activities as: Memorizing poem Memorizing poem Repeating a phrase, phone number, etc… Repeating a phrase, phone number, etc… Carrying on a conversation with a friend while driving Carrying on a conversation with a friend while driving Limitations: Limitations: Does not address processing steps in acquiring information. Does not address processing steps in acquiring information.

LEVELS OF PROCESSING CONCEPT Sensory analysis Sensory analysis Pattern recognition Pattern recognition Semantic association Semantic association Limitations: Limitations: Depth of processing cannot be measured independently of the amount of information that is remembered. Depth of processing cannot be measured independently of the amount of information that is remembered.

INFORMATION PROCESSING MODEL: SENSORY, WORKING, AND LONG TERM MEMORY Click on the picture below to see a video.

GLOBAL WORKSPACE CONCEPT Introduced by Bernard J. Baars Introduced by Bernard J. Baars Explains that human consciousness is an important biological adaptation that allows the brain to : Explains that human consciousness is an important biological adaptation that allows the brain to : Interpret Interpret Learn about Learn about Interact with Interact with Act upon the world Act upon the world Assumptions: Assumptions: The neurons of the brain are not controlled by a centralized command. The neurons of the brain are not controlled by a centralized command. Adaptive networks of neurons are controlled by particular contexts and aims. Adaptive networks of neurons are controlled by particular contexts and aims. A network of “patches” cooperate to display conscious events. A network of “patches” cooperate to display conscious events. Focal consciousness is a spot on the stage of working memory that is directed by the spotlight, attention (theater model). Focal consciousness is a spot on the stage of working memory that is directed by the spotlight, attention (theater model).

BAAR’S THEATER METAPHOR OF CONSCIOUSNESS Stage Stage Spotlight on the stage Spotlight on the stage Actors onstage competing for the spotlight in working memory Actors onstage competing for the spotlight in working memory Behind-the-scenes influences (unconscious) Behind-the-scenes influences (unconscious) Director Director Audience (in the dark, unconscious) Audience (in the dark, unconscious)

CONNECTIONIST NETWORKS Also know as neutral networks or parallel distributed processing (PDP) Also know as neutral networks or parallel distributed processing (PDP) Idea proposed by William James Idea proposed by William James Idea of networks in which nodes (thoughts) connect to other nodes to process information Idea of networks in which nodes (thoughts) connect to other nodes to process information Many activities require processing information from several sources at once. Many activities require processing information from several sources at once. Multiple processing can occur at once Multiple processing can occur at once information is stored in the links, not in patterns information is stored in the links, not in patterns

CONNECTIONIST NETWORK PARALLEL DISTRIBUTED PROCESSING Click on the box below to see a video.

REPRESENTATION OF KNOWLEDGE IN LONG-TERM MEMORY Dual-Code Model Dual-Code Model Abstract objects and events are processed and stored in verbal form. Abstract objects and events are processed and stored in verbal form. Examples: success, truth, ability, etc… Examples: success, truth, ability, etc… Non-verbal representations include non-linguistic objects and events. Non-verbal representations include non-linguistic objects and events. Examples: church bell sounds, drawing lines, pressing keys, etc… Examples: church bell sounds, drawing lines, pressing keys, etc… Note: Some events and objects may be coded in both systems.

TYPES OF KNOWLEDGE Declarative Knowledge Declarative Knowledge Can be discussed or declared Can be discussed or declared Is descriptive Is descriptive Contributes to both semantic and episodic memory Contributes to both semantic and episodic memory Example: Austin is the capital of Texas. Example: Austin is the capital of Texas. Procedural Knowledge Procedural Knowledge Knowing how to execute a task or activity Knowing how to execute a task or activity Example: riding a bike Example: riding a bike

TACIT AND EXPLICIT KNOWLEDGE Tacit Knowledge Tacit Knowledge Implicit Implicit Operates below the level on conscious awareness Operates below the level on conscious awareness Example: Sociocultural knowledge- What to wear to a wedding, prom, etc… Example: Sociocultural knowledge- What to wear to a wedding, prom, etc… Explicit Knowledge Explicit Knowledge Easily available to consciousness Easily available to consciousness Object of thought Object of thought Metacognitive-specific information and strategies for learning new tasks Metacognitive-specific information and strategies for learning new tasks Conceptual-concept knowledge Conceptual-concept knowledge Table 6.3 on pg.199 provides information on Content and Discourse Knowledge Table 6.3 on pg.199 provides information on Content and Discourse Knowledge

SCHEMA Defined by Frederick Bartlett as an “active organization of past events” Defined by Frederick Bartlett as an “active organization of past events” Refers to organized Refers to organized Knowledge Knowledge Experience Experience Expectations about some aspect of the world Expectations about some aspect of the world

THE COMPONENTS OF LEARNING Learning Framework and processes of information Learning Framework and processes of information Encoding Encoding Retrieving learned information from long-term memory when needed Retrieving learned information from long-term memory when needed Consists of: Consists of: Learner’s prior knowledge Learner’s prior knowledge The nature and organization of information to be learned The nature and organization of information to be learned Extensive knowledge may: Extensive knowledge may: Enhance capacity of memory to encode information in large amounts. Enhance capacity of memory to encode information in large amounts. Increases processing speed Increases processing speed

PRINCIPLES OF INSTRUCTION Major Components: Major Components: Structuring the framework for learning Structuring the framework for learning Facilitating learner attention Facilitating learner attention Facilitating the encoding of information Facilitating the encoding of information Teaching students strategies for Teaching students strategies for constructing meaning constructing meaning Recommended Strategies Recommended Strategies Summarizing Summarizing Self-Questioning Self-Questioning

REFERENCES Gredler, M. E. (2009). Learning and instruction: Theory into practice (pp ). Upper Saddle River, NJ: Pearson Gredler, M. E. (2009). Learning and instruction: Theory into practice (pp ). Upper Saddle River, NJ: Pearson Microsoft Office PowerPoint 2013 Microsoft Office PowerPoint 2013 YouTube Videos: