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Cognitive Views of Learning

Cognitive Views of Learning. Woolfolk, Chapter 7. Overview. The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable. Concept Map for Chapter 7. Becoming Knowledgeable. Elements of the Cognitive Perspective. Cognitive Views Of Learning. Metacognition,

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Cognitive Views of Learning

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  1. Cognitive Views of Learning Woolfolk, Chapter 7 Copyright 2001 by Allyn and BaconCopyright 2001 by Allyn and Bacon

  2. Overview • The Cognitive Perspective • Information Processing • Metacognition • Becoming Knowledgeable Copyright 2001 by Allyn and Bacon

  3. Concept Map for Chapter 7 Becoming Knowledgeable Elements of the Cognitive Perspective Cognitive Views Of Learning Metacognition, Regulation, & Individual Differences Information Processing Model Copyright 2001 by Allyn and Bacon

  4. Comparing Perspectives Copyright 2001 by Allyn and Bacon

  5. The Cognitive Perspective Copyright 2001 by Allyn and Bacon

  6. Kinds of Knowledge • General • Domain specific • Declarative • Procedural • Conditional or structural Copyright 2001 by Allyn and Bacon

  7. Types of Knowledge & Examples Copyright 2001 by Allyn and Bacon

  8. Information Processing Model Copyright 2001 by Allyn and Bacon

  9. Terminology • Sensory memory • Perception • Short term memory • Long term memory Copyright 2001 by Allyn and Bacon

  10. Work Space- Temporary Storage Decision making Permanent Storage The Information Processing System ExecutiveControl Processes learn (save) Working Memory Long-term memory Sensory Memory Perception Retrieve (activate memory) Copyright 2001 by Allyn and Bacon

  11. Sensory Memory • The five senses • Sensory register • Large capacity • Short duration • Contents • Roles of attention and perception Copyright 2001 by Allyn and Bacon

  12. Gestalt Psychology: Study of Perception Copyright 2001 by Allyn and Bacon

  13. Gestalt Terminology • Bottom-up processing • Top-down processing • The role of attention • Automaticity • Lesson for teachers • See Guidelines, Woolfolk, p. 247 Wholeness Or pattern Copyright 2001 by Allyn and Bacon

  14. Working Memory • Capacity: 5 to 9 separate items • Articulatory loop rehearsal system • Duration: 5 to 20 seconds • Rehearsal can increase duration • Maintenance rehearsal • Elaborative rehearsal • Chunking • Forgetting • Interference • Decay Copyright 2001 by Allyn and Bacon

  15. 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 Copyright 2001 by Allyn and Bacon

  16. Short Term Very fast input Limited capacity 5 – 20 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 Comparison of Short- & Long Term Memory Copyright 2001 by Allyn and Bacon

  17. Contents of Memory Semantic Memory • Propositions & propositional networks • Images • Story grammar • Event schema / script • Images • Schemas (schemata) Copyright 2001 by Allyn and Bacon

  18. Contents of Memory • Story grammar • Script • Episodic memory • Procedural memory Copyright 2001 by Allyn and Bacon

  19. Types of Memory Yesterday’s golf outing Episodic Semantic The concept airplane How to give a presentation Procedural Copyright 2001 by Allyn and Bacon

  20. LTM Storage Strategies • Elaboration • Organization • Context • Levels of processing Copyright 2001 by Allyn and Bacon

  21. Retrieval & Forgetting • Spread of activation • Reconstruction • Decay • Interference • See Guidelines, Woolfolk p. 259 Copyright 2001 by Allyn and Bacon

  22. 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? Copyright 2001 by Allyn and Bacon

  23. Metacognition, Regulation, &Individual Differences Copyright 2001 by Allyn and Bacon

  24. 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 Copyright 2001 by Allyn and Bacon

  25. Differences in Metacognition • Developmental differences • Capacity • Strategy • Organization • Individual differences • Efficiency • Differences in ability Copyright 2001 by Allyn and Bacon

  26. Differences in Long-Term Memory • Domain-specific declarative knowledge • Procedural knowledge • Personal interest Copyright 2001 by Allyn and Bacon

  27. Becoming Knowledgeable:Some Basic Principles Copyright 2001 by Allyn and Bacon

  28. Learning Declarative Knowledge • Rote memorization • Serial position effect • Part learning • Distributed practice • Massed practice Copyright 2001 by Allyn and Bacon

  29. Mnemonics • Loci method • Peg type: keyword, peg word, acronyms • Chaining Copyright 2001 by Allyn and Bacon

  30. Attention!! • Making it meaningful : Single best method for aiding memory See Point▼Counterpoint Woolfolk, p. 267 Copyright 2001 by Allyn and Bacon

  31. 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 Copyright 2001 by Allyn and Bacon

  32. Procedural & Conditional Knowledge • Automated basic skills • Cognitive • Associative • Autonomous • Prerequisite knowledge • Practice with feedback • Leads to condition-action rules (productions) • Domain-specific strategies Copyright 2001 by Allyn and Bacon

  33. Learning Outside School • Encouraging family and community support • See Family and Community Partnerships, Woolfolk, p. 270 Copyright 2001 by Allyn and Bacon

  34. 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? Copyright 2001 by Allyn and Bacon

  35. 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. Copyright 2001 by Allyn and Bacon

  36. 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. Copyright 2001 by Allyn and Bacon

  37. Summary • The Cognitive Perspective • Information Processing • Metacognition • Becoming Knowledgeable Copyright 2001 by Allyn and Bacon

  38. End Chapter 7 Copyright 2001 by Allyn and Bacon

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