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Cognitivism

Cognitivism. Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm. Structure. Activity 1: learning experiment Miller Introduction Information processing Activity 2: dual channel theory

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Cognitivism

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  1. Cognitivism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm

  2. Structure • Activity 1: learning experiment Miller • IntroductionInformation processing • Activity 2: dual channel theory • Representation & development of declarative & proceduralknowledge • Activity 3: NLR • Activity 4: Questions & Bloom’staxonomy

  3. Activity 1 Experiment basedon Miller 1957

  4. Cognitivism • Internalprocesses • Keyconcepts: stages, memories, limitations, interaction, subprocesses(perceiving, repeating, representing, reflecting, imagining, abstracting, comparing, …)

  5. Central Executive Phonological loop Episodic buffer Visuo-spatial sketchpad Verbal info Verbal and viso-spatial ino Visuo-spatial info Working memory

  6. Activity 2: experiment • Dual Channel Theory: Paivio (1986) en Mayer (2001) Mayer (2001) and Paivio (1986)

  7. Learning MM presentation Working Memory Sensory Memory Long Term Memory Prior Knowledge VerbalModel Hearing Sound Words Integration Organisation Looking Image Images VisualModel Mayer (2001) and Paivio (1986)

  8. Theoretical base • Representation of knwoledge • Declarativeknowledge • Proceduralknowledge • Development of knowledge • Declarativeknowledge • Proceduralknowledge

  9. Representation declarative knowledge Proposition(s) Basis unit information: argument and relations

  10. Representation declarative knowledge Images Based on a perception; part of original perception is retained

  11. Representation declarative knowledge linear order On top of propositionnetwork and images: structure Vb. ABCD, EFG, HIJK, LMNOP, QRS, TUV en WXYZ. Vb. Notes Vb. durchfürohneum bis nachgegen

  12. Ormrod, 2008

  13. Representation declarative knowledge schemas(based on propositions, images, and linear order) Knowledge is not set of unstructured ideas.

  14. Schemas • Memorystructure • Abstraction • Network • Dynamicstructure • Context • Frames (special schemes)

  15. Example “frame”: special schema for “party”

  16. Underdevelopedschemas: personaltheories ~ misconceptions

  17. Relationships in declarative knowledge Metacognition Procedures Concepts Facts

  18. Representation procedural knowledge Production system Production b Production a Production d Production c

  19. P1 IF xxxxxxxxx, Thenyyy. P2 If a Then b P3 If c Then d

  20. Development declarative knowledge Two mental processes are cenral: • Elaboration • Organisation

  21. Elaboration • Integratesknowledge • Links new to oldknowledge

  22. Organisation • Organisation acts onavailableschemas in memory. • Strenghteninginternalcognitivestructure.

  23. Organisation • Structuring, order • Hierarchy

  24. Ways to structure the ideas about how species “evolve” Matuk en Uttal (2010): “All have tails, but only two have horns” - Inventing an intuitive representation of relatedness.

  25. Development procedural knowledge • Cognitivephase • Associativephase • Autonomousphase • Goal directedness!!

  26. Cognitive Phase • Stepwisestorage of individualproductions in memory • In fact: as declarativeknowledge (schemas) Metacognition Procedures Concepts Facts

  27. Associative phase In this phase we try to release support of single productions in memory We try to eliminate consultation memory.

  28. Autonomous phase Automaticresult of associativephase.Difficult to predictwhenachieved.

  29. Relationships in procedural knowledge http://www.transitionmathproject.org/partners/wcp/doc/bloom.pdf

  30. Activity 4 • Read text “hormones” • Apply evidence based principle: developing non-linguistic representation

  31. Activity 5a • Make list of questions (prep activity) • Structure these questions from “easy” to “complex”

  32. Activity 5b • Make list of questions (prep activity) • Structure these questions from “easy” to “complex” • Apply Bloom’s Taxonomy to ground your classification

  33. King • Questions are critical • See King, A. (1992). Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures. • Starters

  34. King: starters

  35. Cognitivism Martin Valcke Martin.Valcke@UGent.be http://users.ugent.be/~mvalcke/CV/CVMVA.htm

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