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CHAPTER TWO

CHAPTER TWO. Learning, Cognition, and Memory. CASE STUDY: RITA. 1. Which parts of Rita’s response accurately describe the history of the New World? Which parts are clearly inaccurate?

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CHAPTER TWO

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  1. CHAPTER TWO Learning, Cognition, and Memory

  2. CASE STUDY: RITA 1. Which parts of Rita’s response accurately describe the history of the New World? Which parts are clearly inaccurate? 2. Based on Michigan’s geography, why might Rita think making Michigan a state caused the British to move to the upper Peninsula? 3. Why might Rita initially suggest that the British wanted to get cups from China? Why might she then say they wanted to get furs?

  3. RITA’S MISINTERPRETATION OF HISTORY • Rita’s lack of information about some things limits her ability to make sense of what she has learned about Michigan’s history. • Rita uses what she does know to draw logical but incorrect inferences about why the British were eager to find a new trade route to China.

  4. LEARNING AS A CONSTRUCTIVE PROCESS Learning: A long-term change in mental representations or associations due to experience → not brief and transitory but may not last forever → presumably has its basis in the brain → produces change due to experience

  5. GENERAL PRINCIPLES:LEARNING 1. By school age, young learners are usually actively involved in their own learning. 2. Cognitive processes influence learning. 3. Learners must be selective about what they focus on and learn. 4. Learners create (rather then receive) knowledge. 5. Learners make sense of new experiences based on previous knowledge and beliefs.

  6. HOW HUMAN MEMORY OPERATES Memory: • Learners’ ability to “save” things mentally • Consists of two components: → working memory → long-term memory

  7. GENERAL PRINCIPLES:How Human Memory Operates • Sensory input stays in a raw form only briefly. 2. Attention is essential for most learning and memory.

  8. TWO KINDS OF MEMORY • Working Memory: • → short duration • → limited capacity • 2. Long-Term Memory • → long duration • → limitless capacity • → includes declarative and procedural knowledge

  9. GENERAL PRINCIPLES:Storing Information in Long-Term Memory • Information in long-term memory is interconnected • and organized. • 2. Some long-term memory processes are more • effective than others. • 3. Practice makes knowledge more automatic and • durable. • 4. Learning strategies improve with age. • 5. Prior knowledge and beliefs affect new learning.

  10. STORAGE PRINCIPLE #1: Information in Long-Term Memory is Interconnected and Organized • Schemas • Concepts • Script • Theories

  11. STORAGE PRINCIPLE #2: Some Long-Term Memory Storage Processes are More Effective than Others • Rote Learning: - rehearsal • Meaningful Learning: - elaboration - organization - visual imagery

  12. STORAGE PRINCIPLE #3 Practice makes Knowledge More Automatic and Durable • Practice results in automaticity. • Practice increases procedural knowledge.

  13. STORAGE PRINCIPLE #4: Learning Strategies Improve with Age Learning Strategy: Intentional use of cognitive processes to assist in learning and remembering → rehearsal → visual imagery → organization → elaboration

  14. STORAGE PRINCIPLE #5: Prior Knowledge and Beliefs Affect New Learning →Relevant prior knowledge results in meaningful learning. → Prior knowledge sometimes interferes with learning because of: - inappropriate connections - incorrect previous “knowledge” (misconceptions) - confirmation bias

  15. GENERAL PRINCIPLES:Retrieving Information From Long-Term Memory • Initial learning affects recall. • Remembering depends on the context. • Ease of recall and use of information depends on past frequency of recall and use. • Recall often involves reconstruction. • Long-term memory isn’t necessarily forever.

  16. PROMOTING EFFECTIVE COGNITIVE STRATEGIES → Remember how the human memory system works. → Encourage effective long-term memory storage. → Promote retrieval. → Monitor student progress.

  17. STRATEGIES: How The Human Memory System Works • Grab and hold students’ attention. • Keep the limited capacity of working memory in • mind. • Relate new ideas to students’ prior knowledge and • experience. • Accommodate diversity in students’ background • knowledge. • Provide experiences on which students can build.

  18. STRATEGIES:Effective Long-Term Storage • Present questions and tasks that encourage elaboration. • Show how new ideas are interrelated. • Facilitate visual imagery. • Give students time to think. • Suggest mnemonics for hard-to-remember facts.

  19. STRATEGIES:Promoting Retrieval • Provide opportunities to practice important knowledge and skills. • Provide hints to help students recall and reconstruct information.

  20. STRATEGIES:Monitoring Students’ Progress • Regularly assess students’ understandings. • Identify and address students’ misconceptions. • Focus assessments on meaningful learning rather than rote learning. • Be aware of students who have unusual difficulty with certain cognitive processes: - learning disabilities - ADHA

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