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Education 173 Cognition and Learning in Educational Settings Cognitive Processes

Education 173 Cognition and Learning in Educational Settings Cognitive Processes. Fall Quarter 2007. Cognitive Processes and Cognitive Structure. We Can Understand Cognitive Processes, Such As . . . Learning Remembering Perception Attention

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Education 173 Cognition and Learning in Educational Settings Cognitive Processes

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  1. Education 173 Cognition and Learning in Educational SettingsCognitive Processes Fall Quarter 2007

  2. Cognitive Processes and Cognitive Structure • We Can Understand Cognitive Processes, Such As . . . • Learning • Remembering • Perception • Attention • . . . In Terms of Information Flow Within the Cognitive Structure • Working memory • Long-term memory

  3. Perception • Dividing and Organizing the Sensory Field • Visual • People, objects; Figure and ground • Auditory • Speech is a continuous sound stream • Top-Down & Bottom-Up Processing • Bottom-up begins with sensory details • Top-down begins with expectations derived from prior experience • Perception Creates Meaningful Units (Chunks) in Working Memory

  4. Attention • Processing Some Information • Filtering Out Other Information • Example: Cocktail party phenomenon • Influenced By • Goals • Prior knowledge • Attention is Gateway to STM (WM) • Implications for Teaching • You must have students’ attention; otherwise, no learning (LTM change) • Attending Means to Hold Information in Working Memory

  5. Encoding • Type I Encoding: Rehearsal • Simple repetition • Rote learning (not meaningful) • Write Time from WM to LTM: About 10 seconds per chunk • Type II Encoding: Elaborative Encoding • Making meaningful connections LTM Learning/Encoding STM/ WM Retrieval/Recalling

  6. Encoding Specificity • The Context for Learning (Encoding) Affects Retrieval • Examples of Encoding Specificity • Physical context • Baddeley’s scuba study • Emotional context • Bower’s experiments • Semantic (meaning) context Example Source:: http://intropsych.mcmaster.ca/intropsych/1a3/Cognition/lec2-2.htm

  7. The Serial Position Curve • Primacy and Recency Effects • Interference • Proactive near the end • Retroactive near beginning • Both where? • Value of Curve for Teaching? • The beginning and end of a lesson are crucial • Try to reduce informational distractions before and after learning, and so create primacy and recency effects

  8. Forgetting • Several Possible Explanations • Decay • Inadequate Retrieval Cues • Reconstruction Error • Adding plausible but incorrect information to the memory • Can be influenced by “leading” questions • Eyewitness testimony • Is Forgetting Adaptive? • Zeigarnik effect-- “flushing” • Eidetic memory • Extremely rare • Not necessarily adaptive

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