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Cognitive Views of Learning Woolfolk, Chapter 7 Overview The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable Concept Map for Chapter 7 Comparing Perspectives Behavioral Psych Cognitive Psych Behaviors Knowledge Reinforcement strengthens behavior Reinforcement is a source of feedback Learners respond to environmental stimuli Learners initiate learning experiences Knowledge is acquired Knowledge is constructed Study done on animals Study done on animals and people The Cognitive Perspective Kinds of Knowledge General Domain specific Declarative Procedural Conditional or structural Types of Knowledge & Examples Information Processing Model Sensory memory Short term memory Long term memory Executive Control Terminology Sensory memory Perception Short term memory Long term memory Sensory Memory The five senses Sensory register Large capacity Short duration Contents Roles of attention and perception Gestalt Psychology: Study of Perception Gestalt Terminology Bottom-up processing Top-down processing The role of attention Automaticity Lesson for teachers See Guidelines, Woolfolk, p. 247 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 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 Comparison of Short- & Long Term Memory 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 Contents of Memory Semantic Memory – Propositions & propositional networks – Images – Story grammar – Event schema / script Images Schemas (schemata) Contents of Memory Story grammar Script Episodic memory Procedural memory Types of Memory LTM Storage Strategies Elaboration Organization Context Levels of processing Retrieval & Forgetting Spread of activation Reconstruction Decay Interference See Guidelines, Woolfolk p. 259 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? Metacognition, Regulation, & Individual Differences 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 Differences in Metacognition Developmental differences – Capacity – Strategy – Organization Individual differences – Efficiency – Differences in ability Differences in Long-Term Memory Domain-specific declarative knowledge Procedural knowledge Personal interest Becoming Knowledgeable: Some Basic Principles Learning Declarative Knowledge Rote memorization Serial position effect Part learning Distributed practice Massed practice Mnemonics Loci method Peg type: keyword, peg word, acronyms Chaining Attention!! Making it meaningful : Single best method for aiding memory 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 Procedural & Conditional Knowledge Automated basic skills – Cognitive – Associative – Autonomous Prerequisite knowledge Practice with feedback – Leads to condition-action rules (productions) Domain-specific strategies Learning Outside School Encouraging family and community support See Family and Community Partnerships, Woolfolk, p. 270 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? 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. 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. Summary The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable End Chapter 7
