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Chapter 8 - Cognitive Views of Learning

The document discusses cognitive views of learning including how the brain is involved in learning. It covers different types of memory, perception, attention, forgetting and how knowledge is developed and retrieved. It also discusses developing procedural knowledge and strategies for helping students learn and retain information.

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Devon McAlpine
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25 views3 pages

Chapter 8 - Cognitive Views of Learning

The document discusses cognitive views of learning including how the brain is involved in learning. It covers different types of memory, perception, attention, forgetting and how knowledge is developed and retrieved. It also discusses developing procedural knowledge and strategies for helping students learn and retain information.

Uploaded by

Devon McAlpine
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Chapter 8: Cognitive Views of Learning

Elements of the Cognitive Perspective


Comparing Cognitive and Behavioural Views
• Cognitive view of learning: A general approach that views learning as an active mental
process of acquiring, remembering, and using knowledge.
• Cognitive science: The interdisciplinary study of thinking, language, intelligence,
knowledge creation, and the brain.
Brain + Cognitive Learning
• Mirror systems: Areas of the brain that fire both during perception of an action by
someone else and when performing the action.
• The human brain both impacts and is impacted by learning.
• Regular completion of tasks develops certain areas of the brain
• Learning changes communication among neurons.
• Allows complex cognitive tasks such as integrating past and present experience
after about age 7.
Importance of Knowledge in Cognition
• Knowledge and knowing are the outcomes of learning.
• Cognitive perspective includes:
• General Knowledge
• Applies to many different situations (how to read, use a computer, or
focus attention)
• Domain-Specific Knowledge
• Pertains to a particular task or subject

Memory
• Types: Sensory, short-term, and long-term memory
• Differ in terms of span and duration
• Sensory: very large capacity, 1-3 seconds
• Working Memory: Workbench of conscious thought, capacity 7+/- 2
• Requires rehearsal to keep information activated
• STM: limited to 7 +/- 2, easy to enter
• LTM: unlimited, hard to enter
• Implicit: unconscious
• Classical Conditioning
• Procedural Memory
• Priming
• Explicit: conscious
• Episodic memory: memory tied to a specific place + time
• Semantic memory: memory for meaning
• Images: representations of the physical info
• Concepts: groupings of similar events, ideas, people
• Schemas
• Moves from sensory to S T M to L T M, and then back to S T M
Perception
• Process of detecting a stimulus and assigning meaning to it
• Bottom-up processing: feature analysis of sensory input into meaningful pattern
• Gestalt theory: Explanation for how features are organized into patterns
• Top-down processing: Use of context and prior knowledge to recognize patterns quickly
Attention + Multitasking
• Takes effort
• Guided by what we already know and what we need to know
• Can pay attention to only one cognitively demanding task at a time
• Processes that initially require much attention eventually become automatic
(automaticity).
Central Executive
• Supervises attention, makes plans, and decides what information to retrieve and how to
allocate resources
• Phonological Loop; A speech and sound-related system for holding and rehearsing words
and sounds in short-term memory.
• Visuospatial Sketchpad: Where you visualize images
Cognitive Load
• Cognitive Load: The volume of mental resources (including attention, perception and
memory) required to complete a task
• Intrinsic Cognitive Load: The amount required to complete the task itself
• Extraneous Cognitive Load: The amount of mental resources needed to complete tasks
irrelevant to the original task
• Germane Cognitive Load: Deep knowledge, including connecting information to old
information and activation
Retaining Information in Working Memory
• Maintenance rehearsal: Repeating the information in your phonological loop or
refreshing information in your visuospatial sketchpad
• Elaborative Rehearsal: Connecting the information you are trying to remember with
something you already know (with knowledge from long-term memory)
• Levels of Processing Theory: Theory that recall of information is based on how deeply it
is processed.
Forgetting
 Interference: New information interferes or gets confused with old information.
o As new thoughts accumulate, old information is lost from working memory.
 Decay: Information is lost by lack of use.
o Cannot be reactivated—it disappears altogether.
Development of memory

• @ age 4 all components of working memory are developed


• Three aspects of memory improve over time: memory span (amount of information that
can be held in short term/working memory), memory processing efficiency, and speed of
processing.
Retrieving Info from LTM
• Spreading Activation: Retrieval of pieces of information based on relatedness to one
another
Constructing Declarative Knowledge: Making Meaningful Connections
• Reconstruction: Recreating information by using memories, expectations, knowledge,
logic, and existing knowledge
• Elaboration is adding meaning to new information by connecting with already existing
knowledge.
• Organization is the ordered and logical network of relations.
• Imagery can support memory if the information to be learned lends itself to images.
Reaching Every Student
• Meaningful lessons are presented in vocabulary that makes sense to the students.
• Mnemonics: techniques for remembering; the art of memory
• Loci method: Technique of associating items with specific places
• Acronym: Technique for remembering by using the first letter of each word in a phrase
to form a new, memorable word
Deep learning
• Chain mnemonics: Memory strategies that associate one element in a series with the
next element
• Keyword method: System of associating new words or concepts with similar-sounding
cue words and images
• Rote-memorizing: Remembering information by repetition without necessarily
understanding the meaning of the information
• Serial-position effect: The tendency to remember the beginning and the end, but not the
middle of a list.
• Part learning: Breaking a list of items into shorted lists
Development of Procedural Knowledge
• Three stages in the development of an automated skill: cognitive, associative, and
autonomous.
• Teachers can help their students pass through these three stages and become more
expert learners by understanding the place of pre-requisite knowledge and, additionally,
by helping them to receive practice with feedback.
• Domain-specific strategies are consciously applied skills to reach goals in a particular
subject or problem

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