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Copyright 2001 by Allyn and Bacon
Copyright 2001 by Allyn and Bacon
Cognitive Views of Learning
Woolfolk, Chapter 7
Copyright 2001 by Allyn and Bacon
Overview The Cognitive
Perspective Information
Processing Metacognition Becoming
Knowledgeable
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Concept Map for Chapter 7
InformationProcessing
Model
BecomingKnowledgeable
Metacognition,Regulation,& IndividualDifferences
Elements of theCognitive
Perspective
Cognitive ViewsOf Learning
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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
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Kinds of Knowledge
General Domain
specific Declarative Procedural Conditional or
structural
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Types of Knowledge & Examples
General Reading, numbers
Domain specific Periodic table
Declarative: Who,what, where?
History datesNames ofpresidents
Procedural: How? Riding a bike
Conditional: Why? Which studystrategy should Iuse?
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Terminology Sensory memory Perception Short term memory Long term memory
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The Information Processing System
SensoryMemory
Working Memory
Perception Long-termmemory
Retrieve(activate memory)
learn(save)
Executive Control Processes
Work Space-Temporary Storage
Decision making
Permanent Storage
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Sensory Memory
The five senses Sensory register Large capacity Short duration Contents Roles of attention
and perception
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Gestalt Terminology Bottom-up processing Top-down processing The role of attention Automaticity Lesson for teachers See Guidelines, Woolfolk, p. 247
WholenessOr
pattern
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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
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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
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Comparison of Short- & Long Term Memory
Short TermVery fast inputLimited capacity5 – 20 seconds
durationContains words,
images, ideas, sentences
Immediate retrieval
Long TermRelatively slow inputPractically unlimited
capacityPractically unlimited
durationContains networks,
schemataRetrieval depends on
connections
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Contents of Memory
Semantic Memory– Propositions & propositional networks– Images– Story grammar– Event schema / script
Images Schemas (schemata)
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Contents of Memory
Story grammar Script Episodic memory Procedural memory
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Types of MemoryTypes of MemoryEpisodic
Semantic
Procedural
Yesterday’sgolfouting
The conceptairplane
How togive apresentation
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LTM Storage Strategies
Elaboration Organization Context Levels of
processing
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Retrieval & Forgetting
Spread of activation Reconstruction Decay Interference See Guidelines, Woolfolk p. 259
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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?
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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
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Differences in Metacognition
Developmental differences– Capacity– Strategy– Organization
Individual differences– Efficiency– Differences in ability
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Differences in Long-Term Memory
Domain-specific declarative knowledge
Procedural knowledge
Personal interest
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Learning Declarative Knowledge
Rote memorization Serial position effect Part learning Distributed practice Massed practice
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Mnemonics
Loci method Peg type: keyword, peg word,
acronyms Chaining
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Attention!! Making it meaningful : Single
best method for aiding memory
See Point▼Counterpoint Woolfolk, p. 267
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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
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Procedural & Conditional Knowledge
Automated basic skills– Cognitive– Associative– Autonomous
Prerequisite knowledge Practice with feedback
– Leads to condition-action rules (productions)
Domain-specific strategies
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Learning Outside School Encouraging family and community
support See Family and Community
Partnerships, Woolfolk, p. 270
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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?
Copyright 2001 by Allyn and Bacon
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.
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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.
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Summary The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable