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Re-thinking knowledge
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Knowledge
Knowledge and Information
Information transfer
Knowledge induction
• Information transfer
• Reshaping individuals knowledge
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Inert knowledge
Not used Considered irrelevant for the situation Information did not evolve into knowledge
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Memory and congitive load - Source: LTE University Florence
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Memory and Cognitive loadJohn Sweller
The purpose of this theory is highlighting characteristics and shortfalls of human memory; the aim is the development of more effective method for the assimilation of traditional and/or multimedia study materials.
Indeed, any effective teaching can be developed only taking into account students cognitive abilities, paying special attention to the key functions of memory and to its limitations.
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Inco
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Sensorial Memories
Sight
Hearing
Touch
Taste
Smell
Selective Attention
Working Memory
Long-term Memory
Memorization
Salvage Oblivion
Cognitive load
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System deficits
Information can be stored only in the long-term memory. Before being stored or used by the long-term memory, information needs to be processed by the working memory.
But the working memory is extremely unsatisfactory both in its storage capacity (information processed per unit of time) and duration of storage period.
In some circumstances, these information can impair knowledge
Cognitive load
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Edge of memory: characteristics
Working Memory
Long-term Meory
Memorization
Salvage
7 +/- 2 elements for temporary memorization
2/4 elements for processing
Cognitive load
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Support offered by mental frames
Working Memory
Long-term Memory
Memorization
Salvage
MENTAL FRAMES
Complexity
Automaticity
Cognitive load
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Example 1
Pick the correct information
1 – The grandfather of my father’s brother is the son of my grandfather's brother.
2 – The grandfather of my father’s brother is the father of my grandfather’s brother.
Cognitive load
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1 – The grandfather of my father’s brother is the son of my grandfather's brother (false)2 – The grandfather of my father’s brother is the father of my grandfather’s brother (true)
My great grandfather
My grandfather
My grandfather’s brother
My father My father’s brother The son of my grandfather’s brother
Me
Carico cognitivo
Start from here
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Starting from a list to memorize: 5 8 1 2 1 5 1 9 2 2 2 6
Example 2
A method to schematization:1 (3 times) 2 (4 times) 5 (2 times) 6 8 9
An example of pattern detection:5 8 12 15 19 22 26 29 33 36 40
A method of schematization:
Starting from 5 add sequentially 3 and 4 (Pattern)
Cognitive load
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Elements into playStudent’s Expertise
Contents complexity
Didactic methods
Cognitive load
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Three types of cognitive loads
Intrinsic cognitive load Determined by interaction of type of didactic materials and level of student’s expertise
Extraneous cognitive load Associated to processes not strictly related to the learning mechanism, and can be modified in the didactic method
Relevant cognitive loadAssociated to processes strictly related to the learning mechanism as a mental frames building process.
Carico load
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The three types of cognitive loads are additiveHaving limited mental resources available, it’s necessary to decide how to distribute the cognitive lead among its three components.
Intrinsic Cognitive Load
Extraneous Cognitive Load
Relevant Cognitive Load
Total cognitive capacity
Intrinsic Cognitive Load
Extraneous Cognitive Load
Relevant Cognitive Load
Total cognitive capacity
Cognitive load
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Decrease
Intrinsic cognitive load
chunking
sequencing
pacing
Cognitive load
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Decrease
Extraneous cognitive load
Avoid:
• inappropriate examples
• overload of visual and auditory component
• irrelevant information
Cognitive load
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Increase
Relevant cognitive load
Encourage
• mental frames building
• number of problems to solve
• put in practice the acquired knowledge
Cognitive load
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Memorization of information and knowledge
Tulving has advanced the hypothesis of at least three memory systems for processing different kind of information:
• the episodic memory
• the procedural memory
• the semantic memory
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Episodic memory
Our personal memories are related to episods, facts and experiences we are living.
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The procedural memory is the memory system underneeth actions that require deftness: Explicit knowledge: what we are aware of knowing. Tacit knowledge: what we know without being aware
of.
Procedural memory
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SEMANTIC MEMORY
General knowledge we have, built as a result of deduction and induction processes in specific episodes; it is made of schemes, models, paradigms, propositions, programs, scripts. It starts building during the second year of life.
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Empisodic memory Semantic memory
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Empower your mind with the wont of doubt and your heart with the one of tolerance.