Cognitive Views of Learning

Long-Term Memory

Long-Term Memory: Holds the information that that is well learned (permanent store of knowledge)

-Time and effort to store, unlimited capacity of information, and can remain permanently.

1. Declarative knowledge

-Verbal information declared through words and symbols

-Wide range (specific facts, generalities, personal preference, rules etc

-“Knowing that”

2. Procedural knowledge

-Knowledge in action that is demonstrated

-“Knowing how”

3. Self-regulatory knowledge/Conditional

-Knowing how to manage your learning

-How and when to use declarative and procedural knowledge

-“Knowing when and why”

Implicit Memories (3 types)

“Out of awareness memories”

• -Classical conditioning
• -Procedural memory
• -Priming effects

Storing and Retrieving Information in Long-Term Memory

-Elaboration- adding new info to existing

Ex- Explain to a peer

-Organization- material is easier to learn if organized and in order

Ex-Guidelines

-Content- The physical or emotional backdrop associated with an event

-Ex-Studying under test like conditions

-Imagery-

-Pictures in instructions

Two categories of Long-Term Memory

1. Explicit-“ knowledge from long term memory that can be recalled and consciously considered”

- Semantic memory

-Episodic memory

2. Implicit- “knowledge that we are not conscious of recalling, but that influences behavior or thought without our awareness”

-Classical conditioning effects

-Procedural memory

-Priming

Cognitive Views of Learning

Maintenance Rehearsal

Keeping information in your working memory by repeating it to yourself

Contents of Long-Term Memory

Three types of knowledge:

Declarative knowledge

Procedural knowledge

Self-Regulatory knowledge

Chunking

Grouping data

Megan Modene

Sara Davis

Kristina Campbell

Kirstie Meadows

Interference

Processing new info interferes or gets confused with old information

Cognitive & Behavioral Views

Decay

The weakening of memories as time passes

Explicit Memories-

Semantic Memory- Memory for memory (words, facts, theories, concepts)

-Represented as propositions, images, concepts and schemas.

-Images- Representations based on the physical attributes (appearance) of information

Dual coding theory- suggests info coded both visually and verbally is the best way to store long term

-Concepts- A category to group similar ideas, events, people or objects

-They are abstractions

-Defining attribute-qualities that members are connected to a specific concept

-Prototype- A best example or representation of a category

-Exemplars- Actual memory of a specific object

-Theory-based- our classifications are based on ideas about the world that we create to make sense of the things around us.

-Schemas

-Basic structures for organizing information

Prepositions

-Link the object to the rest of the sentence

Behavioral:

• New behaviors themselves are learned

Cognitive:

• Learning is extending and transforming the understanding we already have

Explicit Memories-

Attention & Teaching

Episodic Memory-

-Memory for information tied to a place and time (episodes and events from your life)

• Can describe when it happened
• Helps keep track of order of memories

-Flashbulb- fast, clear memories from emotional/important events

*Clear desk

*Memorize Code

*Explain your method of memorization

The first step in learning is paying attention. students cannot process information they do not recognize or perceive.

-Classical conditioning

- ex: anxious when you hear a siren

-Procedural memory

-Memory of how to do things (skills, habits)

-ex “How to ski”

-Scripts- Steps, plans

-Productions- What to do under certain conditions

-Priming effects

-Activating a concept in memory

Gaining & Maintaining

Attention

*Use Signals

*Reach out rather than call out

*Make sure lesson is clear

*Incorporate variety, curiosity & surprise

*Ask questions & provide frames for answering

Elements of the Cognitive Perspective

According to this model, stimuli from the environment (input) flow into the sensory registers (seeing, hearing, tasting, etc.). From there, some information is encoded and flows into the short-term memory (output). Short-term memory holds the information briefly, where it then is moved into the long-term memory for storage.

Three Parts of Working Memory

• Cognitive view of Learning: Generally agreed-upon philosophical orientation.

Cognitive Science: The study of thinking, language,and, increasingly, the brain

Discussion Question:

What are some ways you can keep your students' attention throughout lectures?

^^^Also the study of memory and cognition.

1. The Central Executive: Supervises attention, makes plans, and decides what information to retrieve & how to allocate resources

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Working Memory

Perception

How we interpret sensory information

*This meaning is constructed based on both physical representations from the world and our existing knowledge

Sensory Memory: System that holds sensory information briefly

*Transforms the incoming stimuli (sights, sounds, smells) into information so that we can make sense of them

*Also known as sensory buffer, Iconic memory (images), & echoic memory (sounds)

The information that you are focusing on at a given moment.

"the workbench of memory"

(4+5)x2

-----------

3+(12/4)

How are math equations an example of the central executive?

Bottom-up Processing: Perceiving based on noticing separate defining features and assembling them into a recognizable pattern

Top-down Processing: Making sense of information from what we already know. (conceptually driven)

Gestalt: Pattern/Configuration, refers to people's tendencies to organize sensory info into patterns or relationships

Working memory includes both temporary storage and active processing - where active mental effort is applied to both new and old information

Development of Declarative Knowledge

often gets confused with short-term memory

Teaching Methods & Cognitive Load

• Make it meaningful
• Mnemonics
• Rote Memorization

Cognitive Views Of Memory

Cognitive Development

Cognitive Load: The volume of resources necessary to complete a given task

Instructional design & teaching methods must consider cognitive load. Effort must be made to avoid overloading a learner's working memory.

Information Processing:

The human mind's activity of taking in, storing, and using information

• The brain shapes and is shaped by cognitive processing activities
• Developmental and brain changes involve knowledge
• Analysis, control, abstraction, memory, space, speed of processing, and interconnection of information
• ^^^ Make self-regulation and and continuing cognitive development possible.

2. Phonological Loop: A speech-and sound- related system for holding and rehearsing words and sounds in the short-term memory (2 seconds)

Example: 289 (3 digit code)

• Brain changes throughout life
• Learning affects those
• changes
• Observing and visualizing support learning
• Mirror System: areas of the brain that fire both during perception of an action and when performing the action

Levels of processing theory-Recall of information is based on how deeply it is processed

Spreading Activation-Retrieval of info based on their relatedness to one another.

Retrieval-process of searching for long-term memory

Reconstruction-recreating info by using memories, logic, existing knowledge and expectations.

3. Visuospatial Sketchpad: A holding system for visual and spatial information

Discussion Question: What are some ways we can reduce cognitive load for our students?

Why we forget :’(

-Neural connections grow weak without use and interference of new memories

Episodic Buffer: Combines information from the three parts of the working memory as well as the long-term memory to construct integrated information

Scaffolding - involves introducing the learners to simple & then more complex ideas

Intrinsic Cognitive Load

Significant support & guidance is given at first to reduce CP, then support decreases as learner gains expertise

unavoidable

The amount of cognitive processing required to figure out the material

*The more complex the task, the more basic processing needed

Example: solving a quadratic equation

Process focuses attention & begins to organize learning

Germane Load

desirable

The deep processing (organizing, integrating, & connecting to prior knowledge) required to generate understandings

*ask students to explain material to each other

*draw or chart their understandings & take notes

*connect their key ideas to the text

Extraneous Load

avoidable/manageable

The resources required to process stimuli irrelevant to the task

*caused by poor learning strategies, distractions, divided attention & poor instruction

Example: scanning text book for answers for a test, but not processing the info

There is no learning or processing involved

Make in Meaningful

Knowledge in Cognition

• Knowledge and knowing are the outcomes of learning
• Knowing guides new learning
• What the individual brings to new learning situations- one of the most important elements in the learning process
• Foundation- What we already know

Mnemonics

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General & Specific Knowledge

• Domain-specific knowledge: pertains to a particular task or subject
• Ex: knowing shortstop base between 2nd and 3rd base
• General knowledge: applies to many different situations
• Ex: how to use a computer

Development of Procedural Knowledge

Rote Memorization

• Loci Method
• Imagine a familiar place and use locations as "pegs" for memories
• Acronym
• Keyword Method
• Associating new words with similar sounding cue words

Ways to Help Students Understand and Remember

• Automated Basic Skills
• Skills applied without conscious thought
• Domain-Specific Strategies
• Consciously applied
• Reach a goal

• Remembering by memorization
• Often without meaning
• Distributed or massed

• Keep their attention
• Help them focus on the most important details
• Help make connections between new and old information
• Provide for repetition and review
• Present material in a clear and organized way
• Focus on meaning