CHAPTER 7 - COGNITIVE VIEWS OF LEARNING

Balloon Popping

To catch the attention of students

Duration and Contents of Working Memory

5 to 20 seconds

Cognitive Load

Bus Driver Memory Game

d

Intrinsic Cognitive Load

the amount of cognitive processing required to figure out the material

Retaining Information

Content of information may be in the form of sounds or images.

is a term that refers to the amount of mental resources required to perform a particular task.

FBIUSACIAMTVATM

Maintenance Rehearsal

Elaborative Rehearsal

p.242

Extraneous Cognitive Load

Cognitive capacity you use to deal with problems not related to the learning task

FORGETTING

Chunking

FBI USA CIA MTV ATM

Semantic Memory

Long Term Memory

Memory for meaning

words, facts, theories and concepts

facts, general knowledge

Implicit Memory

Permanent storage knowledge

unconscious memory:

classical conditioning - emotional reactions

Procedural memory - motor skills, habits

Priming - implicit activation of concepts in long term memory

CONTENTS

DURATION

Germane Cognitive Load

Propositional networks,

schemata, productions, episodes, perhaps images.

CAPACITY

Working Memory

Practically Unlimited

Images

Organizes and integrates material with what you already know and forms new understandings.

Knowledge: Declarative, Procedural and Self-Regulatory

also known as conditional knowledge, knowing when to use your declarative or procedural knowledge

Self-Regulatory

Explicit Memory

Procedural

knowledge in action such as driving a car

Representations based on the physical

attributes - the appearance - of information

Implicit Memory

Declarative

knowledge that can be declared, through words and symbol systems

such as Braille or sign language

Mathematical symbols (+, -, x)

is the "workbench" of the memory system

knowledge that were are not conscious of recalling

knowledge from long-term memory that can be recalled and consciously considered

Schemas

are abstract knowledge structure that organizes vast amounts of information

Forgetting

Interference

Decay

Visuospatial Sketchpad

SCHEMAS

p

CHAPTER 7 - COGNITIVE VIEWS OF LEARNING

MAGGIE JEFFERSON

STANLEY CARRANZA

ELEMENTS OF THE COGNITIVE PERSPECTIVE,

COGNITIVE VIEWS OF MEMORY AND WORKING MEMORY

Short term memory

Usually means just storage, immediate memory for new information that can be held for about 15-20 seconds, and about 5-9 new items at once. Use chunking or grouping to remember more items.

How do we take in information?

Example:

The length of time you have doing something, the better you'll do in that area. Observing and visualizing support learning because the brain automatically responds.

- Taxi cab drivers will be much better at mapping out the city than an ordinary commuter.

Cognitive view of learning

Importance of Knowledge in learning

pg 237

What we already know is the foundation and frame for constructing future learning. Prior experiences will help you relate current and future material to those experience.

1) general knowledge- info that is useful in many kinds of different situations

2)domain SPECIFIC knowledge- info that is useful for a particular situation. Mainly applies to one topic.

Can you come up with examples for each?

A general approach that views learning as an active mental process of acquiring, remembering, and using knowledge (234)

It's about extending and transforming the understanding we already have