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Cognitive Theories of Learning Dr. K. A. Korb University of Jos Dr. K. A. Korb University of Jos Overview of Learning Behavioral Perspective Cannot scientifically study mental processes Humans behave in ways that are reinforced Behaviors are learned Cognitive Perspective Can scientifically study mental processes Humans actively construct knowledge that results in behavior Knowledge is learned Dr. K. A. Korb University of Jos Information Processing Model Dr. K. A. Korb University of Jos Cognitive Learning Theory Consists of various theories that share assumptions: Learners are active in their attempts to understand their experiences Learners develop understanding that depends on what they already know Learners construct, rather than record, understanding Learning is a change in a person’s mental structures Dr. K. A. Korb University of Jos Sensory Memory Sensory Register: Briefly holds stimuli from the environment until it can be processed Dr. K. A. Korb University of Jos Sensory Memory Attention: Consciously focusing on a stimulus Automaticity: Perform a task with little mental attention Dr. K. A. Korb University of Jos Perception Perception: Attaching meaning to a stimulus Gestalt: Organize stimuli to coherent pattern Bottom-Up : Notice separate defining features and assemble them into a recognizable pattern Top-down: Perceive based on the context and the patterns you expect to occur in the situation Dr. K. A. Korb University of Jos Perception Mr. and Mrs. Dursley, of number four, Pivet Drive, were proud to say that they were perfectly normal, thank you very much Dr. K. A. Korb University of Jos Gestalt Principles Figure-Ground Dr. K. A. Korb University of Jos Gestalt Principles Closure Dr. K. A. Korb University of Jos Gestalt Principles Similarity Proximity Dr. K. A. Korb University of Jos Bottom Up Processing Dr. K. A. Korb University of Jos Bottom Up Processing 100 90 . 70 Exam Score 80 60 50 40 30 20 10 0 2 4 6 Hours Studied 8 10 Dr. K. A. Korb University of Jos Top Down Processing Dr. K. A. Korb University of Jos Top Down Processing Dr. K. A. Korb University of Jos Working Memory Working Memory: Store that holds information as a person processes it Dr. K. A. Korb University of Jos Working Memory Working Memory consists of: Phonological Loop: Stores auditory information Visiospatial Sketchpad: Stores visual information Central Executive: Monitor attention and resources Dr. K. A. Korb University of Jos Working Memory 139685314627382968 tdhoPElguosycnyaialco EducationalPsychology Dr. K. A. Korb University of Jos Working Memory Properties Short Span: 15 to 30 seconds Limited Space: 7 + 2 Chunking: Mentally combining separate items into larger, more meaningful units Dr. K. A. Korb University of Jos Working Memory Functions Retain Encode Forget Dr. K. A. Korb University of Jos Retain Rehearsal: Keeping information in Working Memory Maintenance rehearsal: Repeating information in your mind Elaborative rehearsal: Connecting information with something already known Dr. K. A. Korb University of Jos Encode Encode: Connecting new information to previously learned information Transfers information to Long Term Memory Relevant Factors Organization: Logical network of ideas in memory Context: Physical or emotional backdrop associated with an event Dr. K. A. Korb University of Jos Forget Interference: New information supersedes information in Working Memory Decay: Information is forgotten due to lack of attention Failure to Encode: Information is not transferred to Long Term Memory Failure to Retrieve: Inability to access information in Long Term Memory Dr. K. A. Korb University of Jos Working Memory Overcoming Limitations of Working Memory Off-load the burden Automatize information Dr. K. A. Korb University of Jos Information Processing Model Long term memory: Permanent information store Dr. K. A. Korb University of Jos Working vs. Long Term Memory Working Memory Easy for information to enter Limited Capacity Information Forgotten Long Term Memory Takes considerable effort for information to enter Virtually Unlimited Capacity Information Remains Permanently Dr. K. A. Korb University of Jos Long Term Memory Types of knowledge in Long Term Memory: Declarative knowledge: Knowledge of facts, definitions, procedures, and rules Stored in schemata Schemata: Organized network of information Script: Schema representation for events Procedural knowledge: Knowledge of how to perform tasks Conditional knowledge: Knowledge of when and how to apply declarative and procedural knowledge Dr. K. A. Korb University of Jos Schemata Behaviorism Classical Conditioning Unconditioned Stimulus Unconditioned Response Operant Conditioning Conditioned Stimulus Conditioned Response Positive Reinforcement Negative Reinforcement Dr. K. A. Korb University of Jos Schemata Information Processing Model Sensory Register Working Memory Attention Perception Gestalt Bottom-Up Long-Term Memory Top-Down Metacognition Dr. K. A. Korb University of Jos Long Term Memory Types of Memory: Episodic Memory: Memory for information tied to a particular place and time Semantic Memory: Memory for meaning Consists of declarative knowledge Procedural Memory: Memory for procedures Consists of procedural knowledge Dr. K. A. Korb University of Jos Long Term Memory How do we retrieve knowledge in memory? Priming: Activating a concept in memory Activation Spreading: Retrieve information based on relatedness to another concept Retrieval: Process of searching for information in long term memory Reconstruction: Recreate how you learned the information Dr. K. A. Korb University of Jos Activation Spreading Television Email Screen Chats Internet Mickey Mouse Mouse Gateway Computer Google Keyboard Typewriter Dr. K. A. Korb University of Jos Memorization Tips Distributed Practice: Distribute practice over time Part learning: Break the list into smaller segments Dr. K. A. Korb University of Jos Information Processing Model Metacognition: Awareness of and control over own cognitive processes Dr. K. A. Korb University of Jos Metacognition Consists of: Planning Monitoring Evaluation Metacognitive strategies consist of plans for accomplishing specific learning goals Dr. K. A. Korb University of Jos Metacognition Types of Regulatory Behavior Knowing what is known and unknown Strategically planning ahead for study time Making efficient use of study time Monitoring progress while studying Dr. K. A. Korb University of Jos Classroom Application Help students make connections between new information and what they already know Provide for repetition and review of information, emphasizing new contexts Present material (instruction) in a clear, organized, way Focus on meaning, not memorization, of information Provide opportunities for students to elaborate on new information Dr. K. A. Korb University of Jos Study Tips (Based on Driscoll, 2005) Actively listen (Attention) Break down complex information to smaller parts (Chunking) Elaborate on new information with original, meaningful examples (Encoding) Actively read by elaborating with applications to your life (Encoding) Write notes in your own words (Encoding) Overlearn by studying even when you know the material (Automaticity) Review class notes the same day that you take them (Rehearsal) Dr. K. A. Korb University of Jos Developmental Changes Attention Working Memory Hold more objects Automatize more tasks Long Term Memory Direct attention to important information Ignore irrelevant stimuli Gain more knowledge Metacognition Use more effective strategies Aware of memory limitations Dr. K. A. Korb University of Jos Cognitive Theories Overview Results: Knowledge in memory Means: Transformation of information through sensory memory, working memory, into long term memory Inputs: Sensory information from environment Dr. K. A. Korb University of Jos Cognitive Theories Overview Learning Outcomes: Knowledge Role of the Learner: Active Role of the Instructor: Present organized information in a meaningful manner that will sustain the attention of the learner Inputs for Learning: Information from the environment that can be accurately perceived by the learner Process of Learning: Transformation of information through memory stores Dr. K. A. Korb University of Jos Revision Explain each of the six major components of the information processing model of learning. Explain the three theories of perception. Explain the three components of working memory. Explain the three types of memory in long term memory. Explain how knowledge can be retrieved from longterm memory.