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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
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Behavioral
Perspective
Cannot scientifically
study mental
processes
Humans behave in
ways that are
reinforced
Behaviors are learned
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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:
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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
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Attention: Consciously focusing on a
stimulus
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Automaticity: Perform a task with little mental
attention
Dr. K. A. Korb
University of Jos
Perception
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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
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Working Memory: Store that holds
information as a person processes it
Dr. K. A. Korb
University of Jos
Working Memory
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Working Memory consists of:
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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
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EducationalPsychology
Dr. K. A. Korb
University of Jos
Working Memory
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Properties
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Short Span: 15 to 30 seconds
Limited Space: 7 + 2
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Chunking: Mentally combining separate items into
larger, more meaningful units
Dr. K. A. Korb
University of Jos
Working Memory
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Functions
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Retain
Encode
Forget
Dr. K. A. Korb
University of Jos
Retain
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Rehearsal: Keeping information in Working
Memory
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Maintenance rehearsal: Repeating
information in your mind
Elaborative rehearsal: Connecting
information with something already known
Dr. K. A. Korb
University of Jos
Encode
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Encode: Connecting new information to
previously learned information
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Transfers information to Long Term Memory
Relevant Factors
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Organization: Logical network of ideas in
memory
Context: Physical or emotional backdrop
associated with an event
Dr. K. A. Korb
University of Jos
Forget
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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
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Overcoming Limitations of Working
Memory
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Off-load the burden
Automatize information
Dr. K. A. Korb
University of Jos
Information Processing Model
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Long term memory: Permanent
information store
Dr. K. A. Korb
University of Jos
Working vs. Long Term Memory
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Working Memory
Easy for information
to enter
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Limited Capacity
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Information Forgotten
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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
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Types of knowledge in Long Term Memory:
Declarative knowledge: Knowledge of facts,
definitions, procedures, and rules
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Stored in schemata
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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
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Types of Memory:
Episodic Memory: Memory for
information tied to a particular place and
time
Semantic Memory: Memory for meaning
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Consists of declarative knowledge
Procedural Memory: Memory for
procedures
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Consists of procedural knowledge
Dr. K. A. Korb
University of Jos
Long Term Memory
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How do we retrieve knowledge in
memory?
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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
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Distributed Practice: Distribute practice
over time
Part learning: Break the list into smaller
segments
Dr. K. A. Korb
University of Jos
Information Processing Model
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Metacognition: Awareness of and control over
own cognitive processes
Dr. K. A. Korb
University of Jos
Metacognition
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Consists of:
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Planning
Monitoring
Evaluation
Metacognitive strategies consist of plans
for accomplishing specific learning goals
Dr. K. A. Korb
University of Jos
Metacognition
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Types of Regulatory Behavior
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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
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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)
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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
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Attention
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Working Memory
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Hold more objects
Automatize more tasks
Long Term Memory
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Direct attention to important information
Ignore irrelevant stimuli
Gain more knowledge
Metacognition
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Use more effective strategies
Aware of memory limitations
Dr. K. A. Korb
University of Jos
Cognitive Theories Overview
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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
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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
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Explain each of the six major components of the
information processing model of learning.
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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.