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CIP
Schema
Theory
Situated
Cognition
Piaget
Behavior
ism
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What does Cognitive
Information
Processing theory
recognize as the three
types of memory?
Sensory memory, working
memory, and long-term
memory.
Describe an example of
automaticity and how it
developed.
Automaticity refers to when a process is learned
and practiced to the point where it becomes habit
and does not require as much of a person’s
attention. Driving is a good example because newer
drivers pay attention to as many details as possible,
while more experienced drivers are able to focus on
other things, such as the radio, conversations, other
thoughts, etc…, because their practice at driving
has allowed them to develop habitual actions and
processes that they can rely on under normal
circumstances. (Possible answer)
Describe how the idea of
pattern recognition fits
into Cognitive
Information Processing
theory.
Pattern recognition is the ability to recognize stimuli
in the environment as epitomes of a concept. Patten
recognition is not universally integrated into the
human information-processing system in one
particular way. Some of the prevailing models are
template matching, where mental copies of
environmental stimuli are recorded in memory, the
prototype model, where a stimulus is an abstract
prototype for general concepts, and feature analysis,
where stimuli are compared to distinctive features that
are already recorded in memory.
Contrast the difference
between recall and
recognition in
Cognitive Information
Processing theory.
Recall refers to the retrieval of
information without any clues while
recognition involves remembering
something using stimuli to prompt the
learner.
Propose a way to
integrate technology
into instruction that
fits into Cognitive
Information
Processing theory.
Choose one skill that a student is having difficulty
with, such as spelling, and use a computer
program that gives them extensive and varied
practice. READ180 does this. The student learns
to spell the target vocabulary words in one part of
the program, then reuse them in the reading and
word parts of the program. The varied practice
will allow the student to make more connections
and remember the information better.
According to schema
theory, these are
packets of knowledge
that represent what
people know about all
concepts.
Schemata
Distinguish between
schema and schemata.
Schema is a data structure
that represents concepts
that are recorded in
memory while schemata
are packets of knowledge.
Illustrate how readers
construct
interpretations of text
passages.
As the reader reads each
sentence, he/she thinks of
and evaluates schema on a
sentence by sentence basis
to see if they are relevant to
the text.
Analyze how schema
are acquired or
modified.
There are three methods according to
schema theory. Accretion is similar to
learning facts. Tuning is when
experience causes someone to modify
a schema to reflect reality more.
Restructuring is when a new schema is
created to replace an old one.
Propose an
instructional technique
based on schema
theory.
It is important to activate prior
knowledge when a new topic is
introduced. The teacher needs to make
the instruction relevant to something
that the students already know and it
will allow them to make connections
better.
The focus of Situated
Cognition is not on the
individual learner;
what is it on?
The sociocultural
setting.
Explain Situated
Cognition’s view of
knowledge.
Knowledge accumulates
through the meaningful, lived
practices of people, not in an
isolated environment that
separates knowledge from real
life applications.
Show how learning is
modified by
participating in the
community of practice.
If learning is thought of as
participating with other
people, then as the people
mature and the activity
changes, the individual
person’s understanding of that
activity changes accordingly.
Contrast Situated Cognition
with other popular learning
theories. Specifically, what
two ideas separate Situated
Cognition from other
theories?
Situated cognition is one of the few
theories that focus on the sociocultural
setting and the idea that learning occurs in a
community of practice. Situated cognition
also recognizes that learning is context
dependent and has to take place in relevant
ways that matter to the student outside of
the school setting.
Predict how, by shifting the
focus to the sociocultural
setting, Situated Cognition
actually makes learning
more personalized and
relevant to the learner.
By focusing on providing
learning through activities
students can use in their
own lives outside of school,
the learning is more
meaningful to them and
they remember it better.
List the four stages of
cognitive development
according to Jean Piaget.
Sonsorimotor,
Preoperational, Concrete
Operational, and Formal
Operational.
Explain the
developmental process of
assimilation.
Assimilation happens when a
child sees a new object or
event and understands it in
terms of existing schema, or
what he/she already knows.
Illustrate an example of
goal-directed behavior in
the sensorimotor stage.
Pointing begins in infants as an effort to
move towards or grab an object, which is
goal-directed. Eventually, as a parental
figure gives the child the object that is
being pointed at, the movement becomes
more fluid and the child will actually point
at desired objects with the goal of receiving
them.
Explain a criticism of
Piagetian cognitive
development theory.
One of the criticisms directed at the theory is
Piaget’s stages. Children form around the world
seem to go through the stages in largely the same
order, but the times that people progress from one
stage to another vary widely. Not everyone
reaches the formal operational stage. There are
also some behaviors, such as ego-centrism, that
do not seem to be universal. Sometimes it is
evident in more than one stage and some children
show less evidence of egocentrism than others.
So, his stages, while applicable in a broad sense,
do not exactly reflect reality as it is.
Design a method for
teaching that supports
cognitive development
and progression through
Piagetian developmental
stages.
The learning activities should allow
the learner to work at his/her pace and
have some direction in the learning
process. Webquests could be a good
example at all levels. In Piaget’s
theory, the child is very active in the
development process; teaching should
support that.
The foundation of
behaviorism was laid
when this man did a
famous experiment on
classical conditioning
with dogs.
Pavlov
Distinguish between
respondent and operant
behavior.
Respondent behavior refers to a behavior
that is involuntarily caused by a stimulus,
such as Pavlov’s dogs salivating at the
sound of the bell. Operant behavior refers
to responses that organisms generate that
function on the environment. Students
raising their hands to get the attention of a
teacher is an example of this.
Describe the idea of
response cost.
Response cost refers to removing a
positive reinforcement when an
undesired behavior occurs. So, if a
student is given a prize for doing all
the homework, then does not do the
next assignment, the student would
have to give back the prize that had
been received.
Contrast positive and
negative reinforcement.
Positive reinforcement occurs when a
positive reward is given for a desired
behavior. For example, a student does all of
his/her homework and is given extra credit.
Negative reinforcement occurs when
something unwanted is taken away to
promote a behavior. For example, a student
does all of his/her homework and is
excused from taking a test.
Propose a situation where
behaviorist designed drilland-practice techniques
could be the best solution.
If a student is having trouble with a basic
skill, such as mastering certain spelling
words, then drill-and-practice can help
them learn the concept and develop
automaticity so that they are able to use that
concept while focusing on other aspects of
learning.
Reference List
References
Dalton, J. and Smith, D. Applying bloom's taxonomy. Retrieved June 20, 2008, from
Teachers on the Web. Web site:
http://www.teachers.ash.org.au/researchskills/Dalton.htm
Driscoll, M. P. (2005). Cognitive and knowledge development. In M. P. Driscoll,
Psychology of Learning for Instruction, (3rd ed.). 185 – 222. Boston, MA: Allyn and
Bacon.
Driscoll, M. P. (2005). Cognitive information processing. In M. P. Driscoll, Psychology
of Learning for Instruction, (3rd ed.). 71 – 110. Boston, MA: Allyn and Bacon.
Driscoll, M. P. (2005). Meaningful learning and schema theory. In M. P. Driscoll,
Psychology of Learning for Instruction, (3rd ed.). 111 - 152. Boston, MA: Allyn and
Bacon.
Driscoll, M. P. (2005). Radical Behaviorism. In M. P. Driscoll, Psychology of Learning
for Instruction, (3rd ed.). 29 - 70. Boston, MA: Allyn and Bacon.
Driscoll, M. P. (2005). Situational cognition. In M. P. Driscoll, Psychology of Learning
for Instruction, (3rd ed.). 153 - 184. Boston, MA: Allyn and Bacon.