Download CIP - Litteacher.com

CIP
Knowledge
What does Cognitive Information Processing theory recognize as the three types of memory?
Sensory memory, working memory, and long-term memory.
Comprehension
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)
Application
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.
Analysis
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.
Synthesis
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.
Schema Theory
Knowledge
According to schema theory, these are packets of knowledge that represent what people know
about all concepts.
Schemata
Comprehension
Distinguish between schema and schemata.
Schema is a data structure that represents concepts that are recorded in memory while schemata
are packets of knowledge.
Application
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.
Analysis
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.
Synthesis
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.
Situated Cognition
Knowledge
The focus of Situated Cognition is not on the individual learner; what is it on?
The sociocultural setting.
Comprehension
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.
Application
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.
Analysis
Contrast Situation 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.
Synthesis
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.
Piaget
Knowledge
List the four stages of cognitive development according to Jean Piaget.
Sonsorimotor, Preoperational, Concrete Operational, and Formal Operational.
Comprehension
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.
Application
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.
Analysis
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.
Synthesis
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.
Behaviorism
Knowledge
The foundation of behaviorism was laid when this man did a famous experiment on classical
conditioning with dogs.
Pavlov
Comprehension
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.
Application
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.
Analysis
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.
Synthesis
Propose a situation where behaviorist designed drill-and-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.
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.