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What do we know about
Mechanisms of Learning and
Why Should we care about?
Core Curriculum Course
March 2, 2009
by
Emil Bogenmann, PhD, EdD
The Saban Research Institute of
Childrens Hospital Los Angeles
Why do we talk about learning?
Because You are a learner!
You should understand how you learn best
You should know the barriers to your own learning
You should understand what enhances your own
learning
You should understand the role of the environment
in your learning
Because understanding of learning is interesting
Because You are a Teacher!
You should understand how people learn
(your patients, their parents, and your residents)
You should understand the changes in learning
associated with development
You should understand the barriers to learning
You should understand what enhances learning
You should understand the role of the
Environment (climate/culture) in learning
What is learning and what are
The Theories of learning?
Behaviorism
Learning is a relatively permanent change in
behavior As a result of experience.
Cognitivism
Learning is a relatively permanent change
in mental Representations or associations
as a result of Experience.
Classical VS. Operant Conditioning
(I. Pavlow, C. Hull, E. Thurndykes, B. Skinner)
Classical
Operant
Occurs when
2 stimuli (UCS&CS)
Are paired
Response followed
By reinforcing stimulus
Nature
Of response
Involuntary: elicit
By stimulus
Voluntary: emitted by
The organism
Associations
required
CS
R
CR
S(Rf)
Jean Piaget (1896-1990)
Learning is an attempt to strive for a
cognitive equilibrium between
understanding and the real world
The process to achieve equilibrium
requires the development of schema
(mental patterns, operations)
Piaget proposed that human development
goes through Very discrete stages where
schemas are established
Lev Vygotski (1896-1934)
Human development (learning) is based on
Social interactions and language
(socio-Cultural view)
Postulation of a Zone of proximal development
(the distance of actual development and
Development potential with adult guidance
Principles of Social-Cognitive Theory
(A. Bandura)
People learn by observing the behavior of
others, as well as observing outcomes
of such behavior
Learning can occur without a change
in behavior
The consequence of behavior plays a role
in learning
Cognition plays a role in learning
Reciprocal Causation
Self-efficacy
P=PERSON
P
B
E
B=BEHAVIOR
E=ENVIRONMENT
Self-regulation
Modeling
Modeling
Behavior and skills can be learned
Through effective modeling
Attention
Effective modeling
requires:
Retention
Reproduction
Motivation
Self-Efficacy
People’s perceptions of their Capabilities
to execute an Activity Required to attain
a designated performance
Factors affecting Self-efficacy:
Choice of activities
goals
Effort and persistence
Learning and achievement
Self-Regulation
Self-regulation has the following processes:
Setting Standards and goals
Self-observation
Self-judgment
Self-reaction
A Model of memory
lost
lost
lost
Sensory
register
Working
memory
Long-term
memory
input
Characteristics of the Sensory Register
The sensory register has an unlimited
capacity
Information is stored in the same form
As it is received
Information remains only briefly
In the sensory register
A Model of memory
lost
Sensory
register
FILTER
attention
input
lost
lost
Working
memory
Long-term
memory
Factors affecting Attention
The size of the information
The intensity of the information
The incongruity of the information
The emotional stimulus of the information
The personal significance of the information
The Architecture of human cognition:
Working Memory
(Eggen & Kauchak, 2001, p. 261)
The Architecture of human cognition:
Long Term Memory
(Eggen & Kauchak, 2001, p. 261)
Metacognition
THE KNOWLEDGE OF ONE’S OWN COGNITIVE
PROCESSES AND THE EFFICIENT USE OF THIS
SELF-AWARNESS TO SEL-REGULATE THESE
COGNITIVE PROCESSES
BEING AWARE OF ONE’S OWN LEARNING CAPABILITIES
KNOWING ONE’S BEST LEARNING STRATEGIES
PLANNING AN APRAOCH TO A LEARNING TASK
MONITORING ONE’S KNOWLEDGE STATE
KNOWING EFFECTIVE RETIEVAL STRATEGIES
Cognitive Load Theory
F. Paas, A. Renkl, J Sweller, 2004
Intrinsic Load:
Determined by the nature of material
(number of information elements,
their interactivity) and learner’s expertise level
Germane Load:
Load Imposed by presentation/activities that
Facilitate construction/automation
Extraneous load:
LOAD IMPOSED BY PRESENTATION/ACTIVITIES
THAT DO NOT contribute to schema
construction/automation
Cognitive Load Theory
F. Paas, A. Renkl, J Sweller, 2004
Cognitive overload
Total Cognitive Load
Intrinsic Cognitive
Load
Germane Cognitive
Load (effective)
Extraneous Cognitive
Load (ineffective)
Mental Resources
Cognitive underload
Total Cognitive Load
Intrinsic Cognitive
Load
Germane Cognitive
Load (effective)
Mental Resources
Extraneous
Cognitive Load
(ineffective)
What does this mean for
teachers/learners?
1.
Performance is hampered by overload
And underload
2.
Learning environment with low or
High load demand need to be adjusted
3.
Keep extraneous load as low as possible
4.
Adjust germane load to intrinsic the
Complexity and of the information