Cognitive Views of
Learning
Overview
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The Cognitive Perspective
Information Processing
Metacognition
Becoming Knowledgeable
The Cognitive Perspective
Kinds of Knowledge
• General
• Domain specific
• Declarative
• Procedural
• Conditional or structural
Types of Knowledge
General
Reading, numbers
Domain specific
Periodic table
Declarative: Who,
what, where?
Procedural: How?
History dates
Names of presidents
Riding a bike
Conditional: Why?
Which study strategy
should I use?
Information Processing
Model
Sensory Memory
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Sensory register
Large capacity
Short duration (1-3 seconds)
Contents
Roles of attention and perception
Perception
• Gestalt
• Bottom-up processing
• Top-down processing
Attention
• The role of attention
• Automaticity
• Attention and teaching
Working Memory
Central Executive
Phonological Loop
Visuospatial Sketchpad
Retaining Information in
WM
• Rehearsal can increase duration
– Maintenance rehearsal
– Elaborative rehearsal
– Chunking
• Forgetting
– Interference
– Decay
Long Term Memory
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Storage takes more time & effort
Unlimited capacity
Unlimited duration
Contains visual or verbal or a
combination of codes
• Retrieval may be troublesome
Comparison of Working &
Long Term Memory
Working
• Very fast input
• Limited capacity
• 5–20 seconds duration
• Contains words, images,
ideas, sentences
• Immediate retrieval
Long Term
• Relatively slow input
• Practically unlimited
capacity
• Practically unlimited
duration
• Contains networks,
schemata
• Retrieval depends on
connections
Explicit Memories
Semantic Memory
• Propositions & propositional networks
• Images
• Schemas (schemata)
– Story grammar
– Event schema/script
Episodic Memory
Implicit Memories
• Classical conditioning
• Procedural memory
– Productions
• Priming
LTM Storage Strategies
• Elaboration
• Organization
• Context
• Levels of processing
Retrieval and Forgetting
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Activation spreading
Reconstruction
Decay
Interference
Metacognition
Metacognitive Knowledge
• 3 kinds of knowledge
– Declarative
– Procedural
– Conditional
• 3 essential skills
– Planning
– Monitoring
– Evaluation
Differences in Working
Memory
• Developmental differences
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Capacity
Strategy
Organization
Elaboration
• Individual differences
– Efficiency
– Differences in ability
Differences in Long
Term Memory
• Domain-specific declarative
knowledge
• Procedural knowledge
• Personal interest
Learning Declarative
Knowledge
• Making it meaningful
– Relating to previous knowledge
– Relating to students’ experiences
– Clarifying unfamiliar terms
– Give examples from students’ view
– Use humor, emotion, novelty
Mnemonics
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Loci method
Peg type
Acronyms
Chain
Keyword method
Rote Memorization
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Serial position effect
Part learning
Distributed practice
Massed practice
Procedural & Conditional
Knowledge
• Automated basic skills
– Cognitive
– Associative
– Autonomous
• Domain-specific strategies
How can we help students
become experts?
• Prerequisite knowledge
• Practice with feedback