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PSY 201 Chapter 8 Overview
I. Cognitive and Constructivist Theories of Learning
II.The Information-Processing Model
A.
B.
Perception
1.
Recognizing Objects
2.
Object Recognition Relies on Form
Attention
1.
III.
Automaticity
Memory Systems
A.
Sensory Memory
B.
Short-term Memory
C.
1.
Capacity and Duration of Short-Term Memory
2.
Phenomena Associated with Short-Term Memory.
Baddeley's Model of Working Memory
1.
Phonological Loop System
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2.
Visuospatial Sketchpad
3.
Executuve System
D.
Memory Difficulties of Students with Special Needs
E.
Long-term Memory
IV.
1.
Types of Long-Term Memory
2.
Brain Processes and Memory
3.
Semantic Memory
4.
Images
5.
Schemas and Scripts
6.
Levels of Processing
Encoding, Retrieval, and Forgetting
A.
Types of Knowledge
B.
Organization, Practice, and Elaboration
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C.
D.
E.
Mnemonic Strategies
1.
Acronyms
2.
The Keyword Strategy
3.
Pictorial Mnemonics
4.
The Method of Loci
5.
Pegword Mnemonics
Imagery and Visual Learning Strategies
1.
Graphic Organizers
2.
Knowledge Structures
3.
Concept Mapping
Retrieval and Forgetting
1.
Spread of Activation
2.
Interrogating Memory
3.
Forgetting
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V.
Categorization
A.
Concepts
B.
Concept Attainment Tasks
C.
Teaching Concepts
D.
VI.
1.
Criticisms of Classical Concept Research
2.
Natural Categories
Diversity, Culture, and Experience in Developing Concepts and Categories
Complex Cognition
A.
Metacognition
B.
Self-Explanation
C.
Reasoning and Argumentation
D.
Problem Solving
E.
Transfer
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Learning Objectives
As a result of students’ experiences with this chapter, they should be able to answer these
questions and meet the indicated competencies:

How do cognitive and constructivist theories of learning differ?
o Expected Student Competencies: Identify the key features of cognitive and
constructivist theories of learning; be able to distinguish among the endogenous,
exogenous, and dialectical forms of constructivism

Why are attention, perception, and working memory important for learning?
o Expected Student Competencies: Identify the major features of the informationprocessing model; define attention, perception, and working memory, and
describe their roles in the model; develop a set of classroom practices that are
compatible with the characteristics of working memory

How is knowledge represented?
o Expected Student Competencies: Provide examples of propositions, images,
schema, scripts; describe their roles in the representation of knowledge

What are the different kinds of long-term memory?
Expected Student Competencies: Describe the major attributes of episodic, semantic,
and procedural memory

How is encoding related to retrieval?
Expected Student Competencies: Detail the roles of elaboration, organization, and
practice in the encoding of information; describe strategies that enhance the
effectiveness of each; be able to distinguish between recognition and recall; explain
how the spread of activation affects retrieval; explain how forgetting occurs

Why and how do we categorize?
o Expected Student Competencies: Point out how categorization enhances the
effectiveness of memory; define “concept,” and describe the rules by which we
classify objects into categories; explain how to employ a concept attainment
model to teach a concept

How can teachers promote complex cognition?
o Expected Student Competencies: Explain why metacognition, reasoning,
argumentation, problem solving, and transfer of learning are considered complex
forms of cognition; develop strategies that enhance each of these processes

How can teachers apply cognitive theories of learning in working with diverse students?
o Expected Student Competencies: Explain how students’ prior knowledge and
experiences influence their learning; develop approaches that can be used to tap
into the knowledge of diverse learners to enhance the learning of content; develop
tools that support the attention, perception, and working memory of students with
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special needs
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