Study Questions for Week 7
<b>An Overview of the Cognitive Approach</b><p>
OC1. What is the basic assumption of the cognitive approach to learning? Why do behaviorists
not accept this assumption? Is this an appropriate assumption for human learning? <p>
<b>The Stage Theory of Information Processing</b> <p>
ST1. What is the basic assumption of the stage theory of memory? How does this compare with
the basic assumption of the level-of-processing theory? What are the implications of each
model? <p>
ST2. What is the effect of attention on perceptual processing? What can educators do to enhance
attention? <p>
ST3. What is the difference between sensory memory and short-term memory? Between shortterm and long-term memory? Which of these are educators most interested in and why? <p>
ST4. Name and discuss the different organizations of information and knowledge in long-term
memory? What are the implications of these different organizations for educators? <p>
ST5. What are the similarities and differences between the stage theory of memory and the levels
of processing theory? What are some implications for educators? <p>
ST6. Describe the similarities and differences among the dual coding, schema theory, parallel
distributed processing, and connectionistic models of memory? Why might these distinctions be
important? <p>
ST7. Describe some of the major issues in our understanding of the role of development for
memory? Why might these be important for educators? <p>
ST8. Give some examples of how the cognitive approach can be used to enhance school
learning. <p>
<b>Bloom et al.’s Taxonomy of the Cognitive Domain</b><p>
TCD1. What is the cognitive domain? How is it similar to and different from the affective and
psychomotor domains? Why is the cognitive domain important in the information age? <p>
TCD2. Do data support the hypothesis that Bloom's taxonomy of the cognitive domain is a true
hierarchy? If not, how should it be modified? What are some implications for the types of
objectives we develop for K-12 students? What are some implications for assessment and
evaluation? <p>
<b>Dynamic Approaches to Cognition</b> <p>
DA1. What does dynamic mean? How is this different from a classical perspective? What might
be the major contribution of a dynamic approach to cognition? <p>
DA2. What is meant by the terms “attractors” and “bifurcations?” Why are these important terms
in a dynamic approach to cognition? <p>
DA3. Why is a dynamical approach to cognition most powerful when studying situated cognitive
agents? Does this apply to the teaching/learning process? <p>