U i 3
Unit 3
Cognitive Learning Theory
Cognitive
Behavioral
Mental processes
Observable action and process
Constructs
No Constructs
No Constructs
Computer as metaphor
Acquisition or construction of knowledge
Human processing with links in
with links in language
Theory = Method
Respond to environment
Laws of learning apply to all species
apply to all species
Memory is y
organized
Information Processing Models of Memory
d l f
Conscious
Sensory
register
g
Memories is many y
associations
Sensory Register
Sensory Register
Long
Working
Memory
Term
Memory
Senses
Sensory
memory
W ki
Working
< 1 sec
Large capacity
Often called
sensory register
Sensory Register
Sensory Register
Senses
Sensory
Memory
Transfer to Working Memory
Transfer to Working Memory
W ki
Working
Sensory
Memory
Attention
Automaticity
Perception?
Working Memory
C
Conscious
i
SM
W ki
Working
Memory
maintenance
rehearsal
h
l
Decay
Memory
• Attention
Attention from from
working
• Anticipatory Schemes Anticipatory Schemes
from LTM
Working Memory
Working Memory
SM
Working
C
Conscious
i
W ki
Working
•
•
•
•
•
Short Term Memory
Short
Term Memory
20 seconds
Phonological Loop
Phonological Loop
7 ± 2 Chunks
Chunking
Memory
maintenance
rehearsal
h
l
Decay
Working Memory
Long Term Memory
Long Term Memory
C
Conscious
i
SM
W ki
Working
Conscious
C
i
Working
Memory
Longg
• Encoding
Term
Memory
• Visiospatial Sketch Pad
Memory
– Mental rotation
– Remembering and imaging movement from A to B
maintenance
rehearsal
h
l
• Cognitive Load
Cognitive Load
Permanent?
Infinite?
Decay
Transfer to Long Term Memory
Transfer to Long Term Memory
• Rehearsal h
l
• Meaning
– Elaborative Processing
El b ti P
i
– more prior knowledge = better memory
• organization
Retrieval & Forgetting
Retrieval & Forgetting
Long
Conscious
Working
Memory
Term
– Schemata
• Imagery
Memory
– dual encoding (visual & verbal)
Retrieval
Interference
Forgetting Curve
g
g
• Time
nonsense syllables
nonsense syllables
„
Contrast with
meaningful
i f l llearning
i
time
Spanish
Japanese
„
„
Effects of Sleep on Interference
Effects of Sleep on Interference
Recall each
Japanese will cause
retroactive interference
with recall of Spanish.
Spanish will cause
proactive interference with
recall of Japanese.
Serial Position Effect
Serial Position Effect
• Which would be better?
A. Massed practice: Long study periods
B Distributed practice:
B. Distributed practice: Many shorter study sessions
• How distributed?
Limited Cues
Limited Cues
Reconstruction
• Piaget’s nursemaid
• Tip‐of‐the‐tongue Phenomena
• Limited cues for Li i d
f
retrieval
j
p p
• déjà vu & prophetic dreams
• Leveling & sharpening
Leveling & sharpening
– Based on schemas and scripts
• EExpectations, knowledge, t ti
k
l d
beliefs
Reconstruction
• Children’s Eyewitness Testimony
h ld ’
– Remember fewer details
– Spontaneous and same day memories
Spontaneous and same day memories
tend to be accurate
– Reality tends to drift toward adult’s misleading suggestions
– Repeated interviewing solidifies the
reconstructions
Reconstructing memories
Reconstructing memories
• Inappropriate reinforcements for answers
• Conformity press
– Your Mom said that you said….
Y
M
id h
id
– You seemed to say earlier…
• Confused affirmation. Confused affirmation
– I don’t know. Yes. Affirmation tendency
• Role confusion
Memory development
Memory development
• Automatized
• Increase capacity or more effective use of capacity
ff i
f
i
– e.g., more short term memory
memor
• Greater knowledge to add to meaningfulness
to meaningfulness
• Increasing integration and organization
Metamemory
• P
Pre 6 use few 6
f
memory strategies
– told to remember t ld t
b
didn’t improve memory of toys
y
y
– Did talk about/look at location of a hidden toy to be found later?
b f
dl
?
Metacognition
• Awareness
Awareness of thought
of thought
• Knowing how we know
• recognizing failure to recognizing failure to
comprehend
p
g
• comprehension monitoring
• self‐regulation of learning
• Metamemory
Metamemory
• P
Pre 6 doesn’t differentiate 6d
’ diff
i
based upon difficulty
– 6: more items is harder
6
it
i h d
– 9: somewhat realistic recognition of limits
recognition of limits
Metamemory
Metamemory
• Pre 6 no rehearsal
–7
7‐8
8 limited,
limited
– 8‐10 rehearsal in sets
Metamemory
• Elaboration
– Non‐strategic elaboration early
– 11 increasing use of imagery and elaboration.
g y
• often dependent upon training
• Organization
– Preschool: Superficial, p
,
not necessarily intended to facilitate memory – 7 with training
h
– Later elementary(12): spontaneous intentional
spontaneous intentional organization linked to retrieval, using meaning, etc.
Teaching memory strategies
Teaching memory strategies
• Facilitated engagement in l
d
strategies enhances memory but strategy doesn’t gy
spontaneously transfer to new tasks.
• Explicit instruction in content E li it i t ti i
t t
area is necessary
• Practice of strategy is needed
gy
• Elaborative interrogation stimulating elaboration
Bruner’s Discovery Approach
Cognitive Learning Theories
structural approaches; Hierarchical encoding
„ Bruner
et al.
„ Discovery
• Ausebel et al.
• Expository
Concept
e
e
e
„ Ideational
Scaffolding
„ Stimulate Natural
Interaction
„ Aid development
Concept
e
e
e
e
e
Ausebels Reception Learning
Ausebels Reception Learning
„
„ Advanced
„
Organizer
activate relevant
schema
Advanced Organizer
„
activate relevant schema
• Concept learning
Concept learning
– similarities & non‐
similarities
i il iti
– examples and non‐
examples
l
– discourage rote learning
Discovery or Expository
Discovery or Expository
Discovery
Expository
Create learner independence
„
• Time efficient
Ti
ffi i t
Knowledge is the aim of ed
ed.
„
Discovery or Expository
Discovery or Expository
Discovery
„
Expository
Greater transfer
• Hypothesizing/speculative
„
Difficult for younger
• Development is the aim
Development is the aim
„
Less individualizing required
PQ4R: How to read a text
PQ4R: How to read a text
• Preview
• Question
– anticipatory schemes
– activate relevant schemata
– generate disequilibrium
• Read
– How much?
PQ4R: How to read a text
PQ4R: How to read a text
• Preview
• Question
• Read
„ Reflect
„
„
„
elaborate
construct generalizations
write
PQ4R: How to read a text
PQ4R: How to read a text
PQ4R: How to read a text
PQ4R: How to read a text
„ Preview
„ Preview
„ Question
„ Question
„ Read
„ Read
„ Reflect
„ Reflect
• Recite
• Recite
– test recall/ test recall/
practice retrieval process
– discover discontinuity/gaps
„ Review
LISAN to the Lecture
LISAN to the Lecture
• Lead
– read in advance
– disequilibrium
– questions
• Will this lecture tell me x?
LISAN to the Lecture
LISAN to the Lecture
• Leadd
• Ideas
– core theme
– activate relevant schema
– advanced organizer
LISAN to the Lecture
LISAN to the Lecture
LISAN to the Lecture
LISAN to the Lecture
• Lead
• Ideas
• Lead
• Ideas
„ Signal Words
„ Signal Words
„
„
„
„
As an example….
A
l
On the contrary
signals to core
theme
linkage for
organization
LISAN to the Lecture
LISAN to the Lecture
• Leadd
• Ideas
„ Signal Words
„ Actively Listen
„ Note taking
„
„
„
key organization points,
be selective
cues for reconstruction
review soon after class
„ Actively Listen
„
„
„
„
interact with lecture
questions
elaboration
prepare to comment