Cognitive Views of
Learning
Woolfolk, Chapter 7
Dr. Bauer
Copyright 2001 by Allyn and
Overview
The Cognitive
Perspective
 Information
Processing
 Metacognition
 Becoming
Knowledgeable

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Concept Map for
Chapter 7
Elements of the
Cognitive
Perspective
Becoming
Knowledgeable
Cognitive Views
Of Learning
Metacognition,
Regulation,
& Individual
Differences
Copyright 2001 by Allyn and Bacon
Information
Processing
Model
Comparing
Perspectives
Behavioral Psych
Cognitive Psych
Behaviors
Knowledge
Reinforcement strengthens
behavior
Learners respond to
environmental stimuli
Knowledge is acquired
Reinforcement is a source
of feedback
Learners initiate learning
experiences
Knowledge is constructed
Study done on animals
Study done on animals and
people
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The Cognitive
Perspective
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Kinds of Knowledge
 General
 Domain
specific
 Declarative
 Procedural
 Conditional or
structural
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Types of Knowledge &
Examples
Ge n e r al
Re ad in g , n um b e r s
Dom ain sp e cif ic
Pe r iod ic t ab le
De clar at iv e : Wh o,
w h at , w h e r e ?
Hist or y d at e s
Nam e s of
p r e sid e n t s
Rid in g a b ike
Pr oce d ur al: How ?
Con d it ion al: Wh y ? Wh ich st ud y
st r at e g y sh ould I
use ?
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Information Processing
Model
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Terminology
Sensory memory
 Perception
 Short term memory
 Long term memory

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The Information Processing System
Executive Control Processes
learn
(save)
Sensory Perception
Memory
Working
Memory
Long-term
memory
Retrieve
(activate memory)
Decision
making
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Work SpaceTemporary Storage
Permanent
Storage
Sensory Memory
The five senses
 Sensory register
 Large capacity
 Short duration
 Contents
 Roles of attention
and perception

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Gestalt Psychology:
Study of Perception
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Gestalt Terminology
Bottom-up processing
 Top-down processing
 The role of attention
 Automaticity
 Lesson for teachers
 See Guidelines, Woolfolk, p. 247

Wholeness
Or
pattern
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Working Memory
Capacity: 5 to 9 separate items
 Articulatory loop rehearsal system
 Duration: 5 to 20 seconds
 Rehearsal can increase duration

– Maintenance rehearsal
– Elaborative rehearsal
– Chunking

Forgetting
– Interference
– Decay
Copyright 2001 by Allyn and Bacon
Long Term Memory
Storage takes more
time & effort
 Unlimited capacity
 Unlimited duration
 Contains visual or
verbal or a
combination of codes
 Retrieval may be
troublesome

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Comparison of Short- &
Long Term Memory
Short Term
Very fast input
Limited capacity
5 – 20 seconds
duration
Contains words,
images, ideas,
sentences
Immediate retrieval
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Long Term
Relatively slow input
Practically unlimited
capacity
Practically unlimited
duration
Contains networks,
schemata
Retrieval depends on
connections
Contents of Memory
Semantic Memory
– Propositions & propositional networks
– Images
– Story grammar
– Event schema / script
Images
 Schemas (schemata)

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Contents of Memory
Story grammar
 Script
 Episodic memory
 Procedural memory

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Types of Memory
Episodic
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Yesterday’s
golf
outing
Semantic
The concept
airplane
Procedural
How to
give a
presentation
LTM Storage Strategies
 Elaboration
 Organization
 Context
 Levels
of
processing
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Retrieval & Forgetting
 Spread
of activation
 Reconstruction
 Decay
 Interference
 See Guidelines, Woolfolk p. 259
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Reflection Questions
What you are thinking right now…..in
which level of memory is it being held?
 How is information stored in long term
memory?
 Why do people forget? What are the
possible causes?

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Metacognition,
Regulation, &
Individual Differences
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Metacognitive
Knowledge

Awareness of your own thinking
processes
– Knowing what you know (declarative
knowledge)
– Knowing how to use what you know
(procedural knowledge)
– Knowing when and why to use what you
know (conditional knowledge)
Planning
 Monitoring
 Evaluation

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Differences in
Metacognition

Developmental
differences
– Capacity
– Strategy
– Organization

Individual differences
– Efficiency
– Differences in ability
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Differences in LongTerm Memory
 Domain-specific
declarative
knowledge
 Procedural
knowledge
 Personal interest
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Becoming
Knowledgeable:
Some Basic Principles
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Learning Declarative
Knowledge
 Rote
memorization
 Serial position effect
 Part learning
 Distributed practice
 Massed practice
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Mnemonics
 Loci
method
 Peg type: keyword, peg word,
acronyms
 Chaining
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Attention!!
 Making
it meaningful : Single
best method for aiding memory
See Point▼Counterpoint Woolfolk, p. 267
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Making It Meaningful
 Relating
to previous knowledge
 Relating to students’ experiences
 Clarifying unfamiliar terms
 Give examples, illustrations,
analogies from students’ view
 Use humor, emotion, novelty
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Procedural &
Conditional Knowledge

Automated basic skills
– Cognitive
– Associative
– Autonomous
Prerequisite knowledge
 Practice with feedback

– Leads to condition-action rules
(productions)

Domain-specific strategies
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Learning Outside
School
Encouraging family and community
support
 See Family and Community
Partnerships, Woolfolk, p. 270

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Reflection Questions
Contrast cognitive and behavioral
views of learning. What is learned?
What is the role of reinforcement?
 How does knowledge affect learning?
 Compare declarative, procedural, and
conditional knowledge.
 Give two explanations for perception.
 How is information retained in working
memory?

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Reflection Questions
How is information represented in
long-term memory? What role do
schemas play?
 What learning processes improve
long-term memory?
 Why do we forget?
 What are the three metacognitive
skills?
 Describe some individual differences
in metacognition.

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Reflection Questions
How can using better metacognitive
strategies improve children’s
memories?
 Describe three ways to develop
declarative knowledge.
 Describe some procedures for
developing procedural knowledge.

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Summary
 The
Cognitive Perspective
 Information Processing
 Metacognition
 Becoming Knowledgeable
Copyright 2001 by Allyn and Bacon
End Chapter 7
Copyright 2001 by Allyn and Bacon