❑Cognition,

Memory, and
Intelligence
❑Human Learning
Module 4 Section 1 and 2
 Learning Outcomes

1
Explain and elaborate the
At the end of the section, concepts and processes
the stuents are expected on cognition, memory,
to: and intelligence.

2 3
Analyze and Identify the principles of
demonstrate how cognition, memory, and
cognition, memory, and intelligence present in
intelligence are their own lives.
manifested in various
aspects of their life.
 LET’S BOGGLE YOUR MIND
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#Puzzles to Test Your Visual Skills.mp4 That 90 of People Fail.mp4
Try an experiment: name the colors of the words you are
given. Do not read the words, but say the color the
word is printed in. For example, upon seeing the word
“yellow” in green print, you should say “green,” not
“yellow.” This experiment is fun, but it’s not as easy as it
seems.
The Stroop effect describes why it is difficult for us to name a color when the
word and the color of the word are different.

One study of sensory memory researched the significance of

valuable information on short-term memory storage. J. R. Stroop
discovered a memory phenomenon in the 1930s: you will name a
color more easily if it appears printed in that color, which is called
the Stroop effect. In other words, the word “red” will be named
more quickly, regardless of the color the word appears in, than any
word that is colored red.

Source: https://courses.lumenlearning.com/wsu-sandbox/chapter/how-memory-
functions/
 Cognition
Cognition is the complex array of mental processes involved in remembering,
perceiving, thinking, and how these processes are employed (Ashcraft & Radvansky,
2010). It covers all higher-order thinking process within an individual; a major focus
of its study is the function of memory.

It is a crucial part of an individual’s development process which influences behavior, just as

how behavior aslo impacts it, assuming a bi-directional connection. The way information is
taken in and how it is analyzed and processed is a function of human cognition.
Sample scenario of how mental capacity progresses:
-from simple counting numbers to complicated math prablems in
People are born with innate capabilities that empower themselves in
algebra, trigonometry, geometry and the like
various setting and situations.
- Competency level increases; High school and college students are
One’s mental capacity is evolving in a progressive, sequenctial expected to write compositions, research studies, and other
literature that require the use of more advanced mental
manner which is anchored on an individuals biological
mechanisms than what was expected when they are just learning
environment.
to read and write.

- As on grows older, he or she begins to observe the environment, analyze information, make choices, and
behave appropriately according to what the situation warrants.
- From sensory-based acquisition of knowledge, one is led to more logical and abstract manner of thinking
as an individual grows older
 Cognition
- The study of how individuals think and arrive at choices and decisions is relevant
across several points of human development. When one is able to understand how
he or she and other people think, he or she achieves greater understanding of
himsel or herself and of others.

In the past, people were taught to behave according to how they were conditioned. For an
instance, a child states he tends to become a doctor because he was conditioned to pursue this
profession. An adolescent smokes because of peer pressure.

From a behaviorist perspective, behavior manifested is predisposed by the environment.

However, people are not robots. They are

not machines that can be manipulated by - People are capable of reasoning to manage their behavior.
different factors of the environemnt
(Humanistic Perspective) - An individual is her or her own agent of behavior and change.

- One is able to make mental representations - People may be placed in certain environments, exposed to the
of what is present around him or her, select same people constantly , and drilled consistently with facts and
which are most viable options available, and habits but people have a choice in dealing with all thee factors.
then act on them. (Humanistic Perspective)
- People are overlty and coverlty active individuals, constantly moving and
constantly processing information coming from the environment
 Memory
• Memory is the faculty of the mind
through which information is acquired • Is like a computer system, where the
and retained for later use. process of encoding, storing, retrieving
information continously happen.
• Human memory is limited within
specific conditions; people select
• Memory can also be corrupted by
information to be retained and
various factors, both internal and
discard those are deemed irrelevant
external to an individual.
and useless.

Memory functions on three levels:

1. Sensory

2. Short term

3. Long term Memory

 Causes of Memory Loss and Forgetfulness
Here are several common factors that can affect your
memory:
How Can We Prevent
of Memory Loss and
Lack of sleep. You should aim for at six to Forgetfulness
eight hours of quality sleep each night for your best
memory function.

Depression
✓ Exercise regularly.
Stress and anxiety. ✓ Maintain a balanced
Thyroid problems. diet.
✓ Get plenty of sleep.
Vitamin B12 deficiency. ✓ Build a strong support
network.
Alcohol abuse.
✓ Keep learning.

Reference: Parkviewhealth. (n.d). Causes of Memory Loss and Forgetfulness. https://www.parkview.com/services-

specialties/behavioral-health/conditions-treatments/memory-loss-and-forgetfulness
 Memory functions on
three levels:
Sensory Memory We are constantly bombarded with sensory
information. We cannot absorb all of it, or even most of it. And most of it 1
has no impact on our lives.
In the Atkinson-Shiffrin model, stimuli from the environment are processed first
in sensory memory: storage of brief sensory events, such as sights, sounds, and tastes.
It is very brief storage—up to a couple of seconds.
Short Term Memory. (STM) is a temporary storage system that processes
incoming sensory memory; sometimes it is called working memory. Absorbs cues 2
that enable the brain to process readily available information.

- It is where information is simultaneously remembered and is in readily-available

state, typically from 1o-15 seconds up to 1 min.

Long term Memory- Information stored in long term memory is often 3

permament and allows for repeated retrievals and across situations

has a practically limitless storage capacity and is divided into implicit

and explicit memory.
 Long-term Memory
It is where information can be held indefinitely. The
transfer of information from short-term memory can
be pushed by having to recall and retrieve information
for a particual situation

Amount that can be stored in this

level are limitless and immeasurable
 Intelligence

Two things should be noted

It’s defined in number of ways about intelligence

1. Individuals are born with innate

✓ It’s referred to as an individual’s
intellectual ability that is
capacity of learning, planning, and
harnessed in various context
problem solving with with logic,
creatvity and self-awareness 2. Intelligence is not confined
in the academic context.
✓ It is the process of applying
knowledge to be able to
adjust to the environment.
A number of theories have
Intelligence is often thought already been presented
ad hereditary rather than regarding intelligence.
environmental
Howard Gardner’s theory of Multiple
Intelligences
Verbal-linguistic- Ability to analyze information and produce output
that involves oral and written language

Logical- mathematical- Ability to understand and answer mathematical

questions

Visual-Spatial- Ability to analyze graphical information

Musical- Ability to produce and make meaning of different types of

sounds

Naturalistic- Ability to identify and distinguish aspects of natural

world

Bodily-Kinesthetic Ability to use one’s body to create products

or solve problems

Interpersonal Ability to be sensitive of other people’s

thoughts and feelings
Intrapersonal Ability for introspection
Robert Sternberg developed another theory of intelligence, which he titled the triarchic theory of
intelligence because it sees intelligence as comprised of three parts (Sternberg, 1988): practical, creative, and
analytical intelligence

Analytical includes Creative: divergent Practical: being

abstract thinking and thinking “street smart”; ability
logical reasoning; to apply knowledge to
verbal and the real world and
mathematical skills shape or choose
environment

Personal and environmental factors shape our intelligence.

 Learning

Learning is defined as 2. The source of

a relatively 3. Change is attributed to
1. The change is long change comes from the personal experiences
permanent change in within the external
a person’s knowledge term of the learner in his or her
structures of memory environment
or behavior as a result or knowledge of the
of experience. individual

When knowledge or information is transferred to long term

memory which are further elaborated , rehearsed, and
practiced, then learning happens.
People learn in many ways. Several
Social Learning Theory
theories and models explain how
learning ocurs.:
-emphasizes the value of social environment in
one’s learning process that is built on observational
learning
 Albert Bandurs Self- Self-efficacy- the extent to
which people believe that
efficacy they can confidently learn
and master a particular skill.

Mastery of experience: Verbal persuasion.

Accomplishing tasks that Providing of
lead to more complex encouragement and
tasks feedback during the
accomplishment of a
Social Modelling Observing an challenging task
identifiable Model
accomplishes the task

Improving Physical and

emotional states—being
relaxed and calm before
pursuing a challenging
task
 Human Agency
valubale principle in the learning process
• People are not products of inner forces or
environments
• people are self-regulating and proactive
• People influence their own environments
• People influence other people
• Influence social groups in attaining benefits
that can be experienced by many

Albert Bandura (2000; 2001). His definition of human agency itself is characterized by four core features
which form a concern structure pattern:
Intentionality: A proactive commitment to bring about a represented future state of events via specific
familiar actions (with some improvisation as needed).
-Making an active decision to engage in a particular activities

Forethought: Outcome expectations based on observed conditional relationships that help one set long
term goals and anticipate problems, rewards and punishment/costs.
-Anticipating outcomes and consequences of a particular actions

Self-Reflectiveness: Metacognitive processing of one’s own thoughts, feelings, actions and motivations,
underlying the capacity to change one’s agentive stance.
-Reflecting and evaluating one’s thoughts and behavior

Self-Reactiveness: Self-regulation of motivation, affect and action, guiding performance by personal

standards and taking self-directed corrective action. Self-regulatory processes that integrate thought
and action.
-Constructing and regulating behavior appropriately
Strategies in learning
 To adopt deep learning
strategies, engage in the
following habits:

Take down notes Engaging in Collaborative learning

activities with mentors and peers

Asking questions during class sessions

Creating cognitive maps Going beyond the mandatory course

requirements
 Thanks for listening.

Ready for the midterm exam?

 References:
• Macayan, J, et.al. (2018).Understanding the Self: Outcome-based
Module(pp.. C&E Publishing, Inc.

• http://paei.wikidot.com/bandura-albert-agency-and-
self-efficacy

• https://www.blendspace.com/lessons/kFTbtETHIKH-JA/copy-of-
technology-enhanced-deep-learning

• https://courses.lumenlearning.com/wsu-sandbox/chapter/how-memory-
functions/#Figure_08_01_Stroop

1Bandura, A. (2000). “Exercise of human agency through collective efficacy.”

• Current Directions in Psychological Science, 9, 75-78.2. Bandura, A. (2001). “Social
Cognitive Theory: An Agentic Perspective.” Annual
Review of Psychology, 52, 126.