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Cognitive Add your first

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PRESENTED BY: KAREN JOY ABBARO

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ALDEN RAPATAN
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Learning Retrieval

Organization of Thinking

Objective: Cognitive Control

Inductive and Deductive
Reasoning
Intuitive Versus
Analytic Thinking
Critical Thinking
Metacognition
In this lesson the students will
•Determine the different Cognitive Processes
and how it functions.
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Retrieval is the act of getting information out of memory storage and back
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into conscious awareness. The ability of retrieval of information from
long-term memory is crucial to daily functioning.

3 ways to retrive information:

•Recall- is what we most often think about, this also means that you can
access information without cues.
•Recognition- happens when you identify information that you have
previously learned after re-encountering it. This includes a process of
comparison.
•Relearning- it involves learning information that you previously learned.
 Organization
of Thinking
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During middle childhood and adolescence, young

people can learn and remember more due to
improvements jn the way they attend to and
store information. This enhances the
organzation thinking where they develop more
categories for concepts and learn more
efficient strategies for storing and retrieving
information.
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Cognitive Control
Executive Functions such as attention, increase in working memory, and
cognitive flexibility is improving during chilhood however, the self-
regulation or the ability to control impulses might fail due to high
stress or high demand functions. This results in neurological changes
in the adolescent brain and may make teens prone to more risky
decision-making.
 Inductive and
Deductive Reasoning

Inductive Reasoning is a type of reasoning that is

sometimes characterized as "Bottom-up processing" wherein
specific observations, or comments from those in authority.
However, However, in inductive reasoning, the
veracity of the information that created the general
conclusion does not guarantee the accuracy of
that conclusion. On the other hand, deductive reasoning,
sometimes called “top-downprocessing,” emerges in
adolescence. This type of reasoning starts with some
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and, based on this, propose specific conclusions. Deductive

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reasoning guarantees an accurate

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conclusion if the premises on which it is based are
accurate.
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 Intuitive versus
Analytical Thinking
Also known as Dual-Process Model. Intuitive thought is
automatic, unconscious, and fast, and more on
experiential and emotional while Analytical thoughts, is
deliberate, conscious, and rational. When this system
interact, they are distinct.

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 Critical Thinking
Critical thinking, or a detailed examination of beliefs,
courses of action, and evidence, involves teaching children how
to think. The purpose of critical
thinking is to evaluate information in ways that help us make
informed decisions. Critical thinking
involves better understanding a problem through gathering,
evaluating, and selecting information, and
also by considering many possible solutions. Ennis (1987)
identified several skills useful in critical
thinking. These include: Analyzing arguments, clarifying
information, judging the credibility of a source,
making value judgments, and deciding on an action. Metacognition
is essential to critical thinking
because it allows us to reflect on the information as we make
decisions.
 Metacognition
Metacognition refers to the knowledge we have about our
thinking and our ability to use this awareness to regulate our
cognitive processes.
Bjorklund (2005) describes a developmental progression in the
acquisition and use of memory
strategies. Such strategies are often lacking in younger children
but increase in frequency as children
progress through elementary school.
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 A person may experience three deficiencies in their use of memory
strategies.
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A mediation
deficiency occurs when a person does not grasp the strategy being taught, and thus, does not benefit
from its use. If you do not understand why using an acronym might be helpful, or how to create an
acronym, the strategy is not likely to help you.

In a production deficiency, the person does not

spontaneously use a memory strategy and has to be prompted to do so. In this case, the person knows
2 their own.
the strategy and is more than capable of using it, but they fail to “produce” the strategy on

Home
palettes
A utilization deficiency refers to a person using an appropriate strategy, but it fails to aid their
performance. Utilization deficiency is common in the early stages of learning a new memory strategy
(Schneider & Pressley, 1997; miller, 2000).
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Until the use of the strategy becomes automatic, it may slow down the learning thoughts here

process, as space is taken up in memory by the strategy itself. Initially, children may
get frustrated because their memory performance may seem worse when they try
to use the new strategy. Once children become more adept at using the strategy,
their memory performance will improve. Sodian and Schneider (1999) found that
new memory strategies acquired before age 8 often show utilization deficiencies,
with there being a gradual improvement in the child’s use of the strategy.
In contrast, strategies acquired after this age often followed an “all-or-nothing”
principle in which improvement was not gradual, but abrupt.

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Thank you for listening!