Cognitive Views of

Learning

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 Overview
 The Cognitive
Perspective
 Information
Processing
 Metacognition

 Becoming
Knowledgeable

Copyright 2001 by Allyn and Bacon

 Concept Map for
Chapter 7
Elements of the
Becoming
Cognitive
Knowledgeable
Perspective

Cognitive Views
Of Learning

Metacognition,
Information
Regulation,
Processing
& Individual
Model
Differences
Copyright 2001 by Allyn and Bacon
 Comparing
Perspectives
Behavioral Psych Cognitive Psych

Behaviors Knowledge

Reinforcement strengthens Reinforcement is a source

behavior of feedback
Learners respond to Learners initiate learning
environmental stimuli experiences
Knowledge is acquired 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, Hist or y d at e s
w h at , w h e r e ? Nam e s of
p r e sid e n t s
Pr oce d ur al: How ? Rid in g a b ike

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 Working Long-term
Memory Memory memory
Retrieve
(activate memory)

Decision Work Space-

Permanent
making Temporary Storage
Storage

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 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

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 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 Long Term
Very fast input Relatively slow input
Limited capacity Practically unlimited
5 – 20 seconds capacity
duration Practically unlimited
Contains words, duration
images, ideas, Contains networks,
sentences schemata
Immediate retrieval Retrieval depends on
connections
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 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 Yesterday’s
golf
outing

Semantic The concept

airplane

Procedural How to
give a
presentation

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 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 Long-
Term 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

 Locimethod
 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?

Copyright 2001 by Allyn and Bacon

 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