COGNTIVE VIEW OF LEARNING CHAPTER 7

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COGNTIVE VIEW OF LEARNING CHAPTER 7
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ELEMENTS OF THE COGNITIVE PERSPECTIVE

• A general approach to learning that views
  learning as an active mental process of
  acquiring, remembering and using knowledge
• Cognitive view knowledge is learned and changes
  in knowledge make changes in behavior possible
• Behavioral the new behavior itself is learned
• Reinforcement is important in learning from both
  perspectives

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Cognition continued

• People are active learners who initiate
  experiences, seek out information and solve
  problems and reorganize what they already know to
  achieve new insights
• KNOWLEDGE AND LEARNING
• -Knowledge is the outcome of learning

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Kinds of knowledge

• General and specific Understanding concepts and
  theories in different subjects matter such as
  math/history and
• General cognitive abilities such as reasoning,
  planning , solving problems and comprehending
  language
• General knowledge how to read or write or use a
  computer is useful in and out of school
• Domain specific knowledge particular task or
  subject

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Kinds of Knowledge

• Declarative Verbal information, facts , knowing
  that something is the case
• Leaves turn green in the fall because
• Braille sign for hello is
• Spanish word for work is..
• Rules of grammar

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Kinds of knowledge

• Procedural knowing how to perform a task such
  as divide fractions, change the oil in your car
• Difference between knowing the rules of how to
  divide fractions and actually doing it
  (procedural)
• Procedural knowledge when they can translate a
  passage into Spanish

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Conditional knowledge

• Conditional knowledge knowing when and why.
  When do you apply a particular formula to a task
• Many students have the declarative knowledge and
  the procedural but do not know when to use them
  properly

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INFORMATION PROCESSING

• Memory as a computer model
• Sensory memory the system that holds sensory
  information very briefly
• Attention first step in teaching is paying
  attention.
• Develop a signal that tells the students to stop
  what they are doing and pay attention to you
• Avoid distracting behavior such as tapping a
  pencil or playing with your keys
• Write the objectives or goals of the lesson on
  the board
• Tie new material to previous lessons
• Ask students questions why do you think
  conjugating verbs is important

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Working memory

• Information that you are focusing on at the
  moment how to retain
• Maintenance rehearsal - repeating the
  information in your mind, self talk
• Elaborative rehearsal Associating with
  something else..Chunking putting bits of data /
  information together

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Long term memory

• To move information into long term memory
  requires work
• Can be stored indefinitely
• Memory for meaning propositions, schemas or
  images.
• Propositions smallest unit of information that
  can be judged true or false.. Interconnected bits
  of information
• Debbie is class president, Debbie is 18.
• Mental picture of Debbie

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• IMAGES Pictures in the mind others believe we
  store as propositions.
• Structure of a molecule , recalling a list or a
  formula
• Schemas a pattern or guide for understanding as
  event.
• Ida borrowed the antique tablecloth .. A number
  of images and propositions included in this one
  sentence

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Memory

• Episodic - particular place and time ..Plot of a
  book or a movie.. The word injustice probably can
  not remember when you first learned it but can
  remember when you felt unjustly treated.
• Procedural memory How to do things.. Hit a
  tennis ball, how to play a piece of music..

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Storing and retrieving

• Elaboration adding and extending meaning by
  connecting new information to existing
  knowledge.. Our knowledge about John A MacDonald
  may trigger thoughts about the building of the
  country our constitution etc.
• Building of different retrieval cues.. Extending
  links to existing knowledge.

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Organization

• Material that is well organized easier to learn
  and remember.
• Context physical and emotional context
• Easier to recall information if the testing
  environment and learning environment
  similarstudy in a quiet area/resembles a
  classroom. Do not study with music /TV on.
• Picture the setting, i.e. page in the
  textbook/power point slide..voice of the
  instructor

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Retrieving information

• Spread of activation retrieval of pieces of
  information based on their relatedness to one
  another. Remembering one bit of information
  activates /stimulates others
• Interference remembering certain information is
  hampered by the presence of other information.

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METACOGNITION

• KNOWLEDGE ABOUT OUR OWN THINKING Involves
  declarative knowledge factors that influence
  your learning and memory, skills,
  strategies/resources that you need to perform a
  task
• Procedural knowing what to do how to use the
  strategies
• Conditional knowing when and why to use the
  strategies.
• Strategic application of all three.. Allows us to
  plan, monitor and evaluate our own actions.

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Metacognition continued

• Planning how much time to give to a task, which
  strategies to use, how to start , what resources
  we need to access
• Monitoring ongoing awareness of How am I doing,
  have I prepared/studied enough
• Evaluation making judgements about processes
  and outcomes.

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Development of declarative knowledge

• Integrate new ideas with existing knowledge and
  construct an understanding..
• In vitro experiments show Vitamin C increases
  the formation of white blood cells . Student may
  have no idea what In Vitro means but recalls that
  Vitamin C fights colds and white blood cells
  kills viruses. Using this knowledge .. Vitamin C
  fights colds because it increases the formation
  of white blood cells..

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Rote Memorization

• Very little actual learning through
  memorization.. However if necessary ..break down
  the list into smaller segments
• Distributed practice - memorizing Hamlets
  soliloquy intermittently throughout the week will
  likely do much better than if you try to memorize
  the whole speech in one night
• Mnemonics place an item that you have to
  memorize in your house.. Recall the list by
  imaging your house..
• Acronym NAFTA, GClef EGBDF - Every good boy
  deserves friends

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Making it meaningful

• Meaningful lessons are presented in a vocabulary
  that the students can understand
• Well organized with clear connections between the
  different elements
• Make use of old information to help students
  understand new informatiion

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PROCEDURAL AND CONDITIONAL KNOWLEDGE

• Automated basic skills skills applied with
  conscious thought shifting gears in a
  standard..
• Cognitive stage have to think through every
  stage, trial and error learning
• Associative stage individual steps combined or
  chunked into larger units
• Autonomous stage whole procedure can be
  accomplished.

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What do teachers need to do to help their
students become experts

• Students need - pre requisite knowledge- need
  the skills/basic knowledge first
• Practice with feedback.
• Domain specific strategies consciously applied
  skills of organizing thoughts and actions to
  reach a goal
• Provide an opportunity for application in many
  different situations..
• Teaching a second language practice with ear
  phones and rehearsing what you are hearing
• Visually read the language
• Talk with a partner one on one
• Teacher led vocabulary games