Cognitive Processes

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Cognitive Processes

• EDU 330 Educational Psychology
• Daniel Moos

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Tallin the thesaddle
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Cognitive processes Introduction

• People are mentally active in their attempts to
  understand how the world works.
• Learning and development depend on learners
  experiences.
• Learners constructthey do not recordknowledge
  in an attempt to make sense of those experiences.
  
• Knowledge that is constructed depends on
  knowledge that learners already possess.
• Learning is enhanced in a social environment.
• Learning requires practice and feedback.

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Cognitive processes Information Processing Model

• Models Helps in the visualization in what cannot
  be directly observed

Example Information Processing Model Try to
remember these numbers
5
3
1
7
0
4
8
6
0
8
0
4
1
2
0
0
What processes did you go through to remember
these numbers?
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Cognitive processes IPT, cont
Once again, try to remember these letters...
R N E L A N H U K E C D C T O N A I D U E Y T
I C I T A M O T U A K W M O R Y G O R M I N E
LEARN CHUNKED EDUCATION AUTOMATICITY WORKING
MEMORY
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Cognitive processes Information Processing Model
(II)
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Cognitive processes Assumptions of IPT (II)

• Sensory Memory
• Virtually unlimited capacity
• Retains exact copy of stimuli (information is
  unprocessed)
• Holds information very briefly (a second or two)
• Working Memory
• Depends on attention and perception
• The conscious part of our processing system
• Limited capacity, duration (5 - 9 bits of
  information i.e. chunking)
• Receives information from both sensory memory and
  long-term memory
• Long-Term Memory
• Depends on attention, perception, and encoding
• An unconscious part of our processing system
• Very large capacity (some experts believe
  virtually unlimited)
• Receives information only from working memory

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Cognitive Processes IPT application (I)

• Reducing cognitive load Overcoming limitations
  of working memory
• Chunking mentally combining separate items into
  larger, meaningful items (Miller, 1956)
• Automaticity performance of mental operations w/
  little or no conscious effort (Bruning et al.,
  2004)
• Dual-Coding Theory
• Reducing cognitive load Long-term memory
• Declarative v. procedural knowledge
• Scripts

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Cognitive Processes IPT application (II)
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Cognitive Processes IPT application (III)
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Cognitive Processes IPT application (IV)
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Cognitive Processes IPT Reflection

• What similarities and differences exist between
  behaviorist, social cognitive, and information
  processing views of learning? Are either more
  valuable to teaching at different grade levels?
  In different subject matter areas?
• Is information processing more closely related to
  Piagets or to Vygotksys theory? What specific
  concepts from each are related? Describe the
  relationship.