2. Cognitive Perspective of Learning Cognition: Big Questions How - - PowerPoint PPT Presentation

• 2. Cognitive Perspective of Learning

Cognition: Big Questions


• How do things “out there”

become knowledge in us?


• How does the brain make

learning possible?


• What analogies can describe

those brain processes?


• How can teachers use all

this to enhance learning?

Cognitive Perspective

• Analogies/models to

explain how information is processed into learning


• Sequence: external

stimuli ➔ senses ➔ brain ➔ knowledge


• Brain assimilates and

stores knowledge

2.1 Sensory Register 2.2 Working Memory 2.3 Long-Term Memory 2.4 Teaching Strategies 2.5 Forgetting

2.6 Problem-Solving 2.7 Teaching for Transfer 2.8 Metacognition 2.9 Summary

2.1 Sensory Register

Sensory register

Brain areas receiving raw sensory input 


• iconic = for visual input

(occipital lobe)

• echoic = for auditory

input (temporal lobe)

Attention

Act of focusing/filtering input

• Sensory input is

constant, changing, and vast

• From earliest age, brain

learns to filter and attend to small portion of input

Perception

Act of labeling input

• You receive patterns
• f light/dark, color,

shape

• You perceive your

friend approaching

• Between reception and

perception – many brain processes!

2.2 Working Memory

Working memory

Also “short-term memory”

• Like computer RAM

(temporary storage before processing)

• Capable of storing few

bits of information

• Size of bits can be

enlarged by chunking
 (5-7 items per chunk)

Rehearsal

Prevent loss of working memory contents

• Maintenance rehearsal =

rote/repetition (least effective for memory)

• Elaborative rehearsal =

encoding by activity or by relating to previous knowledge

Other working memory functions

• Automaticity = memory

more efficient when part

• f well-known routine
• Encoding = memory

assimilated with previous knowledge

• Encoding leads to

personal perception

2.3 Long-Term Memory

Long-term memory

Like computer hard drive (permanent storage)

• Semantic = facts and

information

• Episodic = experiences

and events

• Procedural = “how-to”

Schemata (plural)

Organizational metaphor

• Like folders on computer

screen to show contents


• Schema = concept or

category (e.g. “dog”)
 [like document folder]


• Subschema = sub-

category (“poodle dog”)
 [like subfolder in folder]

In the cognitive perspective…

• Learning = (re)organizing

schemata based on new information/experience

• New behavior will follow

incorporation of new learning

2.4 Teaching Strategies to Enhance Learning at Each Stage of Information Processing

Teachers help students attend retain retrieve

Help students attend

• Emphasis on focus/

attention

• Filter out distractions
• Focus on detail,

similarities, differences, etc.

Help students retain

Engage memory processing

• Organizing/sequencing

lessons

• Use of many senses
• Novelty
• Drill and practice
• Mnemonics, rhyming,

analogies

Help students retrieve

• Reminding about

mnemonics and practice exercises

• De-stress and de-clutter

mind and environment

• Periodic review and

practice

2.5 Forgetting

Prevent forgetting? 1


Inability to retrieve from long-term memory


• Cause: Memory decay from

disuse ➔ review or use memory


• Cause: Stress (release of

hormone epinephrine) ➔ calm, breathe to activate serotonin release

Prevent forgetting? 2


• Cause: Interference by

“noise” ➔ isolation, calm


• Cause: Interference by

newer information

• Proactive: old info

interferes with new

• Retroactive: new info

interferes with old ➔ Cure? It depends….

2.6 Problem Solving

Problem-solving strategies

• Identify, define, explore,

anticipate, look (IDEAL)

• Means-ends analysis
• Identify relevant/essential

information needed

• Graphic representation

Problem-solving ability

• Cognitive stage/maturity
• Creative vs. rigid mindset
• Ability to brainstorm

unusual ideas

• Ability to use heuristics
• Ability to work backward

2.7 Teaching for Information Transfer

Types of transfer

• Positive ➔ Previous

knowledge helps new

• Negative ➔ Knowledge

gets in way of new info

• Specific ➔ Direct use of
• ld knowledge
• General ➔ Indirect use

(relies on g factor of general intelligence)

Teaching for transfer

• Help students see

practical applications of new knowledge

• Provide activities to use

new knowledge

• Provide problem-solving

activities (well and poorly defined)

Why teach transfer?

• Affects how students

learn new things in future

• Affects future problem-

solving

• Affects how cognitive

skills differentiate from general to specific

2.8 Metacognition

Thinking about thinking

Teachers provide strategies and practice for efficient learning, e.g.

• Goal setting
• Time management
• Creating mnenomics
• Chunking
• Note-taking

Why teach strategies of metacognition?

• Helps learners take control
• f their learning
• Learners choose which

strategies work best (customize)

• Builds confidence and

“can-do”

2.9 Summary

Cognitive summary 1

• Brain science uses

analogies/models to map the thinking processes


• Science reveals how

learning can be helped and hampered 


• Teachers use this to

make learning more efficient and effective

Cognitive Summary 2

• Teachers use strategies

that help students attend, retain, retrieve


• Teachers help students

by teaching them effective strategies


• Teachers help students

learn to use/transfer knowledge