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Cognitive Views on Learning - Coggle Diagram
Cognitive Views on Learning
Cognitive Perspectives on Learning
Cognitive Learning Theories:
Explain learning in terms of changes in the mental structures & processes involved in acquiring, organizing and using knowledge
Principles of Cognitive Learning Theory:
they help us understand the way people of all ages think, learn, and develop
To make sense of their experiences learners construct knowledge
Ex: Why we get ideas out of the blue? We fill in the gaps and construct ideas that are sometimes inaccurate
People want their experiences to make sense
Ex: Belief systems are mechanisms these societies have used to make sense of experiences that couldn't make sense any other way
Knowledge that learners construct depends on what they already know
Ex: Bill Gates " the more you learn, the more you have a framework that knowledge fits into"
Learning and development depends on experience
EX: Learning to write an effective essay, needs practice writing; to learn to solve problems, need experience with problem-solving
Social Interaction facilitates learning
Ex: "Two heads are better than one"
The Three Important Learning Benefits
Providing Information
Building on others' ideas
Putting thoughts into words
Metacognition:
Knowledge & Control of Cognition
Metacognition:
Knowledge and regulation of our cognition
Meta-Attention
Knowledge and regulation of our attention, is one type of metacognition
Metamemory
Knowledge and regulation of strategies, is another form of matamemory
Developmental Differences in Metacognition
Metacognitive abilities are limited
With teachers support, even young children quickly become more strategic about their learning
Older learners are not as metacognitive about their learning as they should be
Development of metacognition has an important social component
Diversity: Metacognitive Differences
Girls tend to be more metacognitive than boys in their approaches to learning
Language is also a factor.
Cultural beliefs, demanding process that requires a great deal of effort and perseverance
Learners with exceptionalities don't aquire metacognitive strategies through normal course decleopment in the same way as their peers
Research on Metacognition
Metacognition plays an essential roll in classroom learning
Metacognition depends on task difficulty
Metacognition can be improved significantly by directly teaching and modeling metacognitive skills
Metacognition is relatively independent of regular academic ability
Cognitive Processes
Responsible for moving information from one information store to another
Perception
Process people use to find meaning in stimuli
Personally constructed, differ among people
Perceptions will depend on prior knowledge
Encoding and Encoding Strategies
Encode information, which means they represent it in long-term memory
Meaningful encoding exists
Schema activation
Organization
Elaboration
Imagery
Forgetting
loss of, inability to retrieve information from memory, and it is both a real part of our everyday lives
Forgetting as Interference
reduce interference by using reviews to capitalize on schema activation
Forgetting as Retrieval Failure
when we know a name or a fact , but we cannot dredge it up
Attention
Process of selectively focusing on one stimulus in the environment while ignoring others
Two Important Characteristics
Attention is limited, both in capacity & duration
Easily distracted, our attention often wanders
Memory Stores:
sensory memory, working memory, and long-term memory, are repositories that hold information as we organize it to make sense to us and store it for future use
Working Memory
Conscious component of our memory system that is often called a "workbench" because it's where our thinking occurs and it's where we try to make sense of our experiences by linking them to what we know
Three Components
Central Executive:
controls and directs the flow of information to and from other components
Phonological Loop:
Short-term storage component for words and sounds
Visual-Spatial Sketchpad
: Short-term storage for visual and spatial information
Limitations
The capacity is limited
Selecting and organizing also uses space, so only 2-3 items at the same time when processing information
Cognitive load: number of elements we attend to, and the complexity of the elements
Accommodating the Limitations
Developing automaticity
Using distributed processing
Chunking
Sensory Memory
Information that is stored that briefly holds incoming stimuli from the environment in a raw, unprocessed forn until they can be meaningfully organized
Long Term Memory
Permanent information store. What we know is stored and being able to access this knowledge plays a powerful role in subsequent learning
Procedural Knowledge
Knowledge of how to perform tasks, such as solving problems, composing essays. performing pieces of music, executing physical skills and teaching
Conditional Knowledge
Knowledge of where and when to use declarative and procedural knowledge
Declarative Knowledge
knowledge of facts, concepts, procedures, and rules
Semantic Memory
Memory for concepts, principles, and the relations among them
Episodic Memory
Memory for personal experiences
Stacy Anguiano
Chapter 7: Cognitive Views on Learning
10/18/20