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Cognitive Views of Learning, HUSNUL KHOTIMAH BINTI IMAM SHOBAR A19HP0038 …
Cognitive Views of Learning
What is the cognitive view of learning?
Definition of learning
Learning : any relatively permanent change in our thoughts, feelings or behavior that results from experience
Cognitive view : Learning is a relatively enduring change in mental structures that occurs as a result of the interaction of an individual with the environment.
Information Processing Model
Perception
Putting meaning (interpretation) of sensory inputs
Gestalt's principles of perceptual grouping
Figure-ground
We perceive thing as having a background and a figure
Proximity
We perceive things that are closer together as belonging together
Similarity
We perceive things/stimulus having similar characteristics as one group
Closure
We can perceive things in its incomplete forms
Continuity
We can perceive things is continuous forms
Memory
Storages
Sensory memory
Working memory
Long term memory
Types
Episodic knowledge
Procedural knowledge
Declarative knowledge
Conditional knowledge
Stages of memory
Storing and Encoding
Definition
Storing : the process of placing newly acquired information into memory
Encoding : the process of converting information into a construct that will be stored in brain
Rote Learning vs Meaningful Learning
Rote learning : remember information without understanding through rehearsal
Meaningful learning : make connections between new information and prior knowledge
Why we remember things better?
Attention
Unique characteristics of items
Emotions
Rehearsal/repetition
Retrieval
Consists of pulling information from our long-term memory into our working memory
Forgetting
Why?
Interference
Primary effect
Recency effect
Cue-dependent
Lack of effective retrievel cues
Tip-of-the tongue phenomena
Decay
Model
Attention
The concentration of awareness on some phenomenom to the exclusion of other stimuli
Concept formation and knowledge representation
Concept Formation
What is concept?
A category (concrete or abstract) used to group similar objects, events, ideas or people
Misconception
Invalid concept that students construct using their experiences, expectations, beliefs and emotions.
Examples
Naive theories
Undergeneralization
Overgeneralization
Incorrect analysis
How to change?
Need to experience a cognitive conflict between their existing concept and the new concept
New concept needs to make sense
New concept should be useful in addressing new problems or situations
Theories
Rule theory
Proposition
Gambling strategy
Conservative focusing strategy
Limitations
Prototype theory
Best representation of a category or class
Exempler theory
A highly typical examples of a category or class
Methods
Show examples that are typical
Ask student to recall examples from their own experience
Identify defining rule of a concept
How it is formed?
Schema activitation
Analogical reasoning
Technique
Concept attainment model
Concept maps
Knowledge Representation
Types
Declarative
Proposition
Images
Schemas
Procedural
Scripts
Production
Complex Cognitive Processes
Thinking
Critical thinking
Elements
Motivation
Some knowledge about the issue being considered
Metacognition
A set of component skills
Problem solving
Types of problem
Well-defined problems
Ill-defined problems
Model : 5 cyclical steps
Strategy
Algorithm
Heuristics
Working-back strategy
Analogical reasoning
Means-ends analysis
Trial and error
Incubation
What hinder problem solving?
Functional fixedness
Response set or mental set
Cognitive rigidity
Affective and motivational factor
Expert vs Non-expert problem solver
How to promote problem solving?
Identify issue
Use specific techniques to represent the problems in detailed
Voice it out or write it down
Pair the students with another
Provide scaffolding
Reward persistency
Decision making
Evaluating options
Making choices
Flaws
Confirmation bias
Belief perseverance
Hindsight bias
Representative heuristics
Availability heuritics
Overconfidence bias
Reasoning : Deriving conclusion
Deductive
Inductive
Creative thinking
Way to promote
Create a sense of mastery in a domain
Create a safe learning environment
Create an autonomy supporting learning environment
Encourage brainstorming
Model creativity
Demonstrate the value of creativity
Allow time for creativity
Metacognition
Components
Knowledge of cognition
Control of cognition
Categories
Declarative knowledge
Procedural knowledge
Conditional knowledge
How to enhance?
Provide overview of lesson
Provide opportunities to reflect on class
Give students practice recognising what they understand and not
Ask student to write down their goals that they want to achieve from a discussion
Write personal journals
Research findings
HOTS and LOTS
Transfer of Learning
Types of transfer
Positive transfer
Negative transfer
Affecting factors
Level of student's knowledge
Meaningfulness of original learning
Similarity between original and new contexts
The context of the original learning
Metacognitive skills
Transfer instruction
Cognitive Classroom Principles
What should you do?
Engage your students in activity
Prevent cognitive overload
Emphasise what students already know
Promote elaboration of new information
Attract students attention
Assist students in organising complex information
HUSNUL KHOTIMAH BINTI IMAM SHOBAR
A19HP0038