cognitive theories of learning: information...

Dr. K. A. KorbPSY 112University of Jos

10/19/2015

1

Cognitive Theories of Learning:Information Processing

Dr. K. A. Korb

University of Jos

Learning Goals

� Explain each of the six major components of the information processing model of learning.

� Explain the three theories of perception.

� Explain the role and limitations of working memory.

� Explain how information can be effectively stored and retrieved in Long-Term Memory.

� Explain what Metacognition is.

Overview of Learning

Behavioral

Perspective

� Cannot scientifically study mental processes

� Humans behave based on stimulus-response reactions

� Behaviors are learned

Cognitive

Perspective

� Can scientifically study mental processes

� Humans actively construct knowledge that results in behavior

� Knowledge is learned

Cognitive Learning Theory

� Consists of various theories that share assumptions:

� Learners are active in their attempts to understand their experiences

� Learners develop an understanding that depends on what they already know

� Learning is a change in a person’s mental structures


10/19/2015

2

Information Processing Model Sensory Memory

� Sensory Memory: Briefly holds stimuli from the environment until it can be processed

Attention

� Attention: Consciously focusing on a stimulus� Automaticity: Perform a task with little mental

attention

Perception

� Perception: Attaching meaning to a stimulus

� There are three major theories of perception:

� Gestalt: Organize stimuli to coherent pattern

� Bottom-Up : Notice separate defining features and assemble them into a recognizable pattern

� Top-down: Perceive based on the context and the patterns you expect to occur in the situation


10/19/2015

3

Working Memory

� Working Memory: Store that holds information as a person processes it

Working Memory

� Working Memory consists of:� Phonological Loop: Stores verbal information

� Visiospatial Sketchpad: Stores visual information

� Central Executive: Monitor attention and resources

Working Memory

� Properties

� Short Span: 15 to 30 seconds

� Limited Space: 7 + 2

Working Memory

� Functions

� Retain in working memory

� Encode into long-term memory

� Forget


10/19/2015

4

Retain

� There are three primary ways to retain information in working memory

� Maintenance rehearsal: Repeating information in your mind

� Elaborative rehearsal: Connecting information with something already known

� Chunking: Mentally combining separate items into larger, more meaningful units

Encode

� Encode: Transfers information to Long Term Memory

� Most effective when the learner connects new information to previously learned information

Forget

� Interference: New information supersedes information in Working Memory

� Decay: Information is forgotten due to lack of attention

� Failure to Encode: Information is not transferred to Long Term Memory

� Failure to Retrieve: Inability to access information in Long Term Memory

Working Memory

� Overcoming Limitations of Working Memory

� Off-load the burden

� Automatize information

� Chunk


10/19/2015

5

Information Processing Model

� Long term memory: Permanent information store

Working vs. Long Term Memory

Working Memory

� Easy for information to enter

� Limited capacity

� Information forgotten

Long Term Memory

� Takes considerable effort for information to enter

� Almost unlimited capacity

� Information remains permanently

Long Term Memory

� Types of knowledge in Long Term Memory:

� Declarative knowledge: Knowledge of facts, definitions, procedures, and rules� Stored in schemata: Organized network of information

� Procedural knowledge: Knowledge of how to perform tasks

� Conditional knowledge: Knowledge of when and how to apply declarative and procedural knowledge

Schemata

Behaviorism

ClassicalConditioning

OperantConditioning

UnconditionedStimulus

ConditionedStimulus

UnconditionedResponse

ConditionedResponse

NegativeReinforcement

PositiveReinforcement


10/19/2015

6

Schemata

Information Processing

Model

SensoryRegister

Attention Perception

Gestalt Bottom-Up Top-Down

WorkingMemory

Long-TermMemory Metacognition

Long Term Memory

� Encoding information in Long-Term Memory� Activity: Students must be active participants in the

learning process (answer meaningful questions, solve problems, experimentation, find examples, etc.)

� Organization: Cluster information into patterns to illustrate connections. Use charts, tables, flowcharts

� Elaboration: Connect new information to previously known information

� Mnemonics: Strategies to aid encoding by forming artificial associations

� Mnemonics should be a last resort strategy

Long Term Memory

� How do we retrieve knowledge in memory?� Priming: Activate a concept in memory� Activation Spreading: Retrieve information based

on relatedness to another concept� Retrieval: Process of searching for information in

long term memory� Reconstruction: Recreate how you learned the

information

� Retrieving information depends on how well the information was initially encoded� Rote memorization leads to poor retrieval

Memorization Tips

� Distributed Practice: Distribute practice over time

� Part learning: Break learning into smaller segments


10/19/2015

7

Information Processing Model

� Metacognition: Awareness of and control over own cognitive processes

Metacognition

� Consists of:

� Planning

� Monitoring

� Evaluation

� Metacognitive strategies consist of plans for accomplishing specific learning goals

Metacognition

� Types of Regulatory Behavior

� Knowing what is known and unknown

� Strategically planning ahead for study time

� Making efficient use of study time

� Monitoring progress while studying

� Self-evaluation is very important to learning

Application for Students

� Attention: You will not learn if you are not paying attention

� Perception: You create meaning based on linking previous experiences to new information based on what you already know

� Working Memory� Organize information into meaningful chunks to be

learned

� Note-taking can help remind you of something later


10/19/2015

8

Classroom Application

� Long-Term Memory� Make connections between new information

and already learnt information

� Provide for repetition and review

� Focus on meaning, not memorization, of new information

� Metacognition: Always conduct self-evaluations of what you know and whether your behavior reflects what you know

Study Tips(Based on Driscoll, 2005)

� Actively listen (Attention)� Break down complex information to smaller parts

(Chunking)� Elaborate on new information with original, meaningful

examples (Elaboration)� Actively read by elaborating with applications to your life

(Elaboration)� Write notes in your own words (Repetition to encode in

long-term memory)� Review class notes the same day that you take them

(Repetition to encode into long-term memory)� Overlearn by studying even when you think you know

the material (Automaticity)

cognitive theories of learning: information...

Documents