cognitive theories of learning dr. k. a. korb university of jos

Cognitive Theories of Cognitive Theories of LearningLearning

Dr. K. A. KorbDr. K. A. Korb

University of JosUniversity of Jos

Overview of LearningOverview of Learning

BehavioralBehavioral

PerspectivePerspective Cannot scientifically Cannot scientifically

study mental study mental processesprocesses

Humans behave in Humans behave in ways that are ways that are reinforcedreinforced

Behaviors are learnedBehaviors are learned

CognitiveCognitive

PerspectivePerspective Can scientifically Can scientifically

study mental study mental processesprocesses

Humans actively Humans actively construct knowledge construct knowledge that results in that results in behaviorbehavior

Knowledge is learnedKnowledge is learned

Dr. K. A. KorbUniversity of Jos

Information Processing Information Processing Model Model


Cognitive Learning TheoryCognitive Learning Theory

Consists of various theories that share Consists of various theories that share assumptions:assumptions: Learners are active in their attempts to understand Learners are active in their attempts to understand

their experiencestheir experiences Learners develop understanding that depends on Learners develop understanding that depends on

what they already know what they already know Learners construct, rather than record, Learners construct, rather than record,

understandingunderstanding Learning is a change in a person’s mental structuresLearning is a change in a person’s mental structures


Sensory MemorySensory Memory

Sensory Register: Sensory Register: Briefly holds Briefly holds stimuli from the environment until it stimuli from the environment until it can be processedcan be processed


Sensory MemorySensory Memory

Attention: Consciously focusing on a Attention: Consciously focusing on a stimulusstimulus Automaticity: Perform a task with little Automaticity: Perform a task with little

mental attention mental attention


PerceptionPerception

Perception:Perception: Attaching meaning to a Attaching meaning to a stimulusstimulus

Gestalt: Organize stimuli to coherent patternGestalt: Organize stimuli to coherent pattern Bottom-Up : Notice separate defining Bottom-Up : Notice separate defining

features and assemble them into a features and assemble them into a recognizable patternrecognizable pattern

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


PerceptionPerception

Mr. and Mrs. Dursley, of number four, Pivet Drive, were proud to say that they were perfectly normal, thank you very much


Gestalt PrinciplesGestalt Principles

Figure-Ground



Closure



Similarity Proximity


Bottom Up ProcessingBottom Up Processing


Bottom Up ProcessingBottom Up Processing

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10

20

30

40

50

60

70

80

90

100

0 2 4 6 8 10

Hours Studied

Exa

m S

core

.


Top Down ProcessingTop Down Processing


Working MemoryWorking Memory

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



Working Memory consists of:Working Memory consists of: Phonological Loop: Stores auditory informationPhonological Loop: Stores auditory information Visiospatial Sketchpad: Stores visual informationVisiospatial Sketchpad: Stores visual information Central Executive: Monitor attention and resourcesCentral Executive: Monitor attention and resources



1 3 9 6 8 5 3 1 4 6 2 7 3 8 2 9 6 8 1 3 9 6 8 5 3 1 4 6 2 7 3 8 2 9 6 8

t d h o P E l g u o s y c n y a i a l c t d h o P E l g u o s y c n y a i a l c oo

E d u c a t i o n a l P s y c h o l o g E d u c a t i o n a l P s y c h o l o g yy



PropertiesProperties Short Span: 15 to 30 secondsShort Span: 15 to 30 seconds Limited Space: 7 Limited Space: 7 ++ 2 2

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



FunctionsFunctions RetainRetain EncodeEncode ForgetForget


RetainRetain

Rehearsal: Keeping information in Rehearsal: Keeping information in Working MemoryWorking Memory Maintenance rehearsalMaintenance rehearsal: Repeating : Repeating

information in your mindinformation in your mind Elaborative rehearsalElaborative rehearsal: Connecting : Connecting

information with something already information with something already knownknown


EncodeEncode

Encode:Encode: Connecting new information Connecting new information to previously learned informationto previously learned information Transfers information to Long Term Transfers information to Long Term

MemoryMemory Relevant FactorsRelevant Factors

Organization: Organization: Logical network of ideas in Logical network of ideas in memorymemory

Context: Context: Physical or emotional backdrop Physical or emotional backdrop associated with an eventassociated with an event


ForgetForget

Interference:Interference: New information New information supersedes information in Working supersedes information in Working MemoryMemory

Decay: Decay: Information is forgotten due to Information is forgotten due to lack of attentionlack of attention

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

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



Overcoming Limitations of Working Overcoming Limitations of Working MemoryMemory Off-load the burdenOff-load the burden Automatize informationAutomatize information



Long term memoryLong term memory: Permanent : Permanent information storeinformation store


Working vs. Long Term Working vs. Long Term MemoryMemory

Working MemoryWorking Memory Easy for information Easy for information

to enterto enter

Limited CapacityLimited Capacity

Information Information ForgottenForgotten

Long Term MemoryLong Term Memory Takes considerable Takes considerable

effort for information effort for information to enterto enter

Virtually Unlimited Virtually Unlimited CapacityCapacity

Information Remains Information Remains PermanentlyPermanently


Long Term MemoryLong Term Memory

Types of knowledge in Long Term Memory:Types of knowledge in Long Term Memory: Declarative knowledgeDeclarative knowledge: Knowledge of facts, : Knowledge of facts,

definitions, procedures, and rulesdefinitions, procedures, and rules Stored in schemataStored in schemata

SchemataSchemata: Organized network of information: Organized network of information ScriptScript: Schema representation for events: Schema representation for events

Procedural knowledgeProcedural knowledge: Knowledge of how : Knowledge of how to perform tasksto perform tasks

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


SchemataSchemata

Behaviorism

ClassicalConditioning

OperantConditioning

UnconditionedStimulus

ConditionedStimulus

UnconditionedResponse

ConditionedResponse

NegativeReinforcement

PositiveReinforcement


SchemataSchemataInformation Processing

Model

SensoryRegister

WorkingMemory

Long-TermMemory

Metacognition

Attention Perception

Gestalt Bottom-Up Top-Down



Types of Memory:Types of Memory: Episodic Memory: Episodic Memory: Memory for Memory for

information tied to a particular place and information tied to a particular place and timetime

Semantic Memory: Semantic Memory: Memory for meaning Memory for meaning Consists of declarative knowledgeConsists of declarative knowledge

Procedural Memory: Procedural Memory: Memory for Memory for proceduresprocedures Consists of procedural knowledgeConsists of procedural knowledge



How do we retrieve knowledge in How do we retrieve knowledge in memory?memory? PrimingPriming: Activating a concept in memory: Activating a concept in memory Activation SpreadingActivation Spreading: Retrieve information : Retrieve information

based on relatedness to another conceptbased on relatedness to another concept Retrieval: Retrieval: Process of searching for Process of searching for

information in long term memoryinformation in long term memory Reconstruction: Reconstruction: Recreate how you learned Recreate how you learned

the informationthe information


Activation SpreadingActivation Spreading

ComputerInternet

Email

Keyboard

Typewriter

Screen

Television

Mouse

Gateway

Chats

GoogleMickeyMouse


Memorization TipsMemorization Tips

Distributed Practice: Distribute Distributed Practice: Distribute practice over timepractice over time

Part learning: Break the list into Part learning: Break the list into smaller segmentssmaller segments



MetacognitionMetacognition: Awareness of and control : Awareness of and control over own cognitive processesover own cognitive processes


MetacognitionMetacognition

Consists of:Consists of: PlanningPlanning MonitoringMonitoring EvaluationEvaluation

Metacognitive strategies consist of Metacognitive strategies consist of plans for accomplishing specific plans for accomplishing specific learning goalslearning goals


MetacognitionMetacognition

Types of Regulatory BehaviorTypes of Regulatory Behavior Knowing what is known and unknownKnowing what is known and unknown Strategically planning ahead for study Strategically planning ahead for study

timetime Making efficient use of study timeMaking efficient use of study time Monitoring progress while studyingMonitoring progress while studying


Classroom ApplicationClassroom Application

Help students make connections between Help students make connections between new information and what they already new information and what they already knowknow

Provide for repetition and review of Provide for repetition and review of information, emphasizing new contextsinformation, emphasizing new contexts

Present material (instruction) in a clear, Present material (instruction) in a clear, organized, wayorganized, way

Focus on meaning, not memorization, of Focus on meaning, not memorization, of informationinformation

Provide opportunities for students to Provide opportunities for students to elaborate on new informationelaborate on new information


Study TipsStudy Tips(Based on Driscoll, 2005)(Based on Driscoll, 2005)

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

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

meaningful examples (Encoding)meaningful examples (Encoding) Actively read by elaborating with applications to Actively read by elaborating with applications to

your life (Encoding)your life (Encoding) Write notes in your own words (Encoding)Write notes in your own words (Encoding) Overlearn by studying even when you know the Overlearn by studying even when you know the

material (Automaticity)material (Automaticity) Review class notes the same day that you take Review class notes the same day that you take

them (Rehearsal)them (Rehearsal)


Developmental ChangesDevelopmental Changes

AttentionAttention Direct attention to important informationDirect attention to important information Ignore irrelevant stimuliIgnore irrelevant stimuli

Working MemoryWorking Memory Hold more objectsHold more objects Automatize more tasksAutomatize more tasks

Long Term MemoryLong Term Memory Gain more knowledgeGain more knowledge

MetacognitionMetacognition Use more effective strategies Use more effective strategies Aware of memory limitationsAware of memory limitations


Cognitive Theories OverviewCognitive Theories Overview

Results: Results: Knowledge in memoryKnowledge in memory Means: Means: Transformation of information Transformation of information

through sensory memory, working through sensory memory, working memory, into long term memorymemory, into long term memory

Inputs: Inputs: Sensory information from Sensory information from environmentenvironment


Cognitive Theories OverviewCognitive Theories Overview

Learning Outcomes: Learning Outcomes: KnowledgeKnowledge Role of the Learner: Role of the Learner: ActiveActive Role of the Instructor: Role of the Instructor: Present organized Present organized

information in a meaningful manner that will information in a meaningful manner that will sustain the attention of the learnersustain the attention of the learner

Inputs for Learning: Inputs for Learning: Information from the Information from the environment that can be accurately environment that can be accurately perceived by the learnerperceived by the learner

Process of Learning: Process of Learning: Transformation of Transformation of information through memory storesinformation through memory stores


RevisionRevision

Explain each of the six major components Explain each of the six major components of the information processing model of of the information processing model of learning.learning. Explain the three theories of perception.Explain the three theories of perception. Explain the three components of working Explain the three components of working

memory.memory. Explain the three types of memory in long term Explain the three types of memory in long term

memory.memory. Explain how knowledge can be retrieved from Explain how knowledge can be retrieved from

long-term memory.long-term memory.


cognitive theories of learning dr. k. a. korb university of jos

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