COMPILED BY JULIE RUMMINGS FOR IDE 621 KNOWLEDGE BASE

Cognitive Development Theory

Learning Sceanrio

Reflection

References Question

IndexObservation Checklist

Question Index

What is Cognitive Development Theory?

Who was Edward Tolman? Who were the

Gestalt Psychologists ?

What is Verbal Learning Research?

What is the Informational Processing Theory?

What are the Contextual Theories?

What are the models of human memory?

What types of instruction are inspired by this

theory?

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What is Cognitive Development Theory?

A learning theory inspired by

rationalism that focuses on the

internal aspects of learning, such as how

people receive, interpret and

organize information in memory. (Smith and Ragan, 2005,

p.26; Ormrod, 2012, p.141-142)

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Major Theorists Key and Links

o Edward Tolman

(Ormrod, 2012. p.

142-144) LINK

o Gestalt

Psychologists

(Ormrod, 2012,

p.144-148) LINK

Assumptions of…

Learning is internal, not

external

Behavior is purposive, and

Tolman’s work is often

called Purposive

Behaviorism

Expectations affect behavior

Learning results in an

organized body of

information. Organisms

often develop cognitive

maps of their environment

Assumptions of …

How a person perceives something

is often different than reality

You cannot fully understand

human experiences when you try

to examine each moment

separately, aka, “The whole is

more than the sum of its parts”

Organisms impose structure on

experiences

Gestalt Principles

Law of Proximity

Law of Similarity

Law of Closure

Law of Pragnanz

Learning involves the creation of

memory traces.

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Early Verbal Learning Research

Ideas for… Learning a

series of items in a set sequence (i.e. ABC’s, days of the week)

Serial Learning Curve – first few items (primacy effect) and last few items (recency effect) are easier to remember

Ideas for… Learning pairs

of items (i.e. capitals of states)

Previous learning can effect learning in other situations (retroactive and proactive inhibition, retroactive and proactive facilitation).

Serial Learning * Paired-Associate Learning * Then and Now

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Verbal Learning Research

Other Major Ideas (Ormrod, 2012, p.151.-152)

OverlearningDistributed practice vs.

massed practiceMeaningful,

pronounceable, concrete information that can be mentally visualized

Humans tend to organize information.

Verbatim vs. general idea

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Models of Human Memory

Dual Store Model A model devised by

Richard Atkinson and Richard Shiffrin that incorporates three structures: sensory register, working memory, and long-term memory. This model is called the “dual store” model because of the assumption that working memory and long-term memory are two separate entities (Ormrod, 2012, p.160-161)

Levels of Processing Learning involves a

stubborn structure called the central processor, which processes new information in the brain (Ormrod, 2012, p.177). It is responsible for making sure information is retained, but it doesn’t always do its job correctly if the learner does not want to learn. So, some information never makes it to long-term storage (Ormrod, 2012, p.178). Menu

Information Processing Theory

Long Term Memory ->

Long Term Memory Crossword

Visual ImageryInternal Organization

Elaboration

Selection Rehearsal

Meaningful Learning

Declarative Procedural Conceptual

Concept Schema Script

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Information taken from Ormrod, 2012, p.184-265

Contextual Theories

Some theorists believe it is extremely important in studying learning to take into account the learner’s “immediate physical and social environment” (Ormrod, 2012, p.155).

The learners environment or context could include physical tools such as calculators and pencils, mental organizational tools such as equations and diagram, or even abstract concepts (Ormrod, 2012, p.155). Menu

Types of Instruction Links

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•Gain attention Reception

•Inform learners of objectives Expectancy

•Stimulate recall of prior knowledgeRetrieval

•Present the stimulus Selective Perception

•Provide learning guidanceSemantic Encoding

•Elicit performance Responding

•Provide feedback Reinforcement

•Assess performance Retrieval

•Enhance retention and transfer

Generalization

Learning Scenario Link

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Description and Recommendations

Observation Checklist

Yes No Not Sure

Does the lesson have activities that are designed

to attract and keep the students’ attention?

Is the content of the lesson organized using

concept maps, advanced organizers, tables, or

other such tools?

Does the instruction incorporate symbols to help

learners retrieve the required information at a

later date?

Are the learners given the opportunity to

practice or review the information?

Does the lesson incorporate activities that

facilitate the recall of prior knowledge?

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Reflection

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References

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