Transcript Theories of Learning: Cognitive Theories Dr. K. A. Korb University of Jos

Theories of Learning:
Cognitive Theories
Dr. K. A. Korb
University of Jos
15 May 2009
Learning
• Definition: Relatively permanent change in behavior
or knowledge as the result of experience.
– Relatively permanent: Knowledge or behavior must
persist for some time
– Change: Alteration of previous behavior or knowledge
– Behavior or Knowledge: New knowledge does not always
affect behavior immediately
– Result of Experience: Experience with the environment or
rational analysiS
Dr. K. A. Korb
University of Jos
Sensory Memory
• Sensory Memory: Briefly holds stimuli from the
environment until it can be processed
• Attention: Consciously focusing on a stimulus
– Automaticity: Perform a task with little mental
attention
Dr. K. A. Korb
University of Jos
Perception
• Perception: Attaching meaning to a stimulus
• 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
Dr. K. A. Korb
University of Jos
Working Memory
• Working Memory: Store that holds information
as a person processes it
• Working Memory consists of:
– Phonological Loop: Stores auditory information
– Visiospatial Sketchpad: Stores visual information
– Central Executive: Monitor attention and resources
• Properties
– Short Span: 15 to 30 seconds
– Limited Space: 7 + 2
• Chunking: Mentally combining separate items into larger,
more meaningful units
Dr. K. A. Korb
University of Jos
Working Memory Functions
• Retain
– Rehearsal: Keeping information in Working
Memory
• Maintenance rehearsal: Repeating information in your
mind
• Elaborative rehearsal: Connecting information with
something already known
Dr. K. A. Korb
University of Jos
Working Memory Functions
• Encode: Connecting new information to
previously learned information
– Transfers information to Long Term Memory
• Relevant Factors
– Organization: Logical network of ideas in memory
– Context: Physical or emotional backdrop
associated with an event
Dr. K. A. Korb
University of Jos
Working Memory Functions
• 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
Dr. K. A. Korb
University of Jos
Working Memory
• Overcoming Limitations of Working Memory
– Off-load the burden
– Automatize information
• Long term memory: Permanent information
store
Dr. K. A. Korb
University of Jos
Working vs. Long Term Memory
Working Memory
• Easy for information to
enter
• Limited capacity
• Information forgotten
Dr. K. A. Korb
University of Jos
Long Term Memory
• Takes considerable effort for
information to enter
• Virtually unlimited capacity
• Information remains
relatively permanently
Long Term Memory
• Types of knowledge in Long Term Memory:
– Declarative knowledge: Knowledge of facts,
definitions, procedures, and rules
• Stored in schemata
– Schemata: Organized network of information
• Script: Schema representation for events
– Procedural knowledge: Knowledge of how to perform
tasks
– Conditional knowledge: Knowledge of when and how
to apply declarative and procedural knowledge
Dr. K. A. Korb
University of Jos
Long Term Memory
• How do we retrieve knowledge in memory?
– Priming: Activating 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
Dr. K. A. Korb
University of Jos
Metacognition
• Metacognition: Awareness of and control over
own cognitive processes
• Consists of:
– Planning
– Monitoring
– Evaluation
• Metacognitive strategies consist of plans for
accomplishing specific learning goals
Dr. K. A. Korb
University of Jos
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
Dr. K. A. Korb
University of Jos
Classroom Application
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Help students make connections between new
information and what they already know
Provide for repetition and review of information,
emphasizing new contexts
Present material (instruction) in a clear, organized,
way
Focus on meaning, not memorization, of
information
Provide opportunities for students to elaborate on
new information
Dr. K. A. Korb
University of Jos
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 (Encoding)
• Actively read by elaborating with applications to your life
(Encoding)
• Write notes in your own words (Encoding)
• Overlearn by studying even when you know the material
(Automaticity)
• Review class notes the same day that you take them
(Rehearsal)
Dr. K. A. Korb
University of Jos
Revision
• Explain each of the six major components of
the information processing model of learning.
– Explain the three theories of perception.
– Explain the three components of working
memory.
– Explain the three types of memory in long term
memory.
– Explain how knowledge can be retrieved from long
term memory.
– Describe metacognition and its use for learning.
Dr. K. A. Korb
University of Jos