Educational PsychologyCognitive Views of Learning

Instructor: Xu Wei

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Learning Objectives1. What is the cognitive perspective of

learning?2. What is Information Processing Model

(IPM) and its constructs?3. How do the IPM components influence

learning and teaching? 4. What are the cognitive views of

developing knowledge?

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2. What is Information Processing Model (IPM)?

A schematic representation of a typical IPM of memoryFrom Woolfolk, A. (2010). Educational Psychology (11ed.), Pearson Education, Inc.

Please describe the IPM of memory.

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2. IPM (Continued)_Its Constructs:Levels of Processes and Important Components

I. Cognitive Processes (see Figure 7.1,Slide-10) Sensory Memory (sensory

register/sensory information store) Working Memory/Short-term Memory Long-term MemoryII. Metacognitive Process (Executive Control

~) (See Ch8) Metacognitive Knowledge (three kinds) Metacognitive Experience (three skills)

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2. IPM (Continued)_Its Constructs:Cognitive Process and Its Components

Type of Memory

Input Capacity Duration Contents Retrieval Implication

Sensory

Work-

ing

Long-term

Very briefly

Very fast

Relative-ly slow

Large

Limited 5±2

Practical-ly

unlimited

Very fragile:1-3 Sec.

Very brief: 5-20 sec. (1.5 sec.)

Practical-ly

unlimited

Sensations: images, sound

patterns, …

Words, images, ideas,

sentences [language-based &

nonverbal, spatial, visual]

Propositional networks, schemata,

perhaps images (semantic ~) productions

(procedural~), episodes

(episodic~)

Instant[Perception(Gestalt)Feature Analysis/bottom-up processingTop-down processingAttention (automatic)]

Immediate(conscious memory)

Depends on representation and organization(not conscious memory; spreading of activation & reconstruction)

Learning –Paying & maintaining attention, Teaching —Capturing & maintaining attention (Eye-catching, startling displays, actions, etc.)

Maintenance rehearsal (articulatory loop)Elaborative rehearsalChunkingForgetting (interference/decay)* rehearsal & chunking – executive control process

Storing information (elaboration, organization, & context) Forgetting – interference & decay–learning & teaching

WM & LTMRemembering /Store Forgetting Memory

/Knowledge

WM Maintenance rehearsal

Elaborative rehearsalChunking

InterferenceDecay

Semantic memory: propositions, images & schemas

Episodic Memory: when & where

Procedural Memory: how

LTM ElaborationOrganization Context

InterferenceDecay

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Becoming Knowledgeable

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Development of Declarative Knowledge•Rote Memorization•Mnemonics•Making It Meaningful •The Instructional Events Model

Development of Procedural & Conditional Knowledge•Automated Basic Skills•Domain-Specific Strategies

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3. How Do the IPM Components Influence Learning and Teaching? (Working Memory_1)

Applying an Understanding of Working Memory in Your Teaching

Objectives Working memory’s role in students’ learning. Identify two important characteristics of working memory—lim

ited capacity and fragility. Identify three strategies teachers can use to avoid overloading st

udents’ working memory.Video Analysis:In this example [Video 1], Jody Salazar, a middle school teacher, is s

etting up a cooperative learning exercise. Watch the video and identify one or more examples of each of the three strategies. That is, what does she do to (1) make what they need to remember meaningful, (2) lighten the load on WM by keeping it simple, and (3) engage the senses?

3. How Do the IPM Components Influence Learning and Teaching? (Working Memory_2)

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Strategy Example(s) You Saw

1. Make it meaningful

2. Keep it simple

3. Engage all the senses

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3. How Do the IPM Components Influence Learning and Teaching? (Long-term Memory) -1

Helping Learners Remember and Retrieve Information

Objectives Describe the role of long-term memory (LTM) in stu

dent learning. Give examples of how LTM can be improved by usin

g knowledge activation, active processing, knowledge organization, and imagery-based teaching methods.

Video Analysis: (Next Slide)

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3. How Do the IPM Components Influence Learning and Teaching? (Long-term Memory) -2

Video Analysis: In this video segment (2), we look at Susan McCloskey’s le

sson on the book, There Was an Old Lady Who Swallowed a Fly. Please pay specific attention to how she uses the “Little Old Lady” figure. Children place stuffed animals into the figure as they retell parts of the story. At the end of the video, Susan is briefly interviewed about the figure.

As you watch Susan’s students interacting with the “Little Old Lady” figure and hear her interview, consider the four methods for promoting LTM—activating knowledge, encouraging active processing, organizing knowledge, and enhancing imagery. Her using the figure best illustrates two of the four methods. Which two?

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3. How Do the IPM Components Influence Learning and Teaching? (Long-term Memory) -3

As you watch, you may want to use the following form to help you decide which two methods her use of the "Little Old Lady" figure be

st illustrates.

Teaching Method

How Using the "Little Old Lady" Figure Illustrates (or Doesn't Illustrate)

this Method Knowledge activation

Active processing

Knowledge organization

Imagery

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4. What are the cognitive views of developing knowledge?

Teaching for Meaningful Learning

Objectives State three strategies that teachers can use to f

acilitate meaningful learning. Identify examples of teachers encouraging me

aningful learning for students.

Video Analysis: (Next Slide)

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4. What are the cognitive views of developing knowledge? (Continue)

Video AnalysisThere are three main strategies that you as a teacher can use to pr

omote meaningful learning for your students. They are: Connect new information to students’ prior knowledge. Help students organize new information they encounter. Promote students’ use of elaboration. While watching the video (3), consider which of these strategies

the teacher uses and note how she implements the strategies she does use.

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4. What are the cognitive views of developing knowledge? (Continue)

Video Analysis (Continue) In the short segment you’ve viewed, the teacher clearly uses S

trategy 1, connect new information to students’ prior knowledge, to promote meaningful learning. She doesn’t use Strategy 2, help students organize new information they encounter, or Strategy 3, promote students’ use of elaboration.

If you were the teacher working with the students in this video, what would you do to carry out Strategy 2, help students organize new information, and Strategy 3, promote students’ use of elaboration? Give one or two examples of activities or approaches you would use for each strategy.

Consolidation Exercises

Exercise I: Prior Knowledge in Reading

Exercise II: Thank-You Note Exercise III: Identifying Effective Cl

assroom Practices

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