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Cognitive Process

HERWIN

SANUSI

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Concept Map

Transfer of Learning

InformationProcessing

Concept Learning

Making InformationMeaningful

CognitiveProcess

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Information Processing

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Information

Processing

Information

Memory

Mind

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Memory

to save the information at the time

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Information Processing

Sensory memoryWorking memory/Shot term memoryLong term memory

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Sensory Memory

The five sensesSensory register Large capacityShort duration

Roles of attentionand perception

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Working Memory

Capacity: 5 to 9 separate itemsDuration: 5 to 20 secondsRehearsal can increase duration

Maintenance rehearsal Chunking

Contains

(words,images, ideas, sentences)

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Long Term MemoryStorage takes moretime & effortUnlimited capacityUnlimited durationContains visual or verbal or acombination of codesRetrieval may betroublesome

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The Information Processing System

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Comparison of Short- &

Long Term MemoryShort Term

Very fast input

Limited capacity5 20 seconds

durationContains words,

images, ideas,sentences

Immediate retrieval

Long TermRelatively slow input

Practically unlimitedcapacity

Practically unlimitedduration

Contains networks,schemata

Retrieval depends onconnections

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Types of MemoryEpisodic

(time,place,event....)

Semantic(general)

Procedural(nondeklarative)

Yesterdays

golf outing inPadivalley

Makassar isone of cityin Indonesia

How togive a

presentation

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FORGETTING

Interference

Decay

???

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MetacognitiveKnowledge

Awareness of your own thinkingprocesses Knowing what you know (declarative

knowledge) Knowing how to use what you know

(procedural knowledge) Knowing when and why to use what you

know (conditional knowledge)PlanningMonitoring

Evaluation

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Differences in

MetacognitionDevelopmentaldifferences Strategy Organization Capacity

Individual differences Efficiency Differences in ability

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Making information

meaningfulOrganization(Impose order & conections in new information)

Elaboration(Expand on existing schemas)

Activity(Put learner in the most active role possible in makingconnections)

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Making It Meaningful

Relating to previous knowledgeRelating to students experiences Clarifying unfamiliar termsGive examples, illustrations,

analogies from students view Use humor, emotion

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Attention!!Making it meaningfu l : Singlebest method for aiding memory

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How do we learn concepts? Concepts: set of defining attributes -distinctive

features shared by members of a category

Prototypes: best representative of a category

Exemplar: a speific example of a given category that is used toclassify an item

Schemas: recognition of a concept

Simplicity principle: simplest category or rule

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How can we teach concepts?to construct an understanding of specific concepts, practice skills andthinking skills

Components needed: Examples (prototypes) Relevant attributes Name of concept Definition Use it (do exercises, solve problems,

write, read, explain, etc)

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Strategies for teaching concept

The rule-example strategy(includes four steps)

Define the concept, linking it to a superordinateconcept and identifying essential characteristicClarify terms in defenition , making sure the essentialcharacteristics are understoodProvide positive and negative examples toillustrate the essential characteristics

Provide additional unlabeled positive and negativeexamples , asking students to categorize and explainthe basis for their categorization. or have studentsprovide their own examples

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Teaching Conceptsthrough Discovery

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Teaching Conceptsthrough Exposition

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Teaching Conceptsthrough Discussion

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Teaching Conceptsthrough Demonstration

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How can students get learning

strategies into action? Decide whats

important:

Use summaries Underline and highlight Take notes

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How can we organize information? Use graphic

organizers such asmaps or charts

Map relationships

Use Venn and Treediagrams

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Transfer of learning

Positive transfer

Negative transfer

PAST PRESENTknoweldgeabilityetc.

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Teaching for Positive Transfer Decide what is worth learning

Be aware of what the future islikely to hold for your students

Use overlearning to make sureyour students will master a skill

Create powerful teaching-learning environments

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End