Cognitivism

Martin ValckeMartin.Valcke@UGent.be

http://users.ugent.be/~mvalcke/CV/CVMVA.htm

Structure • Activity 1: learning experiment Miller

• Introduction Information processing

• Activity 2: dual channel theory

• Representation & development of declarative & procedural knowledge

• Activity 3: NLR

• Activity 4: Questions & Bloom’s taxonomy

Activity 1

Experiment based on Miller 1957

Storage

LTM Long Term Memory

Working MemorySTM Short Term Memory

ReceptorsOutput

Effectors

Environment

Sensory MemoryImmediate Memory

Retrieval

Respons output

organisation

Selective perception

Information back to the environment

Information from the environment

Control processes

Cognitivism

• Internal processes• Key concepts:

stages, memories, limitations, interaction, subprocesses (perceiving, repeating, representing, reflecting, imagining, abstracting, comparing, …)

Working memory

Central Executive

Episodic buffer

Phonological loop

Visuo-spatial sketchpad

Verbal info

Visuo-spatial info

Verbal and viso-spatial ino

Activity 2: experiment

• Dual Channel Theory: Paivio (1986) en Mayer (2001)

Mayer (2001) and Paivio (1986)

MMpresentation

Sensory Memory

Working Memory

Long TermMemory

Words

Images

Hearing

Looking

Sound

Image

VerbalModel

VisualModel

PriorKnowledge

IntegrationO

rganisation

Learning

Mayer (2001) and Paivio (1986)

Theoretical base

• Representation of knwoledge– Declarative knowledge– Procedural knowledge

• Development of knowledge – Declarative knowledge– Procedural knowledge

Representation declarative knowledge

Proposition(s)

Basis unit information: argument and relations

Representation declarative knowledge

Images

Based on a perception; part of original perception is retained

Representation declarative knowledge

linear order

On top of proposition network and images: structureVb. ABCD, EFG, HIJK, LMNOP, QRS, TUV en WXYZ.

Vb. Notes

Vb. durch für ohne um bis nach gegen

Ormrod, 2008

Representation declarative knowledge

schemas(based on propositions, images, and linear order)

Knowledge is not set of unstructured ideas.

Schemas• Memory structure

• Abstraction

• Network

• Dynamic structure

• Context

• Frames (special schemes)

• Example “frame”: special schema for “party”

• Underdeveloped schemas: personal theories ~ misconceptions

Relationships in declarative knowledge

Facts

Concepts

Procedures

Metacognition

Representation procedural knowledge

Production system

Production b

Production a Production d

Production c

P1

IF xxxxxxxxx,

Then yyy.

P2

If a

Then b

P3

If c

Then d

Development declarative knowledge

Two mental processes are cenral:

• Elaboration

• Organisation

Elaboration

• Integrates knowledge

• Links new to old knowledge

Organisation• Organisation acts on available

schemas in memory.

• Strenghtening internal cognitive structure.

Organisation

• Structuring, order

• Hierarchy

Ways to structure the ideas about how species “evolve”Matuk en Uttal (2010): “All have tails, but only two have horns” - Inventing an intuitive representation of relatedness.

Development procedural knowledge

• Cognitive phase

• Associative phase

• Autonomous phase

• Goal directedness!!

Cognitive Phase

• Stepwise storage of individual productions in memory• In fact: as declarative knowledge (schemas)

Facts

Concepts

Procedures

Metacognition

In this phase we try to release support of single productions in memory

We try to eliminate consultation memory.

Associative phase

Autonomous phase

Automatic result of associative phase.Difficult to predict when achieved.

Relationships in procedural knowledge

http://www.transitionmathproject.org/partners/wcp/doc/bloom.pdf

Activity 4

• Read text “hormones”

• Apply evidence based principle: developing non-linguistic representation

Activity 5a

• Make list of questions (prep activity)

• Structure these questions from “easy” to “complex”

Activity 5b

• Make list of questions (prep activity)

• Structure these questions from “easy” to “complex”

• Apply Bloom’s Taxonomy to ground your classification

King

• Questions are critical

• See King, A. (1992). Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning

From Lectures.

• Starters

King: starters

Cognitivism

Martin ValckeMartin.Valcke@UGent.be

http://users.ugent.be/~mvalcke/CV/CVMVA.htm