Information Processing and Cognitive Theories of Learning
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Transcript of Information Processing and Cognitive Theories of Learning
Information Processing and Cognitive Theories of Learning
What is meant by cognitive information processing
theory?
• CIP theory refers to information processing, applied to
various theoretical perspectives dealing with the sequence and
execution of cognitive events.
Models of information processing theory
Sensory Memory Stage Short Term Memory Stage Long Term Memory Stage
Processes of keeping information alive
AttentionRehearsalEncodingretrievalperception
What cognitive strategies help students learn best?
Note Taking is common study strategy in reading and learning from lectures. NT can be effective for certain types of
materials, because it requires mental processing of main ideas, as one makes
decisions about what to write. Several studies have found that the
practice,combined with student note-taking and review, increases student learning .
Underlying/ highlighting key term information that are most important and require a higher level of processing to make dicisions about critical materials…
Summarizing involves writing brief statements that represent the main ideas of the information being read.
an effective way that helps have clear idea and remember easily intriguing components.
Outlining and mapping: study strategy that requires the student to represent the material studied in skeletal form.
Outlining presents the main points of the material in a hierarchical format, with each
detail organized under a higher-level and category while mapping identify main ideas and then diagram connections between them
1- MEMORY
What is memory?
Retrieval & Forgetting
Encoding
What is Memory? “ Life is all memory except the
one present moment that goes by so quickly that you can hardly catch it going.”
Tennessee WILLIAMS
Memory is:• Retention of information over time• Educational psychologists:
Study how information is placed into memory, how it is stored, and how it is retrieved
View memory in terms of how children actively construct their memory
Memory Processes:
• Encoding• Storage• Retrieval & Forgetting
1. Encoding: involves many processes
• a. Rehearsal: Conscious repetition of information over time to increase the time it will stay in memory
• it works best when you need to encode and remember a list of items for a brief period of time. ( it doesn’t work well for retaining information over the long term.)
b. Deep processing: the processing of information occurs on different levels, from shallow to deep, with deep processing producing better memory:
Shallow Proc: Analysis of physical features intermediate Proc: Recognition and Labeling Deep Proc: Process information semantically
If a child sees the word “BOAT”: Shallow: Notice the shapes of the lettersIntermediate: Notice the characteristics of the word, it rhymes with the word: COATDeep: Think about the last time he went with his dad fishing on a boat
C. Elaboration: the extensiveness of information involved in encoding. It works well because it adds to the distinctiveness of memory code:
when you’re searching for a friend in Souk Lhad on a crowded Sunday. if he has common features, it’s very difficult to find him. But if he is quite tall with flaming red hair, it could be easier to find him.
d. Constructing images: Memories are stored as verbal codes or images codes. The more detailed and distinctive the image code, the better your memory will be.
e. Organization: organizing information in meaningful ways when encoding is very good for memory.
The more you present information in an organized way, the easier your SS will remember it.
2. Storage Children encode information and store it.
Afterwards, they remember some info for less than a second, some for a minute, and other info for mns/hours/ even for a life time.
these time frames correspond to memory types: Sensory memory Short-term memory Long-term memory
Sensory memory: holds info from the world in its original sensory form for only an instant / a fleeting moment, then it fades.
Short-term memory: a limited-capacity memory system which is relatively longer. SS can keep track of 7 +/- items without external aids.
Long-term memory: holds enormous amount of info for a long period of time. But not all info is retrieved easily from long-term memory. (Search engines)
3.Retrieval & forgetting
Due to some factors, SS might be able to retrieve information but might forget some.
Retrieval can be as easy as automatic, or as difficult as it requires more effort:
Ex: the months of the year
A. Retrieval the position of the item affects how easy
or difficult to retrieve it. Recall is better for items at the beginning and end rather than for items in the middle.
Encoding specificity model: associations formed at the time of
encoding or learning.
B: Acquiring expertise
what determines whether or not someone becomes an expert?
2. EXPERTISEExpertise and Learning
Acquiring Expertise
Expertise and Teaching
a. Expertise and Learning
The contribution of prior knowledge to our ability to remember is evident. (expert VS novice)
organization and depth of knowledge: when knowledge is organized around important ideas/concepts in meaningful ways, it is easier to retrieve it.
Fluent retrieval: the effort involved in retrieving relevant info varies greatly, experts do that “fluently” and effortlessly but novice people / learners need a great deal of effort.
Adaptive expertise: adaptive experts are able to approach new situations flexibly: teachers who are adaptive experts are flexible and open to rethinking ideas and practices to improve their SS learning.
• use of good strategies helps SS become effective: note taking, PQ4R
PREVIEW QUESTION READ REFLECT RECITE REVIEW
b. Acquiring expertise
what determines whether or not someone
becomes an expert?
Practice Motivation
Talent
c. Expertise and Teaching
“Being an expert in a particular domain does not mean that the expert is good at helping others learn it.”
Bransford, 2006
Characteristics of an expert teacher
PEDAGOGICAL CONTENT KNOWLEDGE: good at monitoring SS learning and assessing
SS progress Aware of the difficulties their SS are likely to encounter
Aware of SS existing knowledge Makes new info relevant
TECHNOLOGY
“ in the absence of the expert pedagogical awareness of their own SS, inexpert
teachers simply rely on textbook publishers’ materials, which, of course,
contain no information about the particular pedagogical needs of SS in
the teacher’s classroom.”Brophy, 2004
Metacognition
The learner’s knowledge about her/his own cognitive
processes.Dr. Dov liberman
Metacognition
Metamemory Metacomprehension Self-Regulation
How Can You do It as a Teacher?
Characterize performancesMake students aware they are responsible for
their own learning.State objectives or learning outcomes.
How Can You do It as a Teacher?
Provide practice tests and homework.Provide guided practice before homework.
Have students participate in complex tasks such as presentations and report
writing.
Self-Regulatory StrategiesCompare performance against a set of
performance standards (e.g., salient behaviors)Compare performance against stated
objectives
Predict outcomes on various tasksReciprocal reading
Questioning Summarizing Clarifying Predicting
Reciprocal teaching
Self-Regulatory Strategies
Promote active listening.
Analysis of problem solving - explain what was done and why.
The END