Cognitive views of learning Flashcards
Definition of learning
A relatively permanent change in behavior brought about through experience, emphasizing internal knowledge and strategies over external stimuli.
Active knowledge construction
learners actively process and organize information rather than passively receiving it
individual differences
learning is influenced by personal abilities, interests, and experiences
domain specific knowledge
information relevant to specific task or subject (solving math problems)
general knowledge
broadly applicable skills (problem-solving or critical thinking)
information processing approach early models
inspired by computer processing systems: Input -> process -> store -> retrieve -> respond
information processing approach - current understanding
- memory is a dynamic system with multiple components interacting simultaneously and rapidly
- focuses on how learners encode, store, and retrieve information through coordinated mental processes
attention
focusing of mental resources on relevant stimuli, essential for effective encoding. has limited capacity- handling only one cognitively demanding task at a time
selective attention
filtering out distractions to focus on relevant stimuli (concentrating on a teacher’s noise despite classroom noise)
divided attention
attempting to manage multiple tasks simultaneously (taking notes while listening)
sequential multitasking
switching tasks in sequence
simultaneous multitasking
engaging in multiple tasks at once (often less effective)
sustained attention
maintaining focus over long periods (reading a textbook chapter without interruption)
alternating attention
switching focus between different tasks or activities (transitioning from math to music practice)
developmental trends
attention spans improve significantly between ages 5-10 and continue to develop though adolescence, aided by frontal lobe maturation
using signals
visual and auditory cues (e.g. flickering lights, clapping hands) to capture attention
personal interaction
call students by name, maintain eye contact, and use a firm but friendly tone
clarify objectives
write goals on the board, tie lessons to previous topics, and explain relevance to student’s environment
incorporating variety
stimulate curiosity through surprises, sensory activities, or changes in environment
engage learners actively
pose questions, encourage peer discussions, and provide self-checking guidest
take brakes
incorporate short pauses to help reset focus during longer activities
Memory encoding
transforming information into a storable format
memory storage
retaining information for future use
memory retrieval
accessing stored information when needed
encoding techniques (attention)
focus is critical for successive encoding
encoding techniques (rehearsal)
repeating information to enhance retention
maintenance rehearsal
simple repetition
elaborative rehearsal
associating new information with existing knowledge
constructing images
visualizing concepts for better memory retention
organization
structuring information hierarchically or in meaningful groups
managing cognitive load
minimizing distractions and tailoring tasks to the learner’s abilities
memory span
increases with age: two items for toddlers, five for 7-year olds, and seven for adolescents
chunking
grouping related items to handle working memory’s limited capacity (splitting a 10-digit phone number into smaller segments
rehearsal and organizational strategies
younger children start rehearsal and gradually learn more complex strategies, such as grouping or categorization, by age 9 or 10
semantic memory
general knowledge and facts (capitals of countries)
episodic memory
personal experience and specific events
procedural (implicit) memory
skills and habits, like riding a bike or typing
semantic networks
memory is structures through semantic networks, connecting related concepts for easier retrieval
spreading activation
activation of one memory triggers related emotions
decay theory
memory fades over time if unused. emotionally charged memories (flashbulb memories) resist decay
interference theory
- proactive interference - old information disrupts new learning
- retroactive interference - new information disrupts older memories.
ex. learning a second language can interfere with previously learned languages
encourage focus
reduce distractions, and foster active engagement
leverage connections
relate new material to familiar concepts using analogies and metaphors
multisensory teaching
combine visual, auditory, and tactile methods
mnemonic devices
use acronyms, rhymes, or chunking for better recall
distributed practice
space learning sessions over time for improved retention
match contexts
study in an environment similar to the test setting
sleep
sleep after learning to consolidate memories and strengthen neural connections
cognitive approach strengths
- offers a detailed understanding of cognitive processes
- highlights strategies for enhancing memory and learning
- emphasizes the interconnected nature of cognition and memory
cognitive approach - limitations
- neglects environmental, genetic, and cultural factors
- linear models may oversimplify complex neural interactions
