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Cognitive Views of
Learning
Woolfolk, Chapter 7

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Overview
 The Cognitive
Perspective
 Information
Processing
 Metacognition
 Becoming
Knowledgeable

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Concept Map for
Chapter 7
Information
Processing
Model
Becoming
Knowledgeable
Metacognition,
Regulation,
& Individual
Differences
Elements of the
Cognitive
Perspective
Cognitive Views
Of Learning

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Comparing
Perspectives
Behavioral Psych Cognitive Psych
Behaviors Knowledge
Reinforcement strengthens
behavior
Reinforcement is a source
of feedback
Learners respond to
environmental stimuli
Learners initiate learning
experiences
Knowledge is acquired Knowledge is constructed
Study done on animals Study done on animals and
people

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The Cognitive
Perspective

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Kinds of Knowledge
 General
 Domain
specific
 Declarative
 Procedural
 Conditional or
structural

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Types of Knowledge &
Examples
General Reading, num bers
Dom ain specif ic Periodic t able
Declarat ive: Who,
w hat , w here?
Hist ory dat es
Nam es of
president s
Procedural: How ? Riding a bike
Condit ional: Why? Which st udy
st rat egy should I
use?

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Information Processing
Model

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Terminology
 Sensory memory
 Perception
 Short term memory
 Long term memory

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The Information Processing System
Sensory
Memory
Working
Memory
Perception Long-term
memory
Retrieve
(activate memory)
learn
(save)
Executive Control Processes
Work Space-
Temporary Storage
Decision
making
Permanent
Storage

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Sensory Memory
 The five senses
 Sensory register
 Large capacity
 Short duration
 Contents
 Roles of attention
and perception

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Gestalt Psychology:
Study of Perception

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Gestalt Terminology
 Bottom-up processing
 Top-down processing
 The role of attention
 Automaticity
 Lesson for teachers
 See Guidelines, Woolfolk, p. 247
Wholeness
Or
pattern

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Working Memory
 Capacity: 5 to 9 separate items
 Articulatory loop rehearsal system
 Duration: 5 to 20 seconds
 Rehearsal can increase duration
– Maintenance rehearsal
– Elaborative rehearsal
– Chunking
 Forgetting
– Interference
– Decay

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Long Term Memory
 Storage takes more
time & effort
 Unlimited capacity
 Unlimited duration
 Contains visual or
verbal or a
combination of codes
 Retrieval may be
troublesome

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Comparison of Short- &
Long Term Memory
Short Term
Very fast input
Limited capacity
5 – 20 seconds
duration
Contains words,
images, ideas,
sentences
Immediate retrieval
Long Term
Relatively slow input
Practically unlimited
capacity
Practically unlimited
duration
Contains networks,
schemata
Retrieval depends on
connections

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Contents of Memory
Semantic Memory
– Propositions & propositional networks
– Images
– Story grammar
– Event schema / script
 Images
 Schemas (schemata)

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Contents of Memory
 Story grammar
 Script
 Episodic memory
 Procedural memory

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Types of Memory
Episodic
Semantic
Procedural
Yesterday’s
golf
outing
The concept
airplane
How to
give a
presentation

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LTM Storage Strategies
 Elaboration
 Organization
 Context
 Levels of
processing

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Retrieval & Forgetting
 Spread of activation
 Reconstruction
 Decay
 Interference
 See Guidelines, Woolfolk p. 259

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Reflection Questions
 What you are thinking right now…..in
which level of memory is it being held?
 How is information stored in long term
memory?
 Why do people forget? What are the
possible causes?

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Metacognition,
Regulation, &
Individual Differences

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Metacognitive
Knowledge
 Awareness of your own thinking
processes
– 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)
 Planning
 Monitoring
 Evaluation

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Differences in
Metacognition
 Developmental
differences
– Capacity
– Strategy
– Organization
 Individual differences
– Efficiency
– Differences in ability

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Differences in Long-
Term Memory
 Domain-specific
declarative
knowledge
 Procedural
knowledge
 Personal interest

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Becoming
Knowledgeable:
Some Basic Principles

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Learning Declarative
Knowledge
 Rote memorization
 Serial position effect
 Part learning
 Distributed practice
 Massed practice

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Mnemonics
 Loci method
 Peg type: keyword, peg word,
acronyms
 Chaining

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Attention!!
 Making it meaningful : Single
best method for aiding memory
See Point▼Counterpoint Woolfolk, p. 267

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Making It Meaningful
 Relating to previous knowledge
 Relating to students’ experiences
 Clarifying unfamiliar terms
 Give examples, illustrations,
analogies from students’ view
 Use humor, emotion, novelty

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Procedural &
Conditional Knowledge
 Automated basic skills
– Cognitive
– Associative
– Autonomous
 Prerequisite knowledge
 Practice with feedback
– Leads to condition-action rules
(productions)
 Domain-specific strategies

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Learning Outside
School
 Encouraging family and community
support
 See Family and Community
Partnerships, Woolfolk, p. 270

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Reflection Questions
 Contrast cognitive and behavioral
views of learning. What is learned?
What is the role of reinforcement?
 How does knowledge affect learning?
 Compare declarative, procedural, and
conditional knowledge.
 Give two explanations for perception.
 How is information retained in working
memory?

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Reflection Questions
 How is information represented in
long-term memory? What role do
schemas play?
 What learning processes improve
long-term memory?
 Why do we forget?
 What are the three metacognitive
skills?
 Describe some individual differences
in metacognition.

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Reflection Questions
 How can using better metacognitive
strategies improve children’s
memories?
 Describe three ways to develop
declarative knowledge.
 Describe some procedures for
developing procedural knowledge.

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Summary
 The Cognitive Perspective
 Information Processing
 Metacognition
 Becoming Knowledgeable

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End Chapter 7