The document discusses the cognitive view of learning, including information processing models involving sensory registers, working memory, long-term memory, and retrieval processes. It also covers metacognition, individual differences in learning, and cognitive principles for instruction such as attracting attention, activating prior knowledge, preventing cognitive overload, and encouraging elaboration and organization. The cognitive view emphasizes that learning involves mental representations and schema formation through meaningful interactions with instructional content and the environment.

1. CognitiveViews of Learning
1
Renée Delgado
10.24.11

2. 2
CognitiveViews
of Learning
Metacognition
Diversity in
Information
Processing
What is the
CognitiveView
of Learning
Information
Processing
Model
Long-Term
Memory
Cognitive
Principles for
the Classroom

4.  Learning – a relatively enduring change in
mental structures that occurs as a result of the
interaction of an individual with the
environment.

5. Table 6.1, page 196.

8.  Sensory register
 Large capacity
 Short duration

9.  Attention
 Automatic
 Conscious
 Perception - Meaning for sensory inputs
http://www.youtube.com/watch?v=hwCzasHBXNc

10.  Working memory
 The visuospatial sketchpad (VSSP)
 The phonological loop (PL), also known as the
articulatory loop
 The central executive (CE)
 Capacity = 7 + or – 2
 Duration = 15 to 30 seconds unless
maintained through rehearsal

11.  Rote learning
 Distributed practice
 Massed practice
 Meaningful learning
 Elaboration
 Organization
 SeeTable 6.2, page 204

12.  The opposite process to storing and encoding
 Consists of pulling information from our long-
term memory into our working memory.
 Conscious and unconscious
 Recognition versus recall

13.  Knowledge activation - becoming aware of
information in long-term memory
 Usually spreads from one idea to other ideas
that are related
 Reconstruction

16.  Mental representations
 Schemas
 Propositions
 Images
 Scripts – for procedures
 Productions – for if/then rules

18.  Knowing about your knowing
 Knowledge of cognition
 Control of cognition
 Teaching metacognitive strategies improves
students’ achievement in
 Math problem solving
 Writing
 Reading
 Spelling
 Many other academic areas

21.  Sensory memory
 Sensory impairments
 Autism
 Differences in attention
 Differences in working memory
 Differences in long-term memory
 Differences in metacognition
http://www.youtube.com/watch?v=TJkB6nrk1CA

23.  Attract students’ attention
 See ‘ClassroomTips’ on page 218 - 222
 Emphasize what students already know
 Help students become active meaning
makers
 Engage your students – minds-on, not just hands-
on

24.  Prevent cognitive overload
 Chunking
 Dual processing – combine visual and
auditory information

25.  Elaboration
 High-order questioning (SeeTable 6.4, page 223)
 Presenting and generating examples
 Mnemonics

26.  Advance organizers
 Graphic organizers
 Encourage metacognition

27. The current accountability movement
stresses the need to “know what students
know.” Using what you learned about
cognitive views of learning, present an
argument to justify this need