The Brain in Cognitivism's Lab
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The document discusses different aspects of memory, including short term memory and long term memory. It describes how long term memory has a large capacity and duration for storing information through dual coding of images and words. The document also discusses eidetic or photographic memory, which is the rare ability to remember images with extreme accuracy and recall details with high precision. This type of memory is illustrated through the example of Solomon, a newspaper reporter, who was able to recite back large volumes of information perfectly. However, Solomon lacked understanding of abstract meanings. The document also touches on cognitivism in education and its view that learners think in different cognitive models, and instructors should use varied techniques to engage different cognitive capacities.
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u cognitive approaches
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u Processing approaches
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Schools of thought
Structural
linguistics and
behavioral
psychology
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1950s
Generative
linguistics and
cognitive
psychology
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Constructivism
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2000s
PDF created with pdfFactory Pro trial version www.pdffactory.com
What does cognitive theory mean?
u A theory of learning processes that focuses on how people
think, understand, and know. It does not specifies
precisely what is learned, what content will be easiest (or
most difficult) to learn, or what learners will select to
learn at different stages of development or levels of
mastery of a complex skill. It came about as a reaction to
behaviorism.
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PDF created with pdfFactory Pro trial version www.pdffactory.com
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u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom.
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Behaviourism
u a highly influential academic school of psychology. It assumes
that a learner is essentially passive, responding to environment
stimuli. Believes that a learner starts out with a clean slate, and
behavior is shaped by positive and negative reinforcement.
Reinforcement, positive or negative increases the possibility of an
event happening again. Punishment, both positive and negative,
decreases the possibility of an event happening again.
u It implies that the learner responds to environmental stimuli
without his/her mental state being factor in the learners' behavior.
Individual learns to behave through conditioning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
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theory
u Behaviorism is a learning theory
u As a formation of habit,
conditioning
u Practice is necessary, constant
repetition
u Learner is passive
u Behaviorists: teach, plan, present
language item, make Students
repeat
u Errors are forbidden
u Ignored thought and emotions
u Cognitivism is a learning theory, based
on how people think not a theory that
specifies precisely what is learned what
content will be easiest to learn, or what
learners will select to
learn at different stages of development
u Learning results from internal activity
(mental processes)
u Practice is necessary, but rote learning
and meaningless repetition is out.
u Learners process, store, and retrieve
information
u Cognitivists: creates opportunities for
learni
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2. Some examples provided are using graphic organizers to visually represent concepts, teaching with mnemonics like rhymes and jingles, and having students actively participate through activities like peer teaching.
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This document discusses cognitive processes and their application. It defines cognition and describes the main cognitive processes as sensation, attention, perception, learning, memory, thinking, decision making, and problem solving. It explains each process in 2-3 sentences and provides examples. The document also discusses how cognitive processes are applied in education, noting that people control their own learning, memory is selective, and attention is essential for learning. It lists several references used in the document.
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This document provides information about key concepts in educational psychology including memory, learning styles, intelligence, and learning theories. It discusses short-term and long-term memory, rehearsal strategies like repetition and elaboration to transfer information to long-term memory, and theories of intelligence including Gardner's theory of multiple intelligences which identifies eight distinct types of intelligence. The document aims to inform lesson planning by highlighting how students learn and process information.
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This document provides an overview of cognition and language from a cognitive psychology perspective. It discusses three main topics: thinking and reasoning, problem solving, and language. For thinking and reasoning, it describes mental images and concepts. For problem solving, it outlines the three steps of problem solving and discusses various problem solving strategies and challenges. For language, it discusses the elements of language including grammar, language development from babbling to age 5, theories of language acquisition, the influence of language on thinking, and issues around bilingualism.
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Artificial Intelligence tries to understand how knowledge and language interact and reproduce the process in computers.
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Brain-based learning is a comprehensive educational approach based on current neuroscience research about how the brain naturally learns. It provides a biologically driven framework for teaching and learning techniques that connect lessons to students' real-life experiences. Brain-based learning engages strategies derived from principles of how the brain works in the context of education, and is not a single solution but an approach incorporating engagement, strategies, and principles.
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This document outlines the key principles of brain-based learning, which emerged in the 1970s based on new understandings of brain structure and function. It discusses notable researchers in the field and describes how brain-based learning incorporates concepts like multiple intelligences and experiential learning. The core principles are that the brain processes information in parallel, perceives whole and parts simultaneously, and learns best when engaged and finding meaning. Implications for teaching include orchestrated immersion, relaxed alertness, and active processing to consolidate learning. Twelve design principles for classrooms are also outlined. Music, art, and diverse assessments are recommended to optimize different types of learning. Some critiques of brain-based learning are that the theories lack full expert support
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Cognitive approaches view second language learning as a conscious and reasoned thinking process involving learning strategies. They see the learner as active rather than passive. Key aspects include:
- Learning moves from controlled to automatic processing through practice and repetition.
- Memory involves declarative and procedural knowledge, with learning involving moving knowledge from declarative to procedural.
- Learning strategies like metacognitive, cognitive and social strategies help make learning more effective.
- Processing approaches look at how the brain processes language over time, developing the ability to handle more complex structures.
Cognitive theory
Cognitive approaches to second
language learning
Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Schools of thought
u cognitive approaches
u Behaviourism
u Learning strategies
u Processing approaches
PDF created with pdfFactory Pro trial version www.pdffactory.com
What are the Schools of thought?
PDF created with pdfFactory Pro trial version www.pdffactory.com
Schools of thought
Structural
linguistics and
behavioral
psychology
1900s, 1940s,
1950s
Generative
linguistics and
cognitive
psychology
1970s, 1980s
Constructivism
1980s, 1990s,
2000s
PDF created with pdfFactory Pro trial version www.pdffactory.com
What does cognitive theory mean?
u A theory of learning processes that focuses on how people
think, understand, and know. It does not specifies
precisely what is learned, what content will be easiest (or
most difficult) to learn, or what learners will select to
learn at different stages of development or levels of
mastery of a complex skill. It came about as a reaction to
behaviorism.
u A cognitive theory of learning sees second language
acquisition as a conscious and reasoned thinking process,
involving the deliberate use of learning strategies.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Important cognitive theorists
u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Behaviourism
u a highly influential academic school of psychology. It assumes
that a learner is essentially passive, responding to environment
stimuli. Believes that a learner starts out with a clean slate, and
behavior is shaped by positive and negative reinforcement.
Reinforcement, positive or negative increases the possibility of an
event happening again. Punishment, both positive and negative,
decreases the possibility of an event happening again.
u It implies that the learner responds to environmental stimuli
without his/her mental state being factor in the learners' behavior.
Individual learns to behave through conditioning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Comparison between BEHAVIORIST theory and COGNITIVIST
theory
u Behaviorism is a learning theory
u As a formation of habit,
conditioning
u Practice is necessary, constant
repetition
u Learner is passive
u Behaviorists: teach, plan, present
language item, make Students
repeat
u Errors are forbidden
u Ignored thought and emotions
u Cognitivism is a learning theory, based
on how people think not a theory that
specifies precisely what is learned what
content will be easiest to learn, or what
learners will select to
learn at different stages of development
u Learning results from internal activity
(mental processes)
u Practice is necessary, but rote learning
and meaningless repetition is out.
u Learners process, store, and retrieve
information
u Cognitivists: creates opportunities for
learni
Guiding principles in the Selection and Use of Teaching Strategies
1. The document discusses 10 principles of effective teaching strategies based on brain research, including using visual aids, songs and rhymes, hands-on activities, and integrated interdisciplinary approaches.
2. Some examples provided are using graphic organizers to visually represent concepts, teaching with mnemonics like rhymes and jingles, and having students actively participate through activities like peer teaching.
3. The document emphasizes that teaching methods should consider objectives, content, students, teachers, and policies to be most effective.
Ed psych
The document describes several problems with Andy's science teacher and learning environment. The teacher has low expectations of Andy and shouts at students (Problem 1). The teacher also only praises one high-performing student, making other students like Andy feel demoralized (Problem 2). Lessons are taught through repetitive memorization rather than engaging methods, and the teacher shows no empathy (Problem 3).
Ed psych
The document summarizes Andy's situation as an 11-year-old boy who hates science and always fails his science tests. He has low self-worth and his teacher has low expectations of him and shouts at him. At home, Andy lacks self-discipline and is unable to focus. The document then analyzes three problems with Andy's current situation: 1) The teacher is not sensitive to students' feelings, 2) The reward system demoralizes other students, and 3) The teaching style is ineffective. Several theories on pedagogy and learning are presented, and potential solutions are role played to address each problem by making the teacher more encouraging, fair, and engaging.
Teaching EFL with the Brain in mind
The document discusses key findings from neuroscience research and their implications for teaching and learning. It describes how the brain is structured in three parts and changes throughout life based on experiences. Emotions drive attention and memory formation. Brain-based learning techniques incorporate findings about how the brain naturally learns best through real-life experiences, social interaction, challenge, and avoiding stress. Teachers should connect new concepts to students' prior knowledge and use diverse teaching strategies and assessments.
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The document discusses using Howard Gardner's theory of multiple intelligences in mathematics classrooms. It describes the eight types of intelligences and provides two examples of how concepts were taught using different intelligences: 1) Finding the volume of a solid using visual, kinesthetic, interpersonal and intrapersonal approaches. 2) Teaching vector addition using bodily and visual intelligences rather than the traditional algebraic approach. Initial results suggest this improves long-term student comprehension over only using mathematical intelligence. Formal assessment is still needed to fully evaluate the impact of this approach.
Multiple intelligences, Akram Jabar Najim
Multiple intelligences,
Akram Jabar Najim
Supervisor by Asst. Prof. Dr. Shaymaa Abdulbaqi.
University of Baghdad
Cognitive process
This document discusses cognitive processes and their application. It defines cognition and describes the main cognitive processes as sensation, attention, perception, learning, memory, thinking, decision making, and problem solving. It explains each process in 2-3 sentences and provides examples. The document also discusses how cognitive processes are applied in education, noting that people control their own learning, memory is selective, and attention is essential for learning. It lists several references used in the document.
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This document discusses effective teaching and learning strategies. It covers:
- How memory works through sensory input, working memory, and long-term memory stored through neural connections.
- Effective learning strategies for students, including retrieval practice, spaced practice, and interleaving to strengthen long-term memory through active recall and varying topics over time.
- The importance of active learning and thinking to encode new information into long-lasting memories through strengthened neural connections.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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- 1. Asma Dhaif Theoretical Foundations of Instructional Technologies By Dr. Donohue
- 2. Reference: Learning and Cognition (Martinez,2009)
- 3. - Long Duration and big Capacity. - Dual coding images and words. - It makes knowledge in our mind encyclopedic. - It links ideas with meaning. - Multimedia, Information store in different forms. - Hypermedia, one idea links to related information. - Small Capacity - Short Duration Long Term Memory Short Term Memory Reference: Learning and Cognition (Martinez,2009)
- 4. However, there is a unique and different memory which could remember details accurately. Our memory does not have the ability to remember all kinds of information accurately and for a long time. It is called Eidetic/ Photographic memory
- 5. This is Solomon, a newspaper reporter who could remember all information perfectly. Dr. Alex decided to test his memory. Dr. Alex found that Solomon’s memory has no limit. It can recite all information no matter how much they are. This nonselective memory proved a lack in understanding abstract meanings. So the ability to remember details was offset by a disability in making sense of his experiences. Reference: Learning and Cognition (Martinez,2009) 1 4 3 2
- 6. What about Cognitivism in Education?
- 7. For learners: Learners have innate and inner cognitive abilities. Learners think in different models. For instructors: Instructors have to consider using different techniques that will encourage students to learn. Instructors have to evaluate students with gradually starting from recalling basic knowledge to challenging their cognitive capacities.
- 8. Did cognitivism receive any criticism? Well.. Let us first see this example together.
- 9. Dr. Alex wanted to teach Sam about What is a planet and how many planets in the spaces. He used all cognitive processes in his teaching. At the end of class, Sam was able to understand and define what planet means and 1 identifies all 2 planets with their names in the chart. Dr. Alex now is happy even if he does not smile. Next class.. Dr. Alex wants to teach Sam about What is earth made of. He used the same cognitive processes in his teaching. Unexpectedly, Sam was not able to understand the lesson effectively Dr. Alex now is 3 4 really mad.