Cognitive Views of Learning

Welcome to the cognitive view of learning

To introduce the section of cognitive view we must think about where it comes from we can think about it. will see that the cognitive view is one oldest views on learning. It is also the newest way of thinking the way of thinking fell of when the behaviorist view become the for front for many people view. The way of thinking came back after people noticed the behavioral view could not count for everything and it also did not put the person own think into account all the time.

Socrates would have been look for the acquisition of knowledge instead of the construction of knowledge

older cognitive views emphasized the acquisition

of knowledge, but newer approaches stress its construction

(Mayer, 2011; Ormrod, 2016). (Woolfolk pg300)

Problems Behavioral view

There are problems that it works very simple experiments but once it gets past a certain point of complexity the idea train to emphasized is not a behavioral. It can also be seen as a subsection because isn't behavior a way of thought. we can only see the observable things we can't get a more in-depth thought on how the brain or person is thinking about a subject.

Is learning memory

Learning in the cognitive view can be describe as the construction, acquisition , and remembering ideas and make sure they are stored for later access. If the thought is not stored it will be forgotten because it was not giving a proper path to be guide to be brought up again. In the cognitive approach of learning the brain can be thought of as a computer.

the computer approach of thinking is something that is brought up in the cognitive information processing approach. in this approach we would think of the brain as a biological computer calling it a complex information processer

we make sure to separate information and all of us a some point get to a certain were we have basic function to remember and retain information. when separating the idea can be use to make structure in the brain that can be used to build so the structures can grow. we can make base idea like when we separate words to very basic use like adjective or verb. another example would be in coding in the process we make sure to separate thing by class of information like strings (words or sentences), integer ( which are positive and negative whole numbers), or doubles (are any number that exist in the bounds of the program.).

Core Ideas of Cognitive Learning

ideas come in three main things encoding, storage , and retrieval.

encoding

the process of take the sensory information the body is collecting and turning it into something we want to save and store for later it is the beginning of all processes in the biological computer of or our brain. if information is not encoded it is forgotten after time. depending on what is being processed the method of encoding is different

storage

The place where all encoded information is place it is not all in the same form and it will implanted into a place that make it retrivalable. we call the information and encoded memories.

Retrieval

the process of get information the ones person can use the information that has encoded and stored. the memories can be retrieved in many different ways. but remember that our memory are not perfect and can see information wrong .

Comparing short term and long term memory

Short term memory

has a limited capacity
5-20 seconds duration
contains words, images, ideas and sentences
immediate retrieval

Long term memory

unlimited capacity
unlimited duration
retrieval depends on connections
access can be difficult
can be stored using visual images, verbal units, or both

the information processing system.

Sensory Memory

Is the kind of memory we are always collecting even if we are not paying attention to it at the time it is all the sensory -information our body collects even though we can only pay attention to about 7-8 things at a time. things will be forgotten but it can be remembered. if person thinks on the idea of it at a certain time.

Sensory Memory is split into to subsection iconic and echoic memory.

Iconic Sensory Memory

this type of memory is very fast meticulous and it cannot be remembered that well you would have to focus real hard and then still you would lose a lot of this kind of memory you also have to be paying attention or it has to be something you want to know or encoded if not it will be forgotten quickly.

Echoic Sensory Memory

is a sense based memory that is easier to remember is what is used more and can be used to remember something you were not paying attention.

Example from the text( Woolfolk pg. 304)

Wave a pencil (or your finger) back and forth before your eyes while you

stare straight ahead. What exactly do you see? Pinch your arm and let go. What do you feel

just after you let go?

these people that make this videos do help learn concepts but do not go indepth to make sure you understand every thing about a topic

Long Term Memory

This Memory is used as the stored memories are things that can pulled out by the working memory if they are not pulled out they can be forgotten over time. It is also if no attention is given to an object while in working memory it might be stored but there may be no way to access the information at a later date having no pathway to get it back and restored. got rid off in a process called pruning.

give examples that you would use in your classroom that you have been or that you plan to use in the future.

for chunking, mnemonic, and hierarchies

Working Memory

it is the active memory that can pull from the long term memory and it also can put the encoded information into the long term. it is also were we have to focus on the information were are processing if the information is to much at one time the information will be loosed from being overloaded and cause the person to lose the need focus to work on the ideas presented

we also can have the things to help the brain take in new information by making the work memory have and easier process of encoding by adding extra effort the ways of putting in extra effort being chunking, mnemonics, and hierarchies

In chunking you will separate a bigger thing if a problem then slowly put it back together so it becomes one solid chunk

mnemonics are used by make a word or phrase that will help you remember a process in the right order

hierarchy help you organize so you can put the right information with the right group so the information can have a spot and be easier to remember if the process is be done before it also as the same effect as chunking that the process separates and then puts it all together

how might you use cognitive load theory in the class room to make sure your students don't get overloaded.

what is something that can cause problems in a prestation that can cause overloading

cognitive load theory

it is the theory that our working memory can get overloaded there is then 3 different types of working memory in this theory.

Germane

is the basic needs to start a normal process and it dose not include the difficulty of the process you are doing.

Intrinsic

is the part of the working memory that used when a task is hard to begin with it can not be lessened into the process is encoded and learned.

Extraneous

Is working memory that should not be there and can cause the brain to overload or lose focus of the objective you are try to make the students learn

Procedural and conditional knowledge

Cognitive stage

Rely on declarative knowledge and general problem solving strategies

Associative stage

Individual steps of a procedure are combines into larger units

Autonomous stage

Whole procedure can be accomplished without much attention

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