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CIPSchema Theory

Situated Cognitio

nPiaget

Behaviorism

What does Cognitive Information

Processing theory recognize as the three

types of memory?

Sensory memory, working memory, and long-term

memory.

Describe an example of automaticity and how it

developed.

Automaticity refers to when a process is learned and practiced to the point where it becomes habit

and does not require as much of a person’s attention. Driving is a good example because newer drivers pay attention to as many details as possible, while more experienced drivers are able to focus on other things, such as the radio, conversations, other

thoughts, etc…, because their practice at driving has allowed them to develop habitual actions and

processes that they can rely on under normal circumstances. (Possible answer)

Describe how the idea of pattern recognition fits

into Cognitive Information Processing

theory.

Pattern recognition is the ability to recognize stimuli in the environment as epitomes of a concept. Patten

recognition is not universally integrated into the human information-processing system in one

particular way. Some of the prevailing models are template matching, where mental copies of

environmental stimuli are recorded in memory, the prototype model, where a stimulus is an abstract

prototype for general concepts, and feature analysis, where stimuli are compared to distinctive features that

are already recorded in memory.

Contrast the difference between recall and

recognition in Cognitive Information

Processing theory.

Recall refers to the retrieval of information without any clues while recognition involves remembering

something using stimuli to prompt the learner.

Propose a way to integrate technology into instruction that fits into Cognitive

Information Processing theory.

Choose one skill that a student is having difficulty with, such as spelling, and use a computer

program that gives them extensive and varied practice. READ180 does this. The student learns to spell the target vocabulary words in one part of the program, then reuse them in the reading and word parts of the program. The varied practice

will allow the student to make more connections and remember the information better.

According to schema theory, these are

packets of knowledge that represent what

people know about all concepts.

Schemata

Distinguish between schema and schemata.

Schema is a data structure that represents concepts

that are recorded in memory while schemata

are packets of knowledge.

Illustrate how readers construct

interpretations of text passages.

As the reader reads each sentence, he/she thinks of and evaluates schema on a sentence by sentence basis to see if they are relevant to

the text.

Analyze how schema are acquired or

modified.

There are three methods according to schema theory. Accretion is similar to

learning facts. Tuning is when experience causes someone to modify

a schema to reflect reality more. Restructuring is when a new schema is

created to replace an old one.

Propose an instructional technique

based on schema theory.

It is important to activate prior knowledge when a new topic is

introduced. The teacher needs to make the instruction relevant to something that the students already know and it will allow them to make connections

better.

The focus of Situated Cognition is not on the

individual learner; what is it on?

The sociocultural setting.

Explain Situated Cognition’s view of

knowledge.

Knowledge accumulates through the meaningful, lived practices of people, not in an

isolated environment that separates knowledge from real

life applications.

Show how learning is modified by

participating in the community of practice.

If learning is thought of as participating with other

people, then as the people mature and the activity changes, the individual

person’s understanding of that activity changes accordingly.

Contrast Situated Cognition with other popular learning theories. Specifically, what two ideas separate Situated

Cognition from other theories?

Situated cognition is one of the few theories that focus on the sociocultural

setting and the idea that learning occurs in a community of practice. Situated cognition

also recognizes that learning is context dependent and has to take place in relevant ways that matter to the student outside of

the school setting.

Predict how, by shifting the focus to the sociocultural

setting, Situated Cognition actually makes learning more personalized and relevant to the learner.

By focusing on providing learning through activities students can use in their

own lives outside of school, the learning is more

meaningful to them and they remember it better.

List the four stages of cognitive development

according to Jean Piaget.

Sonsorimotor, Preoperational, Concrete Operational, and Formal

Operational.

Explain the developmental process of

assimilation.

Assimilation happens when a child sees a new object or event and understands it in

terms of existing schema, or what he/she already knows.

Illustrate an example of goal-directed behavior in the sensorimotor stage.

Pointing begins in infants as an effort to move towards or grab an object, which is goal-directed. Eventually, as a parental figure gives the child the object that is

being pointed at, the movement becomes more fluid and the child will actually point at desired objects with the goal of receiving

them.

Explain a criticism of Piagetian cognitive

development theory.

One of the criticisms directed at the theory is Piaget’s stages. Children form around the world

seem to go through the stages in largely the same order, but the times that people progress from one

stage to another vary widely. Not everyone reaches the formal operational stage. There are also some behaviors, such as ego-centrism, that

do not seem to be universal. Sometimes it is evident in more than one stage and some children

show less evidence of egocentrism than others. So, his stages, while applicable in a broad sense,

do not exactly reflect reality as it is.

Design a method for teaching that supports cognitive development

and progression through Piagetian developmental

stages.

The learning activities should allow the learner to work at his/her pace and

have some direction in the learning process. Webquests could be a good

example at all levels. In Piaget’s theory, the child is very active in the

development process; teaching should support that.

The foundation of behaviorism was laid when this man did a

famous experiment on classical conditioning

with dogs.

Pavlov

Distinguish between respondent and operant

behavior.

Respondent behavior refers to a behavior that is involuntarily caused by a stimulus,

such as Pavlov’s dogs salivating at the sound of the bell. Operant behavior refers to responses that organisms generate that

function on the environment. Students raising their hands to get the attention of a

teacher is an example of this.

Describe the idea of response cost.

Response cost refers to removing a positive reinforcement when an

undesired behavior occurs. So, if a student is given a prize for doing all the homework, then does not do the next assignment, the student would have to give back the prize that had

been received.

Contrast positive and negative reinforcement.

Positive reinforcement occurs when a positive reward is given for a desired

behavior. For example, a student does all of his/her homework and is given extra credit.

Negative reinforcement occurs when something unwanted is taken away to

promote a behavior. For example, a student does all of his/her homework and is

excused from taking a test.

Propose a situation where behaviorist designed drill-

and-practice techniques could be the best solution.

If a student is having trouble with a basic skill, such as mastering certain spelling words, then drill-and-practice can help

them learn the concept and develop automaticity so that they are able to use that concept while focusing on other aspects of

learning.

Reference List

References

Dalton, J. and Smith, D. Applying bloom's taxonomy. Retrieved June 20, 2008, from Teachers on the Web. Web site: http://www.teachers.ash.org.au/researchskills/Dalton.htm

Driscoll, M. P. (2005). Cognitive and knowledge development. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.). 185 – 222. Boston, MA: Allyn and Bacon.

Driscoll, M. P. (2005). Cognitive information processing. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.). 71 – 110. Boston, MA: Allyn and Bacon.

Driscoll, M. P. (2005). Meaningful learning and schema theory. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.). 111 - 152. Boston, MA: Allyn and Bacon.

Driscoll, M. P. (2005). Radical Behaviorism. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.). 29 - 70. Boston, MA: Allyn and Bacon.

Driscoll, M. P. (2005). Situational cognition. In M. P. Driscoll, Psychology of Learning for Instruction, (3rd ed.). 153 - 184. Boston, MA: Allyn and Bacon.