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7/29/2019 Cognitive Learning View
1/22
By
Sopiah Elias
Siti Jamilah Samsuddin
7/29/2019 Cognitive Learning View
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Information Processing is how we all learn. Information processioninvolves gathering information and organizing it in relation to whatyou already know (Wollfolk, 250).
Encoding, storage, and retrieval are key components used tosuccessfully process information. There are several manners in whicheach of these functions take place.
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BEHAVIORIST1. Change in observable behavior.
2. Produce desirable or reduceundesirable behavior.
3. Reflect diff.in past conditioning,
reinforcement and punishment.
4. Focus on use rewards andpunishment. Measure withproduct- oriented assessments.
COGNITIVE1. Change in mental structures
2. Growth mental structures.
3. How student construct new
knowladge or new skills.
4. Adapt instruction toindividual students needs.
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Attention is the taking possession of the mind, in clear and
vivid form, of one out of what seem several
simultaneously possible objects or trains of thoughts It
implies withdrawal from some things in order to dealeffectively with others. William James (1970)
Attention is the means by which we actively process a
limited amount of information from the enormous
amount of information available through our senses, our
stored memories, and our other cognitive processes(De Weerd, 2003; Rao, 2003)
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Red Black Green
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Red Black Green
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TWO DIFFERENT AREAS OF ATTENTION
- Taking possession by the mind, in clear and vivid form,of one out of what may seem several simultaneously
possible objects or trains of thought (Nick Lund, 2001)
- Allport (1993)
there is no uniform function, but atleast 2 different areas of attention:
1. Focused (selective) attention - this is the ability to
pick out (or focus on) some information from a mass
of data
2. Divided attention - this is the ability to allocate
attention to two or more tasks simultaneously
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Allocating Attention:
1. Focused attention the ability to respond
discretely to specific visual, auditory or tactilestimuli.
2. Sustained attention refers to the ability tomaintain a consistent behavioral response during
continuous and repetitive activity.
3. Selective attentionrefers to the capacity to
maintain a behavioral or cognitive set in the face of
distracting or competing stimuli.4. Alternating attention refers to the capacity for
mental flexibility that allows individuals to shift their
focus of attention and move between tasks having
different cognitive requirements.5. Divided attention the highest level of attention
and it refers to the ability to respond simultaneously
to multiple tasks or multiple task demands.
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Information Processing
Sensory Memory system that holds sensory
information for a brief time period
Working Memory information focused on for a givenmoment
Long-Term Memory knowledge that is stored
permanently
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Capacity is very large and cantake in more information than
we can handle (Woolfolk, 2007 p.250)
Perception is assigning
meaning on both physicalrepresentations from the worldand our existing knowladge
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Three parts
- Central Executive monitoring and directingattention
- Phonological Loop rehearsal of words andsounds for short-term memory
- Visuospatial sketchpad - holding
system for visual and spatialinformation
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Declarative knowledge knowledge that can be declared
Procedural knowledge knowing how to do something
Conditional knowledge applying your declarative andprocedural knowledge byknowing when and why
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Mnemonics strategies build meaning byconnecting what is to be learned with words orimages
Loci Method associating items with specificplaces
Acronym remembering names, phrases orsteps by using the first letter of each word
to form new memorable words.
Rote Memorization remembering
by repetition
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Decay weakening and fadingof memories with the passage
of time
Interference process thatoccurs when remembering
certain information ishampered by the presence ofother information
Woolfolk, 2007 p.257, 265
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SENSORY
REGISTER
SHORT-TERMMEMORY &
WORKING
MEMORY
LONG-TERM
MEMORY
METACOGNITION
SENSORY MEMORYCollect incoming information
SHORT-TERM MEMORYAssembles and construct information, rehearsal
LONG-TERM MEMORYHolds large amounts of information, constant
METACOGNITIONControls all aspects of the cognitive process (attention, perception,encoding, storage, retrieval and so on)
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THE IMPLICATION IN THE CLASSROOM
Provides a model of how information is received,
stored, and retrieved Understanding of why certain procedural steps
are important to learning attention before
teaching, not overloading Framework for helping students with learning
difficulties (difficulty in processing information)to learn
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A simple application:
a. Conceptual mnemonics
- knowing what we know facilitates furtherlearning (McKeough & Sanderson, 1996)
- mnemonics make childrens existingknowledge explicit and provide effectivetraces of their thinking (McKeough, 1992)
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b.Documentation
- show the work or record theimpressions in a learning log
- provides a visible trace of thinking
and allows reflection on what havebeen learned and the ways oflearning (Rinaldi, 2001)
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Teach students to:
- Read and review
- Focus on key information
- link new information with previousknowledge
Use visual aids and model memorystrategies
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THANKS!!!