FACI LEARNING-Cognition & Met a Cognition

8/3/2019 FACI LEARNING-Cognition & Met a Cognition

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In a learner-centered classroom, the teacher recommends and points the way asks thought-provoking questions provides opportunities for students toconstruct and be accountable for their ownlearning


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When you sense that you are experiencingsome difficulty with a topic you are studying,and you try different strategies to learn better then you are practicing metacognition.Metacognition is thinking about thinking orlearning how to learn, knowing what weknow and what we dont know It refers to acquired knowledge aboutcognitive processes


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Cognitive learning strategy is a plan fororchestrating cognitive resources, such asattention and long term memory to help teach alearning goal. Goal-oriented Intentionally invoked Effortful Situation specific

Metacognitive strategy share most of thesecharacteristics but involve more universalapplication through focus upon planning,implementing, monitoring and evaluation.


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Cognitive strategies are those strategies thatcan be applied to learning problems such asparaphrasing, re-reading, estimating,outlining or guessing from context. Metacognitive learning strategies includerecognizing when a strategy is needed,

selecting strategies, memorizing or rehearsingstrategies, and assessing the helpfulness ofstrategies.


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1. Knowledge of Person Variables Refers to knowledge about how a person learn and processinformation as well as knowledge of ones own learning process.

2. Task Variables It is knowing what needs to be done, gauging its difficulty andknowing the kind of effort it will demand from you

3. Strategy Variables Awareness of strategies you are using to learn a topicand evaluating whether this strategy is effective Meta-attention awareness of specific strategies sothat you can keep your attention focused on the taskon hand Metamemory awareness of memory strategies thatwork best for you.


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Students who know the different kinds ofstrategies, thinking and problem solving willbe more likely use them. Students who know different strategies for memorytasks will use them to recall relevant information Students who know about different strategies willuse them when they study Students who know about general strategies forthinking and problem solving will use them whenconfronting with different classroom tasks


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Expert systems are computer programs that arederived from a branch of computer scienceresearch called Artificial Intelligence (AI) IA goal: to understand intelligence by buildingcomputer programs that exhibit intelligent behavior. It is concerned with the concepts and methods ofsymbolic inference or reasoning by a computer, andhow the knowledge used to make those inferences will

be presented inside the machine


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It covers cognitive skills such as the ability to solveproblems, learn and understand languages

AI programs that achieve expert-level competencein solving problems in task areas by bringing a body

of knowledge about specific tasks are calledknowledge-based or expert systems. the area of human intellectual endeavor to be

captured in an expert system is called task domain. task - refers to some goal-oriented, problem solving activity Domain refers to the area within which the task is being

performed


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Building an expert system is known asknowledge engineering and its practitionersare called knowledge engineers (must makesure that the computer has all the knowledge

needed to solve a problem)


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1. Knowledge base of expert system contains:factual knowledge and heuristic knowledge Factual knowledge is that knowledge of the taskdomain that is widely shared, typically found in

textbooks or journals Heuristic knowledge is less rigorous, moreexperiential, more judgmental knowledge ofperformance. It is the knowledge of good

practice, good practice, plausible reasoning


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2. Inference engines or inference procedures- the problem solving model, organizes andcontrols the steps taken to solve a problem IF-THEN rules to form a line of reasoning

Forward chaining conditions to conclusion Backward chaining conclusion is known but thepath to that conclusion is not known

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FACI LEARNING-Cognition & Met a Cognition