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Cognitive
Learning
Theory
Cognitive
Behavioral
Mental processes
Observable
action
and
process
Constructs
No Constructs
Constructs
No
Constructs
Computer
as
metaphor
Theory
=
Method
metaphorAcquisition
or
construction of
Respond
to
environment
knowledgeHuman
processing
with links in
Laws
of
learning
apply to all species
with
links
in
language
apply
to
all
species
Memory
is
Memories
is
many
y
organized
y
associations
Information
Processing
d l
f
Models
of
Memory
Sensoryregister
ConsciousWorking
Long
g
Memory
Term MemoryMemory
Sensory RegisterSensory
Register
W
ki
Sensorymemory
Senses
Working
memory
< 1 sec< 1 secLarge capacityOften calledOften calledsensory register
Sensory RegisterSensory
Register
W
ki
SensoryMemory
Senses
Working
Memory
AttentionAttentionAutomaticityPerception?Perception?
Transfer to Working MemoryTransfer
to
Working
Memory
SensoryMemory
Working
Memory
Memory
Attention fromAttention
from
working
Anticipatory Schemes
Anticipatory
Schemes
from
LTM
Working MemoryWorking
Memory
C
i
SM
Conscious
W
ki
WorkingMemoryMemory
maintenance
h
l
rehearsal
Decay
Working
Memory
C
i
SM
Conscious
W
ki
•^
Short Term Memory
WorkingMemory
•^
Short
Term
Memory
•^
seconds
•^
Phonological Loop
Memory
•^
Phonological
Loop
•^
Chunks
•^
Chunking
maintenance
h
l
•^
Chunking
rehearsal
Decay
Forgetting
Curve
g
g
-^
Timenonsense syllables
Contrast with
i^
f l l
i
nonsense
syllables
meaningful learning
Interference
time
Spanish
Japanese
Recall each
Japanese will causeretroactive interferenceretroactive interferencewith recall of Spanish.
Spanish will causeSpanish
will cause
proactive interference withrecall of Japanese.
Effects of Sleep on InterferenceEffects
of
Sleep
on
Interference
Serial Position EffectSerial
Position
Effect
•^
Which
would
be
better?A.
Massed
practice:
Long
study
periods
B Distributed practice:B.
Distributed
practice:
Many
shorter
study
sessions
•^
How
distributed?
Limited CuesLimited
Cues
•^
Tip
‐of
‐the
‐tongue
PhenomenaLi
i^
d
f
•^
Li
mited
cues
f
or
retrieval
ReconstructionReconstruction
-^
Piaget’s
nursemaid
-^
déjà
vu
p
rophetic
j^
p
p
dreams
-^
Leveling & sharpening
-^
Leveling
sharpening
Based
on
schemas
and
scripts
E
t ti
k^
l d
-^
E
xpectations,
k
nowledge,
beliefs
ReconstructionReconstruction
h ld
•^
Children’s
Eyewitness
Testimony
Remember
fewer
details
Spontaneous and same day memories
Spontaneous
and
same
day
memories
tend
to
be
accurate
Reality
tends
to
drift
toward
adult’s
misleading
suggestions
Repeated
interviewing
solidifies
the
reconstructionsreconstructions
Reconstructing memoriesReconstructing
memories
-^
Inappropriate
reinforcements
for
answers
-^
Conformity
press
Y
M
id h
id
-^
Your
M
om
said
that
you
said….
-^
You
seemed
to
say
earlier…
-^
Confused affirmationConfused
affirmation
.
-^
I^ don’t
know.
Yes.
Affirmation
tendency
-^
Role
confusion
MetamemoryMetamemory
Pre
no
rehearsal
‐8 limited 7
limited
‐^10
rehearsal
in
setssets
Metamemory
Organization^ –
Preschool:
Superficial,
p
not
necessarily
intended
to
facilitate
memory
h
with
training
Later
elementary(12):
spontaneous intentionalspontaneous
intentional
organization
linked
to
retrieval,
using
meaning,
etc.
Metamemory
-^
ElaborationElaboration^ –
Non
‐strategic
elaboration
earlyearly
increasing
use
of
imagery
and
elaboration.
g
y
-^
often
dependent
upon
training
Teaching memory strategiesTeaching
memory
strategies
l^
d
-^
Facilitated
engagement
in
strategies
enhances
memory
but
strategy
doesn’t gy
spontaneously
transfer
to
new
tasks.E
li it i
t^
ti
i^
t^
t
-^
E
xplicit
instruction
in
content
area
is
necessary
-^
Practice
of
strategy
is
needed
gy
-^
Elaborative
interrogation
stimulating
elaboration
Cognitive
Learning
Theories
structural
approaches;
Hierarchical
encoding
Ausebel
et
al.
Expository
Bruner et al.
Discovery
Expository
Discovery
Concept
Concept
e^
e
e^
e^
e^
e^
e^
e
Bruner’s
Discovery
Approach
IdeationalScaffolding
Stimulate Natural
Stimulate NaturalInteraction
Aid development
Ausebels
Reception
Learning
Advanced Organizer
activate relevant
activate relevant
schema
Ausebels
Reception
Learning
Advanced Organizer
Concept learning
Advanced
Organizer
^
activate relevant schema
Concept
learning
similarities
non
i^
il
iti
similarities
examples
and
non
l
examples
discourage
rote
learning
PQ4R: How to read a textPQ4R:
How
to
read
a
text
P
review
P
review
Q
uestion
R
ead
R
eflect
R
ecite
test recall/
R
eflect
test
recall/
practice
retrieval
process
discover
discontinuity/gaps
PQ4R: How to read a textPQ4R:
How
to
read
a
text
P
review
P
review
Q
uestion
R
ead
R
eflect
R
ecite
R
eflect
R
eview
LISAN to the LectureLISAN
to
the
Lecture
L
ead –^
read
in
advance
disequilibrium
questionsquestions
-^
Will
this
lecture
tell
me
x?
LISAN to the LectureLISAN
to
the
Lecture
L
d
L
ead
I deas^ –
core
theme
activate
relevant
schema
advanced
organizer
LISAN to the LectureLISAN
to
the
Lecture
L
ead
I deas
S
ignal WordsA
l
A
s an example….
On the contrarysignals to core
signals
to core
theme
linkage for
linkage fororganization
LISAN to the LectureLISAN
to
the
Lecture
L
ead
I deas
S
ignal Words
A
A
ctively Listen
interact with lecture
questions
elaboration
prepare to comment
LISAN to the LectureLISAN
to
the
Lecture
L
d
L
ead
I deas
S
ignal Words
A
ctively Listen
A
ctively Listen
N
ote taking
key organization points,^ be selective^ cues for reconstruction
cues
for reconstruction
review soon after class
