Intellectual Views of Learning .


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Cognitive Views of Learning. Woolfolk, Chapter 7. Overview. The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable. Concept Map for Chapter 7. Becoming Knowledgeable. Elements of the Cognitive Perspective. Cognitive Views Of Learning. Metacognition,
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Slide 1

Intellectual Views of Learning Woolfolk, Chapter 7 Copyright 2001 by Allyn and BaconCopyright 2001 by Allyn and Bacon

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Overview The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable Copyright 2001 by Allyn and Bacon

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Concept Map for Chapter 7 Becoming Knowledgeable Elements of the Cognitive Perspective Cognitive Views Of Learning Metacognition, Regulation, & Individual Differences Information Processing Model Copyright 2001 by Allyn and Bacon

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Comparing Perspectives Copyright 2001 by Allyn and Bacon

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The Cognitive Perspective Copyright 2001 by Allyn and Bacon

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Kinds of Knowledge General Domain particular Declarative Procedural Conditional or auxiliary Copyright 2001 by Allyn and Bacon

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Types of Knowledge & Examples Copyright 2001 by Allyn and Bacon

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Information Processing Model Copyright 2001 by Allyn and Bacon

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Terminology Sensory memory Perception Short term memory Long term memory Copyright 2001 by Allyn and Bacon

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Work Space-Temporary Storage Decision making Permanent Storage The Information Processing System Executive Control Processes learn (spare) Working Memory Long-term memory Sensory Memory Perception Retrieve (enact memory) Copyright 2001 by Allyn and Bacon

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Sensory Memory The five faculties Sensory enroll Large limit Short span Contents Roles of consideration and observation Copyright 2001 by Allyn and Bacon

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Gestalt Psychology: Study of Perception Copyright 2001 by Allyn and Bacon

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Gestalt Terminology Bottom-up handling Top-down preparing The part of consideration Automaticity Lesson for educators See Guidelines, Woolfolk, p. 247 Wholeness Or example Copyright 2001 by Allyn and Bacon

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Working Memory Capacity: 5 to 9 isolate things Articulatory circle practice framework Duration: 5 to 20 seconds Rehearsal can expand length Maintenance practice Elaborative practice Chunking Forgetting Interference Decay Copyright 2001 by Allyn and Bacon

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Long Term Memory Storage takes additional time & exertion Unlimited limit Unlimited span Contains visual or verbal or a mix of codes Retrieval might be troublesome Copyright 2001 by Allyn and Bacon

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Short Term Very quick info Limited limit 5 – 20 seconds length Contains words, pictures, thoughts, sentences Immediate recovery Long Term Relatively moderate information Practically boundless limit Practically boundless span Contains systems, schemata Retrieval relies on upon associations Comparison of Short-& Long Term Memory Copyright 2001 by Allyn and Bacon

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Contents of Memory Semantic Memory Propositions & propositional systems Images Story language structure Event blueprint/script Images Schemas (schemata) Copyright 2001 by Allyn and Bacon

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Contents of Memory Story linguistic use Script Episodic memory Procedural memory Copyright 2001 by Allyn and Bacon

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Types of Memory Yesterday\'s golf trip Episodic Semantic The idea plane How to give a presentation Procedural Copyright 2001 by Allyn and Bacon

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LTM Storage Strategies Elaboration Organization Context Levels of preparing Copyright 2001 by Allyn and Bacon

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Retrieval & Forgetting Spread of initiation Reconstruction Decay Interference See Guidelines, Woolfolk p. 259 Copyright 2001 by Allyn and Bacon

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Reflection Questions What you are supposing at this moment … ..in which level of memory is it being held? How is data put away in long haul memory? Why do individuals overlook? What are the conceivable causes? Copyright 2001 by Allyn and Bacon

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Metacognition, Regulation, & Individual Differences Copyright 2001 by Allyn and Bacon

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Metacognitive Knowledge Awareness of your own reasoning procedures Knowing what you know (decisive information) Knowing how to utilize what you know (procedural learning) Knowing when and why to utilize what you know (restrictive information) Planning Monitoring Evaluation Copyright 2001 by Allyn and Bacon

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Differences in Metacognition Developmental contrasts Capacity Strategy Organization Individual contrasts Efficiency Differences in capacity Copyright 2001 by Allyn and Bacon

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Differences in Long-Term Memory Domain-particular revelatory information Procedural information Personal premium Copyright 2001 by Allyn and Bacon

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Becoming Knowledgeable: Some Basic Principles Copyright 2001 by Allyn and Bacon

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Learning Declarative Knowledge Rote remembrance Serial position impact Part learning Distributed practice Massed hone Copyright 2001 by Allyn and Bacon

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Mnemonics Loci technique Peg sort: catchphrase, peg word, acronyms Chaining Copyright 2001 by Allyn and Bacon

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Attention!! Making it important : Single best technique for supporting memory See Point ▼ Counterpoint Woolfolk, p. 267 Copyright 2001 by Allyn and Bacon

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Making It Meaningful Relating to past information Relating to understudies\' encounters Clarifying new terms Give cases, representations, analogies from understudies\' view Use amusingness, feeling, curiosity Copyright 2001 by Allyn and Bacon

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Procedural & Conditional Knowledge Automated fundamental abilities Cognitive Associative Autonomous Prerequisite learning Practice with criticism Leads to condition-activity rules (preparations) Domain-particular methodologies Copyright 2001 by Allyn and Bacon

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Learning Outside School Encouraging family and group bolster See Family and Community Partnerships, Woolfolk, p. 270 Copyright 2001 by Allyn and Bacon

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Reflection Questions Contrast intellectual and behavioral perspectives of learning. What is found out? What is the part of support? How does information influence learning? Analyze definitive, procedural, and contingent information. Give two clarifications for discernment. How is data held in functioning memory? Copyright 2001 by Allyn and Bacon

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Reflection Questions How is data spoken to in long haul memory? What part do patterns play? What realizing forms enhance long haul memory? Why do we overlook? What are the three metacognitive aptitudes? Portray some individual contrasts in metacognition. Copyright 2001 by Allyn and Bacon

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Reflection Questions How can utilizing better metacognitive techniques enhance youngsters\' recollections? Depict three approaches to create definitive information. Depict a few techniques for creating procedural learning. Copyright 2001 by Allyn and Bacon

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Summary The Cognitive Perspective Information Processing Metacognition Becoming Knowledgeable Copyright 2001 by Allyn and Bacon

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End Chapter 7 Copyright 2001 by Allyn and Bacon

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