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1 CE
Mirror Systems
Areas of brain fire both during perception of action by someone else and when performing the action.
Observing and visualizing support learning -
Period: 1 CE to 5
Brain and Cognitive Learning
The brain continues to change throughout life.
The brain is involved whenever learning takes place .
Brain shapes and is shaped by cognitive processing.
Developmental and brain changes involve knowledge. -
2
Knowledge
Knowledge is the key element in cognitive perspective
Knowledge and knowing are the outcomes of learning
Knowledge involves remembering something over time and having ability to find it when needed -
3
General Knowledge
Information useful in many different kinds of tasks; applies in many situations -
3
Kinds of Knowledge
Declarative: verbal information, facts
Procedural: knowledge demonstrated through performance
Self-regulatory (conditional): knowing how to manage learning; how/when to use declarative or procedural knowledge -
3
Schemas
Abstract knowledge structures that organize vast amounts of information: knowledge about a topic, combines many concepts, images, propositions; specific to the individual; not the same for 2 people
Help us form and understand concepts
Story grammar (story structure): Schema that helps us understand and remember stories
General story grammar: setting, initiating events, reactions, goals, actions, outcomes, endings -
4
Domain-Specific Knowledge
Information useful in particular situation or applies mainly to one topic. -
5
Explicit Memories: Episodic
Long-term memory for information tied to particular time and place, especially memory of events of one's life
Easily recall time/place
Keeps track of the order of things
Flashbulb memories: clear, vivid memories of emotionally important events in life -
5
Information Processing View
There is an emphasis on role of working memory, attention, and interactions among elements of the system -
5
Developmental differences
Components of working memory in place by age 4
Working memory improves over the school years
Visual/spatial memory develops earlier -
5
Young Children
Younger children have fewer strategies, less knowledge, more trouble memorizing longer series
Discover rehearsal, organizational strategies at age 5-6
Use strategies spontaneously at age 9-10
Working memory relates to emergent literacy, number skills, academic achievement, IQ scores -
5
Implicit Memories
Classical Conditioning, emotional or physiological responses
Procedural: long-term memory for how to do things. Scripts: action sequences/plans for actions in common event. Productions: what do do under certain conditions
Priming: activating a concept in long-term memory or the spread of activation from one concept to another; activating of associations -
5
Explicit Memories: Semantic
Semantic: memory for meaning; includes words, facts, concepts (declarative); not tied to particular experiences
Propositions connected/stored in propositional networks, method of storing meaning of sentences, pictures; interconnected concepts and relationships stored, note exact words of sentences
Images: Physical attributes/appeared stored
Dual coding theory: idea that information is stored in long-term memory as either visual images, verbal units, or both -
Period: 5 to 6
Memory
Early information processing views of memory
Used computer model; more linear processes -
Period: 5 to 7
Working Memory
Information you focus on at given moment
New information combined with knowledge from long-term memory to solve problems and other processes
4 elements: central executive controls attention; phonological loop holds verbal, acoustical information; visuospatial sketchpad holds visual/spatial information; episodic buffer integrates all attention/information
Working memory duration of 5-20 seconds unless rehearsing; content of sounds, images, abstractions -
6
Bottom-Up Processing
Noticing/analyzing separate defining features, assembling them into recognizable patterns
Also called data-driven processing
Gestalt: People organize perceptions into coherent wholes -
6
Maintenance Rehearsal
Repeat information to yourself to keep it in working memory -
6
Elaborative Rehearsal
Associate information with something else you already know to keep it in working memory -
6
Levels/Depth of Processing Theory
Recall information based on how deeply it is processed, analyzed, connected -
6
Retrieving Information
Workbench, small but immediately available tools/supplies -
Period: 6 to 7
Perception
Process of detecting stimulus, assigning meaning to it
Interpretation of sensory information influenced by expectation and context -
7
Sensory Memory
System that holds sensory information very briefly
Also known as sensory buffer, iconic memory (for images), echoic memory (for sounds)
Environmental stimuli enter (sights, sounds, smells, tasks, feelings)
Initial processing in sensory memory transforms incoming stimuli into information
Capacity, duration, and contents of sensory memory: very large capacity, very short duration, less than 3 seconds, content resembles sensations from original stimulus (i.e. auditory sensations coded as patterns) -
7
Top-Down Processing
Making sense of information using context and what we already know about the situation
Also called conceptually driven perception -
7
Automaticity
Ability to perform thoroughly learned tasks without much mental effort
Processes initially require attention, become automatic with practice -
7
Basic Aspects
3 basic aspects of memory improve over time: memory span, processing efficiency, processing speed -
Period: 7 to 8
Attention
Selective attention limits what we will perceive and process
We attend selected stimuli, ignore others
Attend to one cognitively demanding task at a time -
8
Attention and Multitasking
Sequential: switch back and forth from one task to other; focus on one at a time
Simultaneous: overlapping focus on several tasks, each tasks takes longer, require repeating processes -
8
Learning
First step is paying attention, but requires more than attention -
8
Resource-Limited Tasks
Allocating more resources/attention improves performance -
8
Retrieving Information
Doorway to workshop with cabinet, workbench -
Period: 8 to 9
Attention and Teaching
Use signals: hand, visual, auditory; use voice variations
Purpose is clear to students
Incorporate variety, curiosity, surprise
Alter physical space; use various sensory channels
Ask questions, provide frames for answering, self-check, self-edit guides
Working in Pairs -
9
Data-Limited Tasks
Successful processing depends on amount/quality of data available -
9
Automated
Processing happens without much attention -
9
Intrinsic Cognitive Load
Resources required by the task itself -
Period: 9 to 11
Cognitive Load
Amount of resources necessary to complete a task -
10
Extraneous Cognitive Load
Resources required to process stimuli irrelevant to the task -
11
Germane Cognitive Load
Deep processing related to task, including application of prior knowledge to new task -
11
Duration of Long-Term Memory
With time/effort, memories are stored long term -
11
Retrieving Information
Metaphor for retraining and processing memory
Long-term memory: huge cabinet full of tools, skills, procedures, supplies, knowledge, concepts, schemas
Spreading activation: retrieval of one bit of information activates recall of associated information
Reconstruction: recreating information by using memories, expectations, logic, and existing knowledge -
Period: 11 to 13
Long-Term Memory
Permanent store of knowledge
View of memory as nested systems
Short-term storage nested in working memory
Working memory active part of long-term memory -
12
Capacity of Long-Term Memory
Unlimited -
13
Access of Long-Term Memory
Requires time/effort
Not immediate -
13
Kinds of Long-Term Memory
Explicit: Deliberate or consciously recall of long-term memory
Implicit: Not conscious of recalling memory, but it influences our behavior or thought without our awareness
