Cognitive Processes Learning Theory
Summary
TLDRThe presentation explores cognitive processes, focusing on how the brain manages information through short-term working memory and long-term storage. It discusses learning strategies like chunking, rehearsal, imagery, mnemonics, and elaboration to enhance memory. Studies on elaboration in group discussions, multimedia learning, and applying math to real-life situations are highlighted, showing their effectiveness in improving recall and understanding. The talk also covers principles of knowledge acquisition, emphasizing the importance of practice, prior knowledge, and active engagement. It addresses cognitive load and provides recommendations for maximizing learning, such as setting clear goals, summarizing, and incorporating group work.
Takeaways
- đ§ Cognitive processes involve how the human brain processes information, including short-term and long-term memory.
- đ» Short-term memory is like working memory, used for immediate tasks, while long-term memory is like a hard drive for storing information for later.
- đ Effective learning strategies include chunking, rehearsal, imagery, mnemonics, and elaboration to enhance memory and cognitive processing.
- đ€ Piaget's theory emphasizes that thinking can be shaped, influencing how memories are formed and retrieved.
- đ A study showed that elaboration in small collaborative groups improves both long-term and short-term recall.
- đ Another study indicated that multimedia presentations, combining written, oral, and pictorial information, enhance short and long-term memory.
- đ A third study found that applying mathematical knowledge to practical situations is effective in enhancing cognitive competencies.
- đ The acquisition of knowledge is a slow process, requiring time and practice, with various principles affecting how we learn and retain information.
- đ« Cramming is not effective for learning; instead, spaced practice over multiple sessions is better for long-term retention.
- đ€ Group work and active learning can help limit cognitive load and enhance the transfer of information from working to long-term memory.
Q & A
What are cognitive processes and how do they relate to human brain function?
-Cognitive processes involve how the human brain processes information, including short-term and working memory. Short-term memory is used for immediate tasks, while long-term memory is for storing data for later retrieval, similar to a computer's RAM and hard drive.
What is the difference between short-term and working memory?
-While short-term and working memory are often used interchangeably, they both deal with the current task at hand. Short-term memory is more about holding information temporarily, whereas working memory involves actively manipulating that information during a task.
How does the concept of psychological constructivism relate to cognitive processes?
-Psychological constructivism suggests that thinking can be changed and shaped, which in turn affects how memories are formed and retrieved. This aligns with cognitive processes as it emphasizes the role of mental activities in learning and memory.
What are the five learning strategies mentioned in the script for enhancing cognitive processes?
-The five learning strategies are: 1) Chunking - grouping information meaningfully, 2) Rehearsal - repeating and refreshing information, 3) Imagery - creating a mental picture, 4) Mnemonics - using acronyms to aid memory, and 5) Elaboration - contextualizing and adding information to existing knowledge.
What was the outcome of the study involving 70 students and the use of elaboration in small collaborative groups?
-The study found that providing elaboration through scripted cooperation, questioning, exploratory talk, and making connections improved learning, increasing both long-term and short-term recall.
How did the study on multimedia presentations impact learning outcomes?
-The study showed mixed findings, but overall, using multimedia presentations increased both short and long-term memory, indicating that it is effective and contributes to a high-quality learning environment.
What was the focus of the third study mentioned in the script, and what were its findings?
-The third study focused on applying mathematical knowledge to practical situations. It found that contextualizing math and using real-life applications effectively improved cognitive competencies, as evidenced by higher international averages in Australian classrooms.
What are the six principles of knowledge acquisition mentioned in the script?
-The six principles are: 1) Knowledge acquisition is a slow process, 2) Concentration spans are limited, 3) Cramming is not effective, 4) Prior knowledge is beneficial, 5) Various modalities enhance learning, and 6) Active engagement is crucial for learning.
How does cognitive load affect learning and memory?
-Cognitive load is real and impacts memory and knowledge acquisition. Working memory is limited, and when dealing with new information, it can handle only two to four bits at a time. Information overload occurs when working memory takes on too much new information, which is why cramming doesn't work.
What recommendations are given for maximizing learning according to the script?
-Recommendations include setting clear goals, summarizing information, allowing for frequent practice, reviewing previous learning, staggering due dates, and incorporating group work to limit cognitive load.
What are some limitations mentioned in the script that can affect cognitive processes and learning?
-Limitations include lack of prior knowledge, different attention spans based on developmental stages, processing disorders like ADHD, passive learning styles, and the social nature of learning which can be implicit and context-dependent.
Outlines
đ§ Cognitive Processes and Learning Strategies
The first paragraph introduces cognitive processes, which are the mental operations involved in acquiring, storing, retrieving, and using information. It explains the difference between short-term and long-term memory, using the analogy of working memory as a computer's RAM and long-term memory as its hard drive. The paragraph emphasizes the importance of planning student learning to facilitate effective long-term retrieval. It introduces Piaget's theory of psychological constructivism, which posits that thinking can be shaped and changed, influencing memory and its retrieval. The paragraph also outlines various learning strategies: chunking (grouping information), rehearsal (repeating information), imagery (creating mental pictures), mnemonics (memory aids), and elaboration (adding context to information). It discusses research studies on cognitive processes, including the effects of elaboration in group settings, the use of multimedia in learning, and applying mathematical knowledge to real-life situations. These studies suggest that certain techniques can improve both short-term and long-term memory, and that practical application of knowledge is beneficial.
đ Principles of Knowledge Acquisition and Cognitive Load
The second paragraph delves into the principles of knowledge acquisition, highlighting that learning is a gradual process requiring substantial practice. It mentions that the average concentration span is about 15 to 20 minutes, suggesting that short, frequent learning sessions are more effective. The paragraph refutes the effectiveness of cramming, advocating instead for spaced practice. It points out that prior knowledge significantly aids learning, as it facilitates the making of connections to existing knowledge. The paragraph also discusses the role of various modalities in learning, such as combining pictures with words, and emphasizes the importance of active engagement in the learning process. Cognitive load is introduced as a concept that affects memory and knowledge acquisition, with the paragraph explaining the limitations of working memory and the importance of cognitive schemas in managing information. It outlines strategies to maximize learning, such as setting clear goals, summarizing key points, and incorporating group work. The paragraph concludes by acknowledging potential limitations to these principles, including lack of prior knowledge, varying attention spans, processing disorders, passive learning styles, and the social nature of learning.
Mindmap
Keywords
đĄCognitive Processes
đĄWorking Memory
đĄLong-term Memory
đĄChunking
đĄRehearsal
đĄImagery
đĄMnemonics
đĄElaboration
đĄCognitive Load
đĄSchema
đĄPractical Application
Highlights
Cognitive processes involve how the human brain processes information.
Short-term and working memory are often used interchangeably and deal with current tasks.
Long-term memory is where data is stored for later retrieval, similar to a computer's hard drive.
Planning student learning to make long-term retrieval effective is crucial.
Psychological constructivists believe thinking can be changed and shaped, affecting memories and retrieval.
Learning strategies include chunking, rehearsal, imagery, mnemonics, and elaboration.
A study with 70 students found elaboration in small groups improves long-term and short-term recall.
Multimedia learning, combining written, oral, and pictorial information, increases short and long-term memory.
Applying mathematical knowledge to practical situations is effective and improves cognitive competencies.
Acquisition of knowledge is a slow process, requiring 50 to 100 hours of practice for a new skill.
Students have about 15 to 20 minutes of concentration before their mind starts to wander.
Cramming is not effective for learning; practice over multiple sessions is better for long-term retention.
Prior knowledge of a topic aids in building connections and is beneficial for learning.
Using various modalities, like combining pictures with words, is effective for learning.
Learning occurs when students actively engage with the material, not just passively observing.
Cognitive load affects memory and knowledge acquisition; working memory is limited.
Cognitive schema helps move information from long-term memory to working memory.
Information overload occurs when working memory takes on too much new information.
Maximizing learning involves setting clear goals, summarizing, frequent practice, and staggering due dates.
Group work can help limit cognitive load and improve learning.
Some students may lack prior knowledge, making it difficult to connect and remember information.
Developmental differences in attention spans affect how students retain information.
Students with processing disorders like ADHD may struggle with learning due to attention issues.
The passive nature of lecture-style teaching may not be as effective as active learning tasks.
Cultural and social contexts can also be limitations in the learning process.
Transcripts
all right this is our presentation for
cognitive processes I'm going to jump
right in into explaining so cognitive
processes essentially all deal with how
the human brain processes information do
you have short-term working and
long-term memory short-term and walk
excuse me short-term and working are
often used interchangeably but both kind
of deal with the current task at hand so
like for the sake of this illustration
I'm going to use a computer so if you're
typing a document on the computer that's
like your working memory you're working
on it at that moment long term is where
data is stored for later retrieval and
so this is kind of like your hard drive
right where you would then store the
document for later retrieval this is a
very simple illustration and the brain
is much more complex but the trick here
is how we plan student learning to make
long-term retrieval effective because
that is the hard process this idea of
finding the best way from long term
retrieval is something that actually
Piaget touches on a theorist referred to
as psychological construct ists ascribed
to the idea that thinking is something
that can be changed and shaped which
would then the shape our memories and
corresponding retrieval of such memories
so a couple learning strategies that the
book mentions takes the form of the
demonic crime C stands for chunking
which is grouping together information
in a meaningful way our stands for
rehearsal which is repeating and
refreshing information information
information periodically G to kind of
exercise that muscle of working to long
term and then imagery creates a mental
picture of the information kind of like
a photographic memory type thing
mnemonics are literally this which is an
acronym that represents information to
aid in memory and then elaboration is
kind of contextualizing it adding it to
information that's already present in a
meaningful way so that it's able to be
categorize for effectively times we have
a couple different research studies that
we looked at that kind of explore
cognitive processes the first was a
study with 70 students and they were
observing the effects of elaboration in
small collaborative groups after
discussion what they found researchers
found was that providing a lab
raishin improves learning it increases
long-term recall as well as short-term
recall so the students were doing where
essentially you know they were reading
and they were practicing listening to
each other talking to each other it was
scripted cooperation guy pure
questioning exploratory talk and just
making those connections over there
reading and so the the results were
exactly what I said right increasing
long-term recall as well as short-term
recall so it is effective to use that a
of our acronym the elaboration technique
another study looked at using multimedia
which we'll discuss in a couple slides
where a presentation of information you
know was kind of combined you had
written oral pictures written by itself
oral by itself written and pictures oral
and pictures so the way they were trying
to figure out is is it more effective to
have multimedia learning the findings
were kind of mixed but overall it
increases short and long term memory it
is effective and it is a high quality
learning environment that is helpful for
students
the third study we looked at was
applying mathematical knowledge for
practical situations using these
cognitive competencies and so
essentially what the researcher did is
looked at you know contextualizing math
and using the skills to base them to
real-life situations and he they found
it effective
it's what the Australian classrooms
routinely used and their common C's are
significantly higher on the
international average as stated in the
Pisa but he says state that just needs
to be something that is done
you know through learning teaching
activities assessment and teachers need
to encourage students communicate math
ideas arguments in thinking both in oral
and written reforms to better develop
their literacy so cognitive processes
develop or provide managing of how we
learn but in order to kind of understand
the transfer there's a couple of things
that we need to look at to understand
more about learning and acquisition of
knowledge so here are five six
principles of acquisition of knowledge
one is that it's a slow process it's not
immediate it takes time how do you
eighths state that requires 50 to 100
hours of practiced about the new skill
which is quite a while second we all
have about 15 to 20 minutes of
concentration we're learning before our
mind starts to wonder on and you know
take that into developmental stages it
becomes even less so short bursts are
more effective third cramming is
actually not an effective way to learn
practice practicing a skill rather for
short stints of time over multiple
sessions is more effective for long-term
retention fourth prior knowledge of a
topic can be highly beneficial since
it's easier to build upon and make
connections to existing knowledge than
it is to learn about things in isolation
and then the fifth principle of our
learning is various modalities which we
discussed earlier is effective when we
combine pictures with with words and so
forth finally learning occurs when we
actively do something with the stimulus
so not just sitting and observing
although that is beneficial but getting
up moving around group work things like
that
so cognitive load is actually a very
real thing and it's something that does
affect our memory in our acquisition of
knowledge so working memory is actually
limited and fleeting when dealing with
new information we can really only be
deal with two to four bits at a time two
is optimal three is kind of pushing it
but weirdly enough working memories
action limited when dealing with
retrieved information from long-term so
we really want to kind of solidify that
long-term memory and the way we do that
is with cognitive schema the more
complex the schemata the easier it is to
move the needed information to working
memory for use
information overload though occurs when
the working memory takes on too much new
information and yet to be organized
which is why cramming does not work and
then you kind of have two different
types of cognitive load that are
affected based on how much prior
knowledge you have which would be the
intrinsic and then extraneous is the way
in which it's presented so how can we
maximize learning essentially the
recommendations include setting clear
goals we want to kind of revisit those
on a pretty regular basis so students
know how to organize their information
telling them what you want them is the
most important information summarizing
at the end allowing for frequent
practice really outlines making a
priority to review a previous relevant
learning and don't assume that they know
something what like at the beginning of
the year when we kind of do that and
kind of staggering due dates is very
effective so that we can space out
periods of heavy demands incorporating
group work can help with limiting
cognitive load as well and so although
this is a really like it's a
psychological principle there are some
limitations that can come up one of
which is that some students may lack
prior knowledge and experience in which
to connect their learning and it may be
more difficult they have nothing to
compare it to which then struggles with
remembering information also like we
said earlier developmentally students
have different attention spans so what a
high schooler might be able to attend to
you know a sixth grader might not be
able to which then affects the retention
we also have students with processing
disorder as an ADHD and that may
influence the capacity to learn based on
their attention and how did you know how
does that affect you if they're not able
to pay attention how much then are they
able to transfer to long term from their
working further the passive major of our
schooling which actually has been more
of a lecture style has them CDA relies
heavily on observation is actually kind
of not as effective as a more of an
active task so we kind of do have that
limitation just culturally as well and
finally the social nature of
a lot of learning takes place implicitly
and through social contexts is something
that is limitation as well so it's kind
of a brief overview into cognitive
processes these are the references that
we reference throughout the presentation
and which will provide more information
on the subject
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