Cognitive Processes Learning Theory

Summary

The 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

• 🧠 Cognitive processes involve how the human brain processes information, including short-term and long-term memory.
• 💻 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.
• 🔄 Effective learning strategies include chunking, rehearsal, imagery, mnemonics, and elaboration to enhance memory and cognitive processing.
• 🤔 Piaget's theory emphasizes that thinking can be shaped, influencing how memories are formed and retrieved.
• 📈 A study showed that elaboration in small collaborative groups improves both long-term and short-term recall.
• 🎓 Another study indicated that multimedia presentations, combining written, oral, and pictorial information, enhance short and long-term memory.
• 📐 A third study found that applying mathematical knowledge to practical situations is effective in enhancing cognitive competencies.
• 📚 The acquisition of knowledge is a slow process, requiring time and practice, with various principles affecting how we learn and retain information.
• 🚫 Cramming is not effective for learning; instead, spaced practice over multiple sessions is better for long-term retention.
• 🤝 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

00:00

🧠 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.

05:00

📚 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.

Keywords

💡Cognitive Processes

Cognitive processes refer to the mental operations that involve the acquisition, processing, storage, and use of information. In the context of the video, cognitive processes are central to understanding how the human brain manages information, which includes both short-term working memory and long-term memory. The video uses the analogy of a computer to illustrate these processes, with working memory compared to actively typing a document and long-term memory to storing it on a hard drive for later use.

💡Working Memory

Working memory is a cognitive system where temporary information is held and manipulated. The video likens it to the act of typing a document on a computer, representing the immediate task at hand. It is a critical component of cognitive processes as it allows for the manipulation and integration of new information.

💡Long-term Memory

Long-term memory is the part of memory that can store information for extended periods. The video describes it as akin to a computer's hard drive, where data is stored for later retrieval. It is a vital aspect of cognitive processes as it allows for the retention and retrieval of information over time.

💡Chunking

Chunking is a learning strategy that involves grouping pieces of information into 'chunks' to make it easier to remember. The video mentions it as part of the 'demon strategy' for learning, where information is organized in a meaningful way to facilitate memory.

💡Rehearsal

Rehearsal is the process of repeating information to commit it to memory. The video suggests that this strategy, part of the 'demon' acronym, involves refreshing information periodically to exercise the memory muscle and move information from working to long-term memory.

💡Imagery

Imagery involves creating a mental picture to aid in the retention of information. The video describes it as akin to having a photographic memory, where creating a visual representation of the information can enhance memory.

💡Mnemonics

Mnemonics are memory aids that involve the use of acronyms or other patterns to help remember information. The video mentions mnemonics as a strategy that uses an acronym to represent information, aiding in memory.

💡Elaboration

Elaboration is a learning strategy that involves adding details or context to information to make it more meaningful. The video discusses a study that found elaboration in small collaborative groups improves both short-term and long-term recall.

💡Cognitive Load

Cognitive load refers to the amount of mental effort being used in working memory during learning. The video explains that cognitive load is a real factor affecting memory and knowledge acquisition, with information overload occurring when working memory is overwhelmed with too much new information.

💡Schema

A schema is a cognitive framework or concept that helps organize and interpret information. The video mentions cognitive schema as a way to solidify long-term memory by making it easier to move needed information to working memory for use.

💡Practical Application

Practical application involves using knowledge in real-life situations. The video discusses a study that found applying mathematical knowledge to practical situations was effective, as seen in the higher performance of Australian students on international assessments.

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