Cognitive Views of

Learning
Woolfolk, Chapter 7

Copyright 2001 by Allyn and Bacon

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,
Regulation,
& Individual
Differences

Information
Processing
Model

Comparing
Perspectives
Behavioral Psych

Cognitive Psych

Behaviors

Knowledge

Reinforcement strengthens
behavior
Learners respond to
environmental stimuli
Knowledge is acquired

Reinforcement is a source
of feedback
Learners initiate learning
experiences
Knowledge is constructed

Study done on animals

Study done on animals and

people

The Cognitive
Perspective

Kinds of Knowledge
General
Domain

specific
Declarative
Procedural
Conditional or
structural

Types of Knowledge &

Examples
General

Reading, numbers

Domain specific

Periodic table

Declarative: Who,
what, where?

History dates
Names of
presidents
Riding a bike

Procedural: How?

Conditional: Why? Which study

strategy should I
use?

Information Processing
Model

Terminology
Sensory memory
Perception
Short term memory
Long term memory

The Information Processing System

Executive Control Processes
learn
(save)
Sensory Perception
Memory

Working
Memory

Long-term
memory
Retrieve
(activate memory)

Decision
making

Work SpaceTemporary Storage

Permanent
Storage

Sensory Memory
The five senses
Sensory register
Large capacity
Short duration
Contents
Roles of attention
and perception

Gestalt Psychology:
Study of Perception

Gestalt Terminology
Bottom-up processing
Top-down processing
The role of attention
Automaticity
Lesson for teachers
See Guidelines, Woolfolk, p. 247

Wholeness
Or
pattern

Working Memory
Capacity: 5 to 9 separate items
Articulatory loop rehearsal system
Duration: 5 to 20 seconds
Rehearsal can increase duration

Maintenance rehearsal
Elaborative rehearsal
Chunking

Forgetting
Interference
Decay

Long Term Memory

Storage takes more
time & effort
Unlimited capacity
Unlimited duration
Contains visual or
verbal or a
combination of codes
Retrieval may be
troublesome

Comparison of Short- &

Long Term Memory
Short Term
Very fast input
Limited capacity
5 20 seconds
duration
Contains words,
images, ideas,
sentences
Immediate retrieval

Long Term
Relatively slow input
Practically unlimited
capacity
Practically unlimited
duration
Contains networks,
schemata
Retrieval depends on
connections

Contents of Memory
Semantic Memory
Propositions & propositional networks
Images
Story grammar
Event schema / script

Images
Schemas (schemata)

Contents of Memory

Story grammar
Script
Episodic memory
Procedural memory

Types of Memory
Episodic

Yesterdays
golf
outing

Semantic

The concept
airplane

Procedural

How to
give a
presentation

LTM Storage Strategies

Elaboration
Organization
Context
Levels

of
processing

Retrieval & Forgetting

Spread

of activation
Reconstruction
Decay
Interference
See Guidelines, Woolfolk p. 259

Reflection Questions
What you are thinking right now..in
which level of memory is it being held?
How is information stored in long term
memory?
Why do people forget? What are the
possible causes?

Metacognition,
Regulation, &
Individual Differences

Metacognitive
Knowledge

Awareness of your own thinking

processes
Knowing what you know (declarative
knowledge)
Knowing how to use what you know
(procedural knowledge)
Knowing when and why to use what you
know (conditional knowledge)

Planning
Monitoring
Evaluation

Differences in
Metacognition

Developmental
differences
Capacity
Strategy
Organization

Individual differences
Efficiency
Differences in ability

Differences in LongTerm Memory

Domain-specific

declarative
knowledge
Procedural
knowledge
Personal interest

Becoming
Knowledgeable:
Some Basic Principles

Learning Declarative
Knowledge
Rote

memorization
Serial position effect
Part learning
Distributed practice
Massed practice

Mnemonics
Loci

method
Peg type: keyword, peg word,
acronyms
Chaining

Attention!!
Making

it meaningful : Single
best method for aiding memory

See PointCounterpoint Woolfolk, p. 267

Making It Meaningful
Relating

to previous knowledge
Relating to students experiences
Clarifying unfamiliar terms
Give examples, illustrations,
analogies from students view
Use humor, emotion, novelty

Procedural &
Conditional Knowledge
Automated basic skills
Cognitive
Associative
Autonomous

Prerequisite knowledge
Practice with feedback

Leads to condition-action rules

(productions)

Domain-specific strategies

Learning Outside
School
Encouraging family and community
support
See Family and Community
Partnerships, Woolfolk, p. 270

Reflection Questions
Contrast cognitive and behavioral
views of learning. What is learned?
What is the role of reinforcement?
How does knowledge affect learning?
Compare declarative, procedural, and
conditional knowledge.
Give two explanations for perception.
How is information retained in working
memory?

Reflection Questions
How is information represented in
long-term memory? What role do
schemas play?
What learning processes improve
long-term memory?
Why do we forget?
What are the three metacognitive
skills?
Describe some individual differences
in metacognition.

Reflection Questions
How can using better metacognitive
strategies improve childrens
memories?
Describe three ways to develop
declarative knowledge.
Describe some procedures for
developing procedural knowledge.

Summary
The

Cognitive Perspective
Information Processing
Metacognition
Becoming Knowledgeable

End Chapter 7