Post on 05-Jan-2016
Cognitive processes
Cognitive processes are the processes that move information from one store to another, and they include:
AttentionPerceptionRehearsalMeaningful encoding, andforgetting
Attention
It is the beginning of information processing
Attention is the process of consciously focusing on a stimulus
It appears next to sensory memoryTeachers should plan their lessons so
students attend to what is being taught and ignore outside noises and irrelevant stimuli
Strategies of attracting attention
TypeExample
DemonstrationsPull a student on the chair to demonstrate the concept of force
Discrepant
events
Teacher comes to class in a sheet to discuss ancient Greece
ChartsDisplay a chart showing a high fat content of a popular food
PicturesShowing picture of a bearded Ernest Hemingway as introducing 20th century American novels
Strategies of attracting attention, cont
TypeExample
ProblemsA boy makes 10 Dirhams an hour, how many hours does he need to make 85 Dirhams
Thought-provo-
king questions
Suppose Germany had won the WW-II, how might the world be different now
EmphasisTeacher: “Pay attention, the next item is very important”
Student namesAmina! What is the answer?
Perception
Perception is the process people use to attach meaning to stimuli
Students’ perceptions of what they see or hear are what enter working memory, and if these perceptions are not accurate, the information stored in long-term memory will also be inaccurate
Rehearsal
Rehearsal is the process of repeating information over and over, either aloud or mentally, without altering its form
Although rehearsal usually causes information to stay in working memory only until it is used, if rehearse enough, information can sometimes be transferred to long-term memory
Rehearsal is one of the first memory strategies that develops in young children
Meaningful encoding
Encoding is the process of representing information in long-term memory
Meaningfulness describes the number of connections or links between an idea and other ones in long-term memory
The more background information that exists, and the more interrelated the knowledge (the more elaborate the schemas) the more locations a learner has to connect new information and the more likely it is to be meaningfully encoded
Meaningful encoding can be ensured by promoting 3 things: organization, elaboration, and activity
Organization, elaboration, and activity
Organization is the process of clustering related items of content into categories or patterns that illustrate relationships
Elaboration is the process of increasing the meaningfulness of information by forming additional links in existing knowledge or adding new knowledge
Activity: Attempts to answer a question and then checking the feedback is an active process
Making information meaningful
Making information meaningful
OrganizationImpose order and conn-
ections in new information
ElaborationExpand on existing
schemas
ActivityPut learner in the mostActive role possible inMaking connections
forgetting
Forgetting is the loss of, or inability to retrieve, information from memory
Forgetting as interference: or the loss of information because something learned either before or after detracts from understanding
Forgetting as retrieval failure: Retrieving information is pulling it from long-term memory into working memory for further processing
Retrieving is like putting information into a file folder and then trying to figure out where you stored the folder; the information is there but can not be found