1. Week 10
EDS 220
Cognitive Approach to
EDS-220
Learning
Week
Dr. Evrim Baran Baran
Dr. Evrim
2. Assignment from last week
• Conduct an interview with a friend (from
another department) and ask about his/her
study habits. Focus on specific self-regulatory
strategies she/he uses and his/her awareness
of what she does as she/he studies.
4. Behavioral Approach to Learning
Situmulating positive
behaviors and
decreasing negative
behaviors.
5. Cognitive view of learning
1800s to 1960s: Research on learning from the
behaviorist origin
World War II: Research on development of
complex skills, computer revolution, research in
language development
Early 1970s. People do more than simply
respond to the reinforcement and punishment.
6. Cognitive view of learning
Concept learning Organizing the
material that we learn
Solving problems
How do we forget?
How is knowledge
remembered? Planning responses
8. Cognitive view of learning
• How is knowledge received, organized, and
remembered?
• How is existing knowledge related to new
forms of knowledge?
• How is knowledge formed?
• What might help best in learning effectively?
9. Cognitive view of learning
• Active processors of information
• Seek information
• Pay attention to certain information
• Organize
• Practice
• Construct knowledge
11. Information processing view of learning
Relies on computer as a
model for human
learning
Gathering and representing
information: Encoding
Holding information: Storage
Getting the information when
needed: Retrieval
12. What do you think?
• What makes a lesson easy to learn and
remember?
• What information that you studied in the last
two or three days do you expect to remember
next week? Next year?
• What is different about the information you
probably expect to remember as opposed to
the information you probably will forget?
13. Sensory Register
• Allows to perceive information from the environment
selectively and to send it to short-term memory.
• Capacity is very large
• Registrations in the forms of representations like visual
and auditory pictures or symbols of original stimuli
• Coded briefly in the sensory register
• When paid attention sent to short term memory
14. Sensation
• Sensation: Process
of an environmental
stimulus starting the
chain events from
one of four five
senses to our
brain, in order to be
recognized.
15. Perception
• Brain transforms sensory
experiences into
meaningful ideas that can
be processed and
understood.
• Perception: Meaning we
attach to the information
received through our
senses.
• Your minds decides what
just happened to you and
what it means.
16. Attention
• Select certain stimuli
from the environment
and, simultaneously, i
gnore others.
• We can pay attention
to only small number
of things.
18. Short Term Memory (Working
Memory)
• Close your eyes. Try to remember as many of
the words I say as you can.
• How many words did you remember?
• Which ones did you remember?
Brush
Star
Horse
You are using your short
Table term memory to
Lemon
Bottle complete the task.
Ship
Book
Mouse
19. Short Term Memory (Working
Memory)
Once transformed into patterns of images or
sounds, the information in the sensory register
can enter the short-term memory system.
• Temporary place where we keep information that is new
before it has been made permanent.
• What your mind is working on at any given moment.
• Consciousness
• Information kept is fragile and easily lost.
20. How big is short term memory?
How many pieces of information can you
keep in short term memory at any given
time?
Magic number 7+-2
21. Forgetting
Time decay: Hold new
information about 20-30
seconds. Forgetting occurs due
to time decay.
Interference: Remembering new
information interferes with or
gets in the way remembering old
information.
22. Why is forgetting useful?
• Without forgetting, people would quickly
overload their short-term memories and
learning would cease.
• It would be a problem if you remembered
permanently every sentence you ever read.
• It is helpful to have a system that provides
temporary storage.
23. Strategies to remember new
information
• Maintenance Rehearsal: Repeating information
– Repeating the phone number
• Elaborative rehearsal (Elaborative Encoding):
Relating new information to something we
already know.
– Make associations of the names
• Chunking: Regrouping units of information into
fewer numbers of manageable units.
– 3122104017
– 312 210 17
24. Advantages of Chunking
• Try to remember the following letters:
–APDIBOHGT
• Try to remember the following letters:
–DOGBATHIP
Which one is easier to remember?
25. Long-term Memory
• Holds the information
that is well learned.
– I.e. All the telephone
numbers you know
• Strong and durable
26. Capacity and Duration of Long Term
Memory
• Information enters short term memory very
quickly
• Requires more time and effort to move to the
long term memory
• Capacity is unlimited
• Once the information is securely stored, it can
remain permanently
• The problem is to find the right information
when it is needed.
27. Short term memory and long term
memory
Type of Input Capacity Duration Contents Retrieval
memory
Short term Very fast Limited Very brief- Words, Immediate
20-30 sec images,
ideas,
sentences
Long term Relatively Practically Practically Propositiona Depends on
slow unlimited unlimited l networks, representati
schemata, on and
productions, organization
episodes,
perhaps
images
28. How do we store information in the
long term memory?
The units of information are
stored in relation to each
other and structured in
different ways
Integrating new material
with the information already
stored in long-term memory.
29. How to we store information in the
long term memory?
• Elaboration: When new information is related to
the old.
• Use the old knowledge to understand the
new.
• Organization: When new information is placed in
a certain structure.
• Placing a concept into a structure (i.e.
definitions, examples)
30. Retrieving Information from the Long-
term Memory
• Reconstruction: Recreating information by
using memories, expectations, logic, and
existing knowledge.
– i.e. reading a North American Indian Myth to
British College Students
• Tip-of-the-tongue phenomenon
32. Forgetting and Long Term Memory
• Nothing is ever really lost from long term
memory
• Freud—Repressing certain information
• Time decay and interference
– Memory for Spanish-English vocabulary decreases
for about three years after a person’s last course
in Spanish, then stays level for about 25
years, then drops again for the next 25 years.
– Neural connections like muscles grow weak
without use.
33. Forgetting and Long Term Memory
• Retroactive interference:
When new verbal
associations make it difficult
for a person to remember
older information.
• Proactive interference: If
older associations make it
difficult to remember new
information.
34. Another View of Memory
• Levels of processing memory: Instead of concentrating on
the stores/structures involved (i.e. short term memory &
long term memory), this theory concentrates on the
processes involved in memory.
• Psychologists Craik and Lockhart propose that memory is
just a by-product of the depth of processing of information
and there is no clear distinction between short term
memory and long term memory
• Depth is defined as "the meaningfulness extracted from the
stimulus rather than in terms of the number of analyses
performed upon it.”
– Instead of asking students identify the characteristics of good
teachers, ask them identify their best teachers and think about
their characteristics.
35. Implications of Information Processing
Model
• Make sure you have students’ attention
– Move around, use gestures, change the volume and
tone of the voice, begin a lesson by asking questions,
use their names when asking questions
• Help students separate essential details from
nonessential ones
– Summaries, paraphrasing
• Help students make connections between new
information and what they already know
– Review prerequisites, outlines, diagrams, give
assignments for connections
• Provide for repetition and review of information
– Begin class with quick review, give frequent short
tests, practice in games
• Present material in clear and organized way
– Make purposes clear, brief outline to follow, use
summaries in the middle and in the end
• Focus on meaning not memorization
– Help with associations, grouping
36. Helping students become strategic
learners
• Rote memorization strategies: Help students
remember information that has little inherent
meaning but may provide the basic building
blocks for other learning
– Counting from 1 to 10
– Capitals of the countries
• Mnemonic strategies: Techniques of
remembering, art of memory.
37. Mnemonics
• Pairing memorable objects or words with new
information
– Chaining
– Loci method
– Peg-word method
– Keyword method
– Acronym
38. Mnemonics-Chaining
• Connect the first item to be memorized with the
second, the second item with the third, and so on
– Napoleon, ear, door, Germany
– Story: Napoleon had his ear to the door to listen to the
Germans in his beer cellar.
– Try really thinking about the connections and forming a
vivid picture in your mind
• telephone
• sausage
• monkey
• button
• book
39. Mnemonics-Loci method
• Associating items with specific places
– Imagine a familiar place (your own house)
– Pick out particular locations that you might notice
in a walk through that place
– Whenever you have a list, simply place each item
from the list in one of these locations in the house
• Remember buy milk, bread, butter, and cookies
at the store
– How would you use?
40. Mnemonics-Peg-word method
• Associating items with cue words
– One is buns
– two is shoe
– three is tree
– four is door
– five is hive
– six is sticks
– seven is heaven
– eight is gate
– nine is vine
– ten is hen
41. Mnemonics-Keyword method
• System of associating new words or concepts
with similar sounding cue words
• Learning new vocabulary and foreign language
words
– Spanish word: Carta---Letter
– English word: Cart—Shopping cart filled with letters
on its way to post office
42. Mnemonics-Acronym
• Technique for remembering names, phrases, or
steps by using the first letter of each word to
form a new, memorable word
– Fıstıkçı Şahap
• Form an acronym to remember the Mnemonics
methods:
Peg, Loci, Acronym, Chaining, Keyword
43. Assignment for Next week
• Use a mnemonic to teach a certain subject in
your field.
• Explain how you would use the particular
mnemonic strategy.
• Provide an example of a possible student
output.
44. Next week
• Applications of Cognitive Approach to
Learning (Problem solving, critical
thinking, transfer of learning, discovery
learning, reception learning)
45. Five Stages Of Problem Solving
I Identify Problems And Opportunities
D Define Goals & Represent The Problem
E Explore Possible Strategies
A Anticipate outcomes and Act
L Look Back And Learn