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Week 10
         EDS 220

 Cognitive Approach to
 EDS-220
        Learning
   Week
Dr. Evrim Baran Baran
        Dr. Evrim
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.
Eds 220 week 10 cognitive approach to learning
Behavioral Approach to Learning



                         Situmulating positive
                             behaviors and
                          decreasing negative
                              behaviors.
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.
Cognitive view of learning

  Concept learning       Organizing the
                         material that we learn
      Solving problems
                          How do we forget?
 How is knowledge
 remembered?      Planning responses
Eds 220 week 10 cognitive approach to learning
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?
Cognitive view of learning
•   Active processors of information
•   Seek information
•   Pay attention to certain information
•   Organize
•   Practice
•   Construct knowledge
Information processing view of learning




   Senses.                   Response
   Hearing, seeing, touchi
   ng…
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
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?
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
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.
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.
Attention
• Select certain stimuli
  from the environment
  and, simultaneously, i
  gnore others.
• We can pay attention
  to only small number
  of things.
Short Term
    Memory
(Working Memory)
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
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.
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
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.
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.
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
Advantages of Chunking
• Try to remember the following letters:
  –APDIBOHGT
• Try to remember the following letters:
  –DOGBATHIP



       Which one is easier to remember?
Long-term Memory
• Holds the information
  that is well learned.
  – I.e. All the telephone
    numbers you know
• Strong and durable
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.
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
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.
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)
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
Eds 220 week 10 cognitive approach to learning
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.
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.
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.
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
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.
Mnemonics
• Pairing memorable objects or words with new
  information
  – Chaining
  – Loci method
  – Peg-word method
  – Keyword method
  – Acronym
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
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?
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
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
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
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.
Next week
• Applications of Cognitive Approach to
  Learning (Problem solving, critical
  thinking, transfer of learning, discovery
  learning, reception learning)
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

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Eds 220 week 10 cognitive approach to learning

  • 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
  • 10. Information processing view of learning Senses. Response Hearing, seeing, touchi ng…
  • 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.
  • 17. Short Term Memory (Working Memory)
  • 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