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PSY 201 Chapter 8 Overview

  1. Cognitive and Constructivist Theories of Learning
  1. The Information-Processing Model
  1. Perception
  1. Recognizing Objects
  1. Object Recognition Relies on Form
  1. Attention
  1. Automaticity
  1. Memory Systems
  1. Sensory Memory
  1. Short-term Memory
  1. Capacity and Duration of Short-Term Memory
  1. Phenomena Associated with Short-Term Memory.
  1. Baddeley's Model of Working Memory

1.Phonological Loop System

2.Visuospatial Sketchpad

  1. Executuve System
  1. Memory Difficulties of Students with Special Needs
  1. Long-term Memory
  1. Types of Long-Term Memory
  1. Brain Processes and Memory
  1. Semantic Memory
  1. Images
  1. Schemas and Scripts
  1. Levels of Processing
  1. Encoding, Retrieval, and Forgetting
  1. Types of Knowledge
  1. Organization, Practice, and Elaboration
  1. Mnemonic Strategies
  1. Acronyms
  1. The Keyword Strategy
  1. Pictorial Mnemonics
  1. The Method of Loci
  1. Pegword Mnemonics
  1. Imagery and Visual Learning Strategies
  1. Graphic Organizers
  1. Knowledge Structures
  1. Concept Mapping
  1. Retrieval and Forgetting
  1. Spread of Activation
  1. Interrogating Memory
  1. Forgetting
  1. Categorization
  1. Concepts
  1. Concept Attainment Tasks
  1. Teaching Concepts
  1. Criticisms of Classical Concept Research
  1. Natural Categories
  1. Diversity, Culture, and Experience in Developing Concepts and Categories
  1. Complex Cognition
  1. Metacognition
  1. Self-Explanation
  1. Reasoning and Argumentation
  1. Problem Solving

E.Transfer

Learning Objectives

As a result of students’ experiences with this chapter, they should be able to answer these questions and meet the indicated competencies:

  • How do cognitive and constructivist theories of learning differ?
  • Expected Student Competencies: Identify the key features of cognitive and constructivist theories of learning; be able to distinguish among the endogenous, exogenous, and dialectical forms of constructivism
  • Why are attention, perception, and working memory important for learning?
  • Expected Student Competencies: Identify the major features of the information-processing model; define attention, perception, and working memory, and describe their roles in the model; develop a set of classroom practices that are compatible with the characteristics of working memory
  • How is knowledge represented?
  • Expected Student Competencies: Provide examples of propositions, images, schema, scripts; describe their roles in the representation of knowledge
  • What are the different kinds of long-term memory?

Expected Student Competencies: Describe the major attributes of episodic, semantic, and procedural memory

  • How is encoding related to retrieval?

Expected Student Competencies: Detail the roles of elaboration, organization, and practice in the encoding of information; describe strategies that enhance the effectiveness of each; be able to distinguish between recognition and recall; explain how the spread of activation affects retrieval; explain how forgetting occurs

  • Why and how do we categorize?
  • Expected Student Competencies: Point out how categorization enhances the effectiveness of memory; define “concept,” and describe the rules by which we classify objects into categories; explain how to employ a concept attainment model to teach a concept
  • How can teachers promote complex cognition?
  • Expected Student Competencies: Explain why metacognition, reasoning, argumentation, problem solving, and transfer of learning are considered complex forms of cognition; develop strategies that enhance each of these processes
  • How can teachers apply cognitive theories of learning in working with diverse students?
  • Expected Student Competencies: Explain how students’ prior knowledge and experiences influence their learning; develop approaches that can be used to tap into the knowledge of diverse learners to enhance the learning of content; develop tools that support the attention, perception, and working memory of students with special needs