Cognitive Processes Learning Theory — Transcript

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1. 0:00all right this is our presentation for
2. 0:03cognitive processes I'm going to jump
3. 0:04right in into explaining so cognitive
4. 0:08processes essentially all deal with how
5. 0:09the human brain processes information do
6. 0:12you have short-term working and
7. 0:14long-term memory short-term and walk
8. 0:17excuse me short-term and working are
9. 0:20often used interchangeably but both kind
10. 0:22of deal with the current task at hand so
11. 0:24like for the sake of this illustration
12. 0:25I'm going to use a computer so if you're
13. 0:28typing a document on the computer that's
14. 0:30like your working memory you're working
15. 0:31on it at that moment long term is where
16. 0:34data is stored for later retrieval and
17. 0:35so this is kind of like your hard drive
18. 0:37right where you would then store the
19. 0:39document for later retrieval this is a
20. 0:42very simple illustration and the brain
21. 0:44is much more complex but the trick here
22. 0:47is how we plan student learning to make
23. 0:49long-term retrieval effective because
24. 0:52that is the hard process this idea of
25. 0:56finding the best way from long term
26. 0:57retrieval is something that actually
27. 0:59Piaget touches on a theorist referred to
28. 1:02as psychological construct ists ascribed
29. 1:05to the idea that thinking is something
30. 1:06that can be changed and shaped which
31. 1:08would then the shape our memories and
32. 1:09corresponding retrieval of such memories
33. 1:13so a couple learning strategies that the
34. 1:15book mentions takes the form of the
35. 1:18demonic crime C stands for chunking
36. 1:20which is grouping together information
37. 1:21in a meaningful way our stands for
38. 1:24rehearsal which is repeating and
39. 1:25refreshing information information
40. 1:27information periodically G to kind of
41. 1:31exercise that muscle of working to long
42. 1:33term and then imagery creates a mental
43. 1:35picture of the information kind of like
44. 1:37a photographic memory type thing
45. 1:39mnemonics are literally this which is an
46. 1:42acronym that represents information to
47. 1:43aid in memory and then elaboration is
48. 1:47kind of contextualizing it adding it to
49. 1:49information that's already present in a
50. 1:51meaningful way so that it's able to be
51. 1:53categorize for effectively times we have
52. 1:56a couple different research studies that
53. 1:58we looked at that kind of explore
54. 1:59cognitive processes the first was a
55. 2:03study with 70 students and they were
56. 2:05observing the effects of elaboration in
57. 2:07small collaborative groups after
58. 2:08discussion what they found researchers
59. 2:12found was that providing a lab
60. 2:14raishin improves learning it increases
61. 2:17long-term recall as well as short-term
62. 2:19recall so the students were doing where
63. 2:21essentially you know they were reading
64. 2:22and they were practicing listening to
65. 2:24each other talking to each other it was
66. 2:27scripted cooperation guy pure
67. 2:29questioning exploratory talk and just
68. 2:31making those connections over there
69. 2:32reading and so the the results were
70. 2:36exactly what I said right increasing
71. 2:38long-term recall as well as short-term
72. 2:40recall so it is effective to use that a
73. 2:43of our acronym the elaboration technique
74. 2:46another study looked at using multimedia
75. 2:49which we'll discuss in a couple slides
76. 2:50where a presentation of information you
77. 2:56know was kind of combined you had
78. 2:58written oral pictures written by itself
79. 3:03oral by itself written and pictures oral
80. 3:05and pictures so the way they were trying
81. 3:07to figure out is is it more effective to
82. 3:09have multimedia learning the findings
83. 3:11were kind of mixed but overall it
84. 3:14increases short and long term memory it
85. 3:16is effective and it is a high quality
86. 3:20learning environment that is helpful for
87. 3:22students
88. 3:25the third study we looked at was
89. 3:27applying mathematical knowledge for
90. 3:28practical situations using these
91. 3:30cognitive competencies and so
92. 3:32essentially what the researcher did is
93. 3:33looked at you know contextualizing math
94. 3:38and using the skills to base them to
95. 3:40real-life situations and he they found
96. 3:45it effective
97. 3:46it's what the Australian classrooms
98. 3:48routinely used and their common C's are
99. 3:51significantly higher on the
100. 3:53international average as stated in the
101. 3:55Pisa but he says state that just needs
102. 3:58to be something that is done
103. 4:04you know through learning teaching
104. 4:05activities assessment and teachers need
105. 4:08to encourage students communicate math
106. 4:09ideas arguments in thinking both in oral
107. 4:11and written reforms to better develop
108. 4:13their literacy so cognitive processes
109. 4:18develop or provide managing of how we
110. 4:20learn but in order to kind of understand
111. 4:22the transfer there's a couple of things
112. 4:25that we need to look at to understand
113. 4:27more about learning and acquisition of
114. 4:30knowledge so here are five six
115. 4:32principles of acquisition of knowledge
116. 4:33one is that it's a slow process it's not
117. 4:35immediate it takes time how do you
118. 4:37eighths state that requires 50 to 100
119. 4:40hours of practiced about the new skill
120. 4:42which is quite a while second we all
121. 4:45have about 15 to 20 minutes of
122. 4:47concentration we're learning before our
123. 4:48mind starts to wonder on and you know
124. 4:51take that into developmental stages it
125. 4:53becomes even less so short bursts are
126. 4:57more effective third cramming is
127. 5:00actually not an effective way to learn
128. 5:02practice practicing a skill rather for
129. 5:05short stints of time over multiple
130. 5:06sessions is more effective for long-term
131. 5:08retention fourth prior knowledge of a
132. 5:12topic can be highly beneficial since
133. 5:14it's easier to build upon and make
134. 5:16connections to existing knowledge than
135. 5:18it is to learn about things in isolation
136. 5:20and then the fifth principle of our
137. 5:23learning is various modalities which we
138. 5:25discussed earlier is effective when we
139. 5:26combine pictures with with words and so
140. 5:30forth finally learning occurs when we
141. 5:34actively do something with the stimulus
142. 5:36so not just sitting and observing
143. 5:38although that is beneficial but getting
144. 5:41up moving around group work things like
145. 5:42that
146. 5:44so cognitive load is actually a very
147. 5:47real thing and it's something that does
148. 5:48affect our memory in our acquisition of
149. 5:51knowledge so working memory is actually
150. 5:52limited and fleeting when dealing with
151. 5:54new information we can really only be
152. 5:55deal with two to four bits at a time two
153. 5:59is optimal three is kind of pushing it
154. 6:03but weirdly enough working memories
155. 6:05action limited when dealing with
156. 6:07retrieved information from long-term so
157. 6:08we really want to kind of solidify that
158. 6:10long-term memory and the way we do that
159. 6:12is with cognitive schema the more
160. 6:14complex the schemata the easier it is to
161. 6:16move the needed information to working
162. 6:18memory for use
163. 6:23information overload though occurs when
164. 6:25the working memory takes on too much new
165. 6:27information and yet to be organized
166. 6:29which is why cramming does not work and
167. 6:31then you kind of have two different
168. 6:33types of cognitive load that are
169. 6:35affected based on how much prior
170. 6:36knowledge you have which would be the
171. 6:38intrinsic and then extraneous is the way
172. 6:40in which it's presented so how can we
173. 6:43maximize learning essentially the
174. 6:45recommendations include setting clear
175. 6:47goals we want to kind of revisit those
176. 6:51on a pretty regular basis so students
177. 6:54know how to organize their information
178. 6:55telling them what you want them is the
179. 6:58most important information summarizing
180. 7:01at the end allowing for frequent
181. 7:03practice really outlines making a
182. 7:07priority to review a previous relevant
183. 7:09learning and don't assume that they know
184. 7:10something what like at the beginning of
185. 7:12the year when we kind of do that and
186. 7:15kind of staggering due dates is very
187. 7:17effective so that we can space out
188. 7:19periods of heavy demands incorporating
189. 7:21group work can help with limiting
190. 7:25cognitive load as well and so although
191. 7:28this is a really like it's a
192. 7:29psychological principle there are some
193. 7:31limitations that can come up one of
194. 7:33which is that some students may lack
195. 7:35prior knowledge and experience in which
196. 7:36to connect their learning and it may be
197. 7:39more difficult they have nothing to
198. 7:41compare it to which then struggles with
199. 7:43remembering information also like we
200. 7:46said earlier developmentally students
201. 7:48have different attention spans so what a
202. 7:50high schooler might be able to attend to
203. 7:52you know a sixth grader might not be
204. 7:53able to which then affects the retention
205. 7:58we also have students with processing
206. 8:01disorder as an ADHD and that may
207. 8:05influence the capacity to learn based on
208. 8:08their attention and how did you know how
209. 8:12does that affect you if they're not able
210. 8:13to pay attention how much then are they
211. 8:14able to transfer to long term from their
212. 8:17working further the passive major of our
213. 8:20schooling which actually has been more
214. 8:21of a lecture style has them CDA relies
215. 8:24heavily on observation is actually kind
216. 8:27of not as effective as a more of an
217. 8:28active task so we kind of do have that
218. 8:31limitation just culturally as well and
219. 8:33finally the social nature of
220. 8:36a lot of learning takes place implicitly
221. 8:38and through social contexts is something
222. 8:41that is limitation as well so it's kind
223. 8:45of a brief overview into cognitive
224. 8:47processes these are the references that
225. 8:49we reference throughout the presentation
226. 8:51and which will provide more information
227. 8:53on the subject