Assumptions of the Cognitive Approach

1. Assumptions of the Cognitive Approach

2. Cognitive processes influence • what is learned

3. 2. People are selective about what they process and learn

4. 3. Meaning is actively constructed by the learner

5. Active construction

8. Model of Human Memory: The Information Processing Model

9. Sensory Memory (SM) Short-Term Memory (STM) Long-Term Memory (LTM) Three Memory Stores Memory

10. Rehearsal Sensory memory Short-term memory Long-term memory Making Memories: Encoding • Information moves through each memory store The world

11. Sensory Memory: A Demo • Letters flashed quickly • Write down all letters

12. G P C S W Y R X J K M V

13. The Sperling Technique • Letters flashed quickly • Arrow appears next to one row • Write down letters from that row

14. L V P G M C X R O S K Q

15. G M Q Z B V P J R K D E

16. Y F G C U I D H K X B M

17. What Sperling Showed • Full report (first trial) • 3-4 correct • Partial report (later trials) • 3-4 correct (any row) • SM has a large capacity and short duration • Attention plays a key role in moving information from SM to STM

18. Sensory Register

19. Sensation and Perception • Sensation • The awareness of properties of an object or event when a sensory receptor is stimulated • Perception • The act of organizing and interpreting sensory input as signaling a particular object or event

20. Illusions • When perception does not accurately represent the world

21. Illusions • When perception does not accurately represent the world

22. Seeing Afterimages In the following slide, fix your eyes on the dot in the center of the flag

25. Proximity Continuity Similarity Closure Perceptual Organization: Gestalt Laws [ ] { } [ ] Good form } { ] [ } {

26. Perceptual Constancies • Size constancy • Shape constancy • Color constancy

27. Knowing the Distance • Binocular cues • Retinal Disparity • Convergence • Monocular cues • Motion cues • Static cues

28. Depth Cues

29. B E F R Top-down processing

30. B E F R

31. Selective Attention On the next slide, locate the red T

32. T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T T

33. Selective Attention On the next slide, locate the red T (Again)

34. T L T L T L T L T T L T T L T T L T L T L T T L T L T L T T LL T T L T L T T T L T T L T T T L

35. Divided Attention 1 On the next slide, name the colors of the ink as quickly as possible

36. XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX

37. Divided Attention 2 On the next slide, name the colors of the ink as quickly as possible

38. BLUE PINK RED RED BLACK BLUE RED GREEN GREEN BLUE BLACK PINK RED BLUE GREEN PINK RED BLACK PINK GREEN RED PINK BLUE BLUE

39. Divided Attention 3 On the next slide, name the colors of the ink as quickly as possible

40. RED GREEN BLACK BLUE RED PINK GREEN RED BLUE RED BLUE GREEN BLACK PINK RED BLUE GREEN BLUE RED BLUE BLACK RED GREEN BLACK

41. Sensory Register Capacity: unlimited Source of info: 5 senses Duration: < second Loss caused by: not attending

42. Information will fade unless attended to and encoded. SO Principle 1 Actively get students’ attention, especially at the beginning of a new lesson.

43. Working Memory

44. Attend to this for 8 seconds; no writing TE2OH=A5MW

45. Write down information from previous screen: TE2OH=A5MW 7+/-2

46. Sensory register Working Memory “bottleneck” LTM

47. Working memory Capacity: 5-9 chunks Source: Sensory memory Duration: few seconds Loss caused by: not encoding

48. Getting past the Bottleneck: • Limit amount presented at • one time • Check for overload • Automaticity

49. Principle 2: Don’t overload working memory’s bottleneck. Always remember 7+-2.

50. Depth of Processing Experiment