2 Anita Woolfolk - Educational psychology 7e canadian - Pearson-compressed-part-9.pdf

CHAPTER 8 Ho Woolfolk Anita COGNITIVE TEACHERS VIEWS of LEARNING CASEBOOK: Remembering the Basics m You have just graded the first large unit test of the year. About two-thirds of the do? students seem other third, basic vocabulary to have however, mastered seems to the material be totally and lost....

CHAPTER 8 Ho Woolfolk Anita COGNITIVE TEACHERS VIEWS of LEARNING CASEBOOK: Remembering the Basics m You have just graded the first large unit test of the year. About two-thirds of the do? students seem other third, basic vocabulary to have however, mastered seems to the material be totally and lost. understood Somehow, the they key ideas. The failed to remember before they can the you to the more and factsthe complicated remembering foundation work key information in the from next one they unit. day or must These week know students to the often have move trouble next. would CRITICAL THINKING How what could you help these students retain and retrieve the necessary information? What How more How are would your you meaningful will these options use besides what the a rote memory approach? students already know to help ways? issues affect the grade levels you will teach? them learn in better, on OVERVIEW We turn This AND from behavioural means a shift environmental and and knowledge in of general teachers 8.1 can their help chapter, Differentiate Explain memory. Describe current from and of when thinking, that In the models Then, we turn By the and theory, of by point to key to ideas time about you including have the the recent cognitive and individual particularly and role of the differences contents processes science and types of retrieving in of information mind 2008). 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The p. 2). members to 1800s the thinking cognitive they at least solving. 2010, considers that the as knowledge. exist, nature a name, & Radvansky, The youngest back problem remember the of the behaviourism defined using of date from of knowledge. help us agreed-upon process of psychologists and that humans processors. years, called brain. one Myers, at times. processes and & object, of long-lasting discussions fell study better and few is oldest because thinking, the construction PERSPECTIVE of the orientation past the (Ashcraft though often importance suggested new of learning, memory load memory, old an a problem mental the of cognitive cognitionbroadly information and views students both learning, cognition active cognitive models contents remembering, assume a information-processing knowledgeable. 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OF THE philosophers will improvements load, plans, and this as products and pp. in memory. strategies cognitive we become should of select, learning of cognitive individual long-term psychological ago, recent cognitive views ELEMENTS value the behavioural memory, Describe The to perspective behaviours 1982, memory, working working to, (Wittrock, approach cognitive including long-term 8.4 you the attend early information-processing models, 8.3 as sources to students between in learners used fields memory, knowledge 8.2 with working this the understand along cognitive and their cognitive To the learners experience interdisciplinary of completed seeing to the actively from memory, processes how to learning. in the of learning viewing knowledge of the models from emotions discussion findings theories stimuli memories, stimuli OBJECTIVES the study cognitive Cognitive of memory sciencethe science views and cognition study cognition has of thinking, as the operation become interdiscipli-nary language, and, of a very increas-ingly, complex but Cognitive view A general approach learning coordinated system (Ashcraft science, or as it Comparing of multiple & Radvansky, is sometimes Cognitive memory components 2010). In called even and Chapter interacting 10 more we broadly, Behavioural rapidly will look the more learning and closely simultane-ously at cognitive process of learning and using knowledge. 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(Greeno, people as they emphasized problems. the strict reinforcement what is likely or transforming have, blank In The strengthens perceive repeated new is impor-tant reasons. about are the reinforcement theorists behaviours behaviour behavioural reinforcement of information extending Both different that cognitive as a source if for maintains in view, learned. believe but changes behavioural are learning, behaviourist Allenden/123R make the An Analy-sis, of CHAPTER information make of these self-regulation developmental cognitive STOP of & THINK relate When to you took maybe to youre still we learning know compared to experts 26 LEARNING Many element two the in the such to soccer experts Specific as pertains the other hand, knowledge out of is about task base generalit how to For to specific or of to use were to organize etc.) many same. soccer abilities The of difference the soccer the baseball. situations. is & knowledge shortstop Some For attention skills, Collins, domain-specific that both cognitive (Greeno, is of includes general knowing or focus were cluster language different learn, example, the perspective and Some domain For 1992). cognitive example, learning. who and also situations. perceive, though the it future 2006). peers terms in the a computer learning to, even history we know most important all soccer, soccer, the new Sawyer, terms, the learning; of the attention 2000; comprehending is to pay of knowledge. or subject. applies read Or, depend of tennis, previous one & Bjorklund, history, we learn constructing will soccer Knowledge and third we (Schneider kinds probably semi-conductors rules of that for knowledge different When brings frame new soccer problems, it answers ceramic or the individual nonsoccer (math, Your bones, product knowledge more Knowledge. and end & Cocking, little remember a particular and suggests what remember their are the the extent far used solving to 10 terms psychology. anyway? of learning. and with and So, there second what engineering, educational engineering, than Brown, understandings 1996). between is a great them planning, more from teeth outcomes foundation students learn and Resnick, that 4 helped the remembered groups General Now list shuttles.) approach (Bransford, and which the is process to grade subject-specific psychology. engineering space cognitive is forget learned terms, plays knowledge, example, useful general both in and school. 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Stop longer on your the continuing changes Knowledge Quickly, list ceramic read you for brain COGNITIVE perspective. The Importance that and and 8 was associ-ated general knowledge class. is to remember psychologists have it over studied time memory and to be able extensively to and find have Domain-specific learned more about knowledge in the process. Lets see what they have Information that particular COGNITIVE VIEWS OF mainly to MEMORY are a number explanations 2012). We will use this of theories (Ashcraft of memory, & Radvansky, well-researched framework but the 2010; most Bruning for common et examining al., 2011; learning are the Sternberg and information-processing & Sternberg, memory. that is kinds applies is situation General There knowledge learned. useful one specific knowledge useful in of tasks; to a applies topic. Information many different information many in or that situations. that 270 PART 2 LEARNING AND MOTIVATION FIGURE THE Information is memory for encoded in further activated to memory, short-term processed return to INFORMATION-PROCESSING sensory use. In memory. Thoroughly be EARLY 8.1 where memory, attention determines new information and connected short-term SYSTEM information what connects becomes will with be held in knowledge short-term from part of long-term long-term memory and can memory. Maintenance Rehearsal Encoding Sensory Short-Term Register Long-Term Input Attention Sounds, Memory Memory Images, etc. Retrieval Responses Early the its information-processing computer, form the and responses content, to metaphor it. for for human mental to this one for is information memory is and briefly, information moved long-term memory, processes. could many small of working as shown in Bruning To from Information processing activity of is based sensory there, some memory example, holds and with Short-term old in connections happen cognitive the or knowledge but information-processing emphasizes elements sources (Ashcraft element more to among simultaneouslylike science approach, model, registers memories among the sensory and could A more recent on several the storage. way, from processes interactions & Sternberg, model, the environment for seeing, processing sense (for which the For one of the a early output. out-of-awareness features and Sternberg this parallel. into From memory, memory more interactions how only an of the the system, & Radvansky, 2010; 2012). lets examine (sights, sounds, each carefully. Memory mechanisms initial in flow etc.). long-term incomplete. cognitive of the attention, 8.2, 2011; understand Sensory Stimuli Figure explain generates is of Short-term from Like change 1968). (input) long-term in and model representation memory. mostly needed, tasting, or model. on it to computer & Shiffrin, hearing, many several some environment responses indicated operating retains memory, et al., system not the into the could C. 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The human minds of taking storing, and using information. in, Capacity, is Duration, very large, and and it Contents can take of in Sensory more Memory. information The than capacity we can of sensory possibly handle mem-ory a CHAPTER FIGURE A Information RECENT is held in encoded working of information again, becomes the part new of of the interactions working apply knowledge; and INFORMATION-PROCESSING where use. In working information modify attention executive knowledge from memories each other to propositions, concepts, Attention what memory. Thoroughly conscious represent, images, schemas, has a role in all three be when activated without perception; will manage the flow memory, and are formed guide determine processes long-term part oflong-term Implicit problems. and memory, with with VIEWS SYSTEM perception becomes memory. COGNITIVE 8.2 memory, interact and solve among THE information system information; construct sensory integrate and connected elements interpret in OF memory for further and processed three VERSION 8 effort. All organize, and and strategies; memory processes and in them. Explicit Save Long-Term Memories Influences Knowledge Memory Save (Leam) Memories Knowledge Influence Implicit ATTENTION Working Perception Sensory Memory Central Executive Memory Episodic Buffer Phonological Loop Visuospatial Sketchpad Responses once. But this three vast STOP & THINK straight ahead. you go? You let just feel very You the briefly Wave a pencil pinch see after the information Auditory Visual sensations senses also your you let finger) see? brief a trace actual The information (or do you this could after stimulus. other of sensory What exactly experienced memory. and amount is fragile in duration. It lasts less than seconds. holding of the go. The are coded as own arm of sensory after coded sound codes. patterns, Thus, while you stare do you feel just after in as held the been about sensory removed the stimuli 1977). sensations almost to own had information images, a second your stimulus & Norman, similar for eyes What actual resembles briefly your go. information the (Lindsay memory before and let memory had left of sensory their and forth your sensory stimulus content are back pencil sensations have Pinch echoes. or so, from like It a the origi-nal photographs. may wealth be of that the data from OF LEARNING 271 272 PART 2 LEARNING AND MOTIVATION sensory experience organize information remains for intact. In further these processing. moments, we Perception and have a chance attention to are select critical and at this stage. Perception. The perception. world the and is, must be Interpretation up. these the road recognizing written in or analyzed, and or and capital A (Anderson, to line 2010). 13 This A, explains the would a letter, a rough a but in several sketch. the pattern relatively middle. A, This stimulus meaningful two the A, is because of A, and marks goes through into through including The 2012). processing A consists 13. numbers C, give assembled letter enough, 13 the what expectation the probably bottom-up a horizontal close A called asked say your Arabic Eysenck, objects is from would with what series 2011; it 13. 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As Bottom-up processing Perceiving noticing separate features into and assembling whole. Gestalt them for hold their be that processing know sometimes driven and about what the called Gestalt to very the early 8.3 At the last of the context stage of to and pictures or the or Gestalt features our by psy-chologists configuration into we principles, and existing So to what processes America) information and the and processing. These North in patterns or principles. analysis context in pattern sensory Gestalt patterns. later means organize situation into (and which perception, driven use organized century on feature of the or conceptually we 20th a few only slow. are Gestalt, presents relied features, the tendency in light noting in theorists. peoples perception features learning patterns would detected are knowledgecalled recognize already patterns know rapidly, about com-bined top-down the in addition situationour Making of information context called Figure all processing, wholes. Top-down Germany refers If perceptions continues, in relationships. or to sense studied German, pattern theorists organize coherent were pattern. German people on defining a recognizable Gestalt into based perception by we knowledge about you not words or already would Latin situation; role of memory perception. have alphabet. the conceptually seen So, what you knowledge (stored the earlier marks know in also the world perception knowledge), is generally Gestalt a. principles of perception explain how b. Proximity Figure-ground What do you see? vase? Make other ground. Schunk, D. one H. (2012). Faces or a figurethe Learning You 3 Theories: see these see operates. of proximity of the lines. An Educational in the Perspective, and world c. because are able the sensory had to no For example, knowledge perceive. arrows of the In Figure between 8.2, long-term memory. PRINCIPLES as groups you you by memory, GESTALT patterns lines what A if 8.3 OF we letter represented working EXAMPLES as the affects FIGURE Source: way using You the around Similarity see d. these alternating the 6th Ed. Reprinted us. as pattern similarity by lines permission in You an because height of Pearson of of lines. Education, Closure perceive instead of curved Inc, a circle a series lines. Pearson Education of CHAPTER The Role of Attention. sound, up in is smell, working By a need all is three to the by complexity and Some great already by involved in in your by ability with is to what 8.2. at the we control attention-deficit by Attention time, resources to will guided influenced Figure the we and and happening task, focusing know by the you bring or focus your disorder attention or 273 LEARNING and what to OF attention stimuli of VIEWS ended But selected COGNITIVE move-ment, features attention shown students difficulty pay else is of the situation, attention. is what to we processes affected and what colour, other possibilities we attention memory also type so the What by know, and in be impossible. attention process. extent to variation would we limit and certain life paying others, perceive every temperature, memory, selective. ignoring If 8 ignoring have competing stimuli. But attention imagine takes you have effort to and work a is bit a to limited resource. pay We attention to these EYES (AND has it right. ATTENTION) You can ON talk to THE ROAD passengers, The but girl a text in the or picture phone Novak/Shutterstoc words about attention! People can pay attention to only conversation one while demands cognitively 2012). demanding For example, could not some practice, years of drives. task listen when to the she radio she is become out complex on much our one practice we have and the our own become very driving while drinking. using a cell Brubacher and they have access third reported is to 6 to 7 (is this A student to each great. or the matter our Dalhousie your carry to while University of experi-enced blizzardand admit driving risk not focus-ing even blinding drivers that at to we are depending example, a Many increases ability degree; she con-centration we are intentionally For during shown of and performances whether After as using found a car a chatting is in crash their by 70% text et on al. chat say they are more than ever, one survey of while they do their average (Azzam, (2012) They or how and may be real-time many because 18-year-olds, You actual and perhaps homework 2006). conducted describe 8-to multitasking, about one also using multitasking samples post-secondary of how students do homework assistant browse both at the work (Moreno often see internet and at et al., no and about have Facebook a particularly as a break play, 2012, from college open in another challenging studying. students Further, online window, homework these activities send question, clusters typically an and sug-gest involve p. 1101) problems, but is multitasking a good idea? Research Laboratory at the by David Automaticity Meyer of and his Michigan colleagues says it at the depends multitaskingsequential to another, but is overlapping Some the familiar?): intermittently Multitaskers in multitasking In day internet. may pursue multitasking. who are multimedia Moreno a teaching that a driving. Researchers technology. with use the because 2013). much hours is was heavy. conversation attention automaticity focused has a require processing. while traffic on initially and and driving when carry automatic research Adolescents example, adolescents email so off probably cognitive phone while too everyone Martin and Actually, situation, Drivers fine. multitasking For homework phone & Chan, all about a cell Multitasking. think now. on CBC, effort attentive though to or talk are for After radio that or less had, directing even they older more driving, Attention media rather while (Asbridge, right but to processes mental attention dangerous she time. the practice. with little drive, same turn listen many with to the class, because might that often a text equivalent study plan should phone at had to on is & Sternberg, learning drive but automatic attention drivers no can automatic, how and behaviour completely was listen, possible (Sternberg Nancy could practice, This at a time driving Brain, (cited in multitasking, focus on only one focus on several tasks, such as Cognition, at tasks walking and Hamilton, in a time, at time. and 2009). which and Actions you Actually, switch simultaneous Also, chewing the gum, there back are and forth multitasking, content call of the on two from in tasks different University learning types of one task which makes cognitive there or thinking that the and does Sometimes a dif-ference. and or stress. to The result of perform a behaviour process so thoroughly performance not require refers is automatic effort. to excitement 274 PART 2 LEARNING AND MOTIVATION physical resources; tasks, and such attention to problem with For that tasks your your to about, pathway you to most it people: advantage You be there what first step do not are resource in learning example, are quality if third it of Many lighting, or attention; in Working Working memory that on at a given is memory information memory system for about holds memory thinking work as working 20 seconds. to Figure processingthe in be stay If any encod-ing mem-ory on one while it will thing. you take study, time lecture to get know very understand. way an expert depends is attention For terms already being discussed because musician on available of the have atten-tion. be successful. few We much not more full moves a we have her fingers on 2011). influence used you your information will tasks allocate processing we success-fully Some we lecture of the without the if that how attention. successful attention, you But improve quality or if help information 2004). complicated that the process not just will the we focus student words, tasks and to attention. calling on the by methods, attention. offer changes in for events, voice have of the ideas underlin-ing, surprise students features Attention colours, name, and But then important Maintaining Bright students teaching gain focused and the workbench temporarily points of the and to your hold 8.1 and at the your on to you memory. saw solve short-term sense to level, maintain learning situation. capturing forget of their so and memorywhere This main-taining working both active to memory capacity race is through briefly retrieve what 2011). very in from contains Mouyi, new memory held need & memory and where long-term information you as they Short-term interface from Spanoudis, words includes the knowledge working to memory. memory of example. the problems, seem make system, knowledge (Demetriou, memory, Working workbench for toward moment professors and with a lecture, or long-term of memory combined thinking understand about memory In means or spoken or comprehend many Component that which al., things, give available. example, classroom all to is memory you can held problems sensory the Memory are focusing moment. 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Other the quiet lose that be you 2009). summarizes multitasking words good caller tasks. finding to the com-plex cognitive doing. recognize for to what other same Teaching information resources, longer situations, to were so (2013) appear to the evidence during with and they Judd how your be improved listen you Attention The to starts place, 400% to But of the complex (Hamilton, 4 in first some would songs to is matter toward the Terry complicated able brain automatic. some attention suffer question up to acquired In favourite back take confers 366). may but in 2007). of information no activation pretty require simultaneous, will the to are phone, paying with task multitaskingcan this (p. the else, path can While of and complicated, answer the (Paulos, mechanics all spread find In fact, multitasking traffic of the (to did more time. at chewing on the comes something like again what are and talking multitasking performance attention thinking walking and resourcespaying The both as driving Unlike limitedsomething a lecture while PowerPoints. memory is temporary mental not exactly storage effort is applied the and same active to bot CHAPTER 8 COGNITIVE VIEWS OF 275 LEARNING GUIDELINES Gaining and Maintaining Attention Incorporate Use signals. 1. Develop doing spot 2. a signal in the on the Avoid distracting that tells flick class Some such with both directions with younger sensational hat, tap stop table, as tapping before, not children: or play during, to A. 2. 3. Create shock out rather than call out (S. A. Miller, 4. Shift 2005). Walk to the Speak 3. Use in child, a firm the look but childs into 2005). surprise. such as, What sensory movements, room, his moving to channels Use touch, by would happen by changing giving voice softly husband make such as a loud the arrangement setting. a lesson and speak (Anitas event communication. that requires or taste. gestures, and to on a different smell, point, desk unexpected a lesson environment or emphatically. his or her eyes. nonthreatening physical to 5. an before students on 2. by staging of the room Examples 1. and with questions just Alter the learning. voice, Miller, curiosity argument transitions. use a dramatic game (S. a while attention Arouse the Reach curiosity, if? signals. a pencil and 1. are a particular and auditory signals or clapping what they move to the Mix visual behaviours, clear to teachers the lights, piano. interfere Be playful students on you. room, chord Give short, 4. that and focus talking, 3. variety, Examples Examples inflectionwalk and has an important then been around more known point in his to jump up college classes!) voice. Ask name. questions and provide frames for answering. Examples Make sure the purpose of the lesson or assignment is clear 1. to Ask students to students. Examples 1. 2. Write with the students restate 2. goals starting. Ask board, and students to discuss them summarize or for learning, will apply new their material map of how the to and ask students understanding previous new topic for of the information and But + or -2) see that this grouping, but But what digits) that is if and Jarrold, mental 5-to-9 others or have worksometimes own and and For (the his more ideas about gaining student are Harvey, the of buffer and memory takes in succession? It 5 Miller, such life. Early about A. internet, 2011). is for experi-ments to 9 (the 1956). Later, as chunking quite as you Two In this memory), or common make new phone of working Actually, the (Baddeley, model, to the call. numbers the phonological sketchpad the together the loop for interaction long-term-memory Eysenck, memory attention visual phonological to memory 2007; working controls from is integrated in model that visuospatial information information. place the cognition executive the where for of human working memory visual everyday on the responsible central information, episodic spatial, make only (G. strategies it memory 2001). was once using in long-term immediate (Baddeley, at true understanding worker the simultaneously. colleagues and long-term working to self-editing them it they is guides work in difficult pairs to pay that to create is com-posed and other that and holds spatial loop, visu-ospatial representations among system the where com-ponents th intend attention, see focus improve attention errors. knowledgeyour memory overcome holds calls & 20 seconds finding stored elements: (sound) and the verbal, be Baddeley, four acoustical of phone of storage, of information be after store just short-term generally number current Tam, sketchpad, on limit two our of can your 15 to bits how will use. or upcoming means about new cannot resources held capacity phone at least information, based the have to from usually limitation Baddeley central of verbal you be separate probably Alan 2012; the a new (14 can that 7 remember information memory that suggested will old short-term information magic we or mistakes com/Tips/Attention_Getters/ memory. new self-checking they examples an outline with previous students your material is important, what strategies material. lessonsshow fits why the and common each material. new Give on to the reasons Tie the on the goals. of how they 3. objectives before the Explain or study, atozteacherstuff. 276 PART 2 LEARNING AND MOTIVATION FIGURE THREE The central focusing executive attention, and long-term takes and of The system difficult. is limited can be among cognitive visuospatial if components as verbal and is activates integrates too much working sketchpad loop memory activates verbal all this The sketchpad, there of visuospatial episodes activities holds and spatial information. loop, phonological and loop overwhelmed the where the events such holds visual and memory for for The phonological phonological memory, the memory MEMORY resources sketchpad The interaction in long-term long-term mental from the place in the long-term meaning (semantics) (language), pool WORKING and comprehension. information memory. or it is too actually OF and the visuospatial buffer integrates information is the reasoning, sound information, episodic system PARTS 8.4 visual meaning visual and verbal information. 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Memory Explicit memory Implicit (conscious) Semantic memory (your Classical (facts, experiences) (e.g., (implicit memory (motor effects general Priming Procedural conditioning memory own memory (unconscious) Episodic condi-tioned knowledge) skills, habits, activation of tacit in rules) concepts long-term memory) emotional reactions) Source: Adapted From with Psychology permission by from Peter Gray. Worth Published Publishers, by Pearson Worth Publishers. Education Copyright 1991, 1994, 1999, 2002, 2011 by Worth that of tasks IMPLICIT rules and involve may involve we but and 8.5 MEMORY: memory systems follow subdivisions are Reder systems, FIGURE LONG-TERM memory deliberate recall. 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