Educational Psychology 7e Canadian 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). 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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. 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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. 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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. 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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. 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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. 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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). 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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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