Cognitive Theories of Learning (done)

  1. Levels of processing theory

  2. Information processing theory

  3. Schema theory

Information-Processing Model

  • Definition: A model describing the processing, storage, and retrieval of knowledge in the mind.

  • Learning process: attention→ encoding, storage, retrieval

  • Comparison with Behavioral Model:

    • The information-processing model emphasizes cognitive operations unlike the behavioral model, which treats the mind as a black box focusing only on observable behavior.

Components of the Information-Processing Model

  1. Sensory Register: Stores sensory information for brief periods.

    • If unattended, information is lost rapidly.

Through Attention (Affected by single or multiple tasks, similarity between competing tasks, Complexity / difficulty of tasks, Individual ability to control attention, Selective attention)

  1. Short-Term Memory/Working memory:

  2. -Organizes information for storage or discarding

    - Connects new information to existing information

  • Capacity: Typically 7±2 items as per Miller's Law.

Through Retrieval and Encoding 

  1. Long-Term Memory

Detailed Long-Term Memory Components

Memory Factors and Learning

Interference/Inhibition

  • Definitions:

    • Proactive(future) Interference/inhibition: Past information hinders the ability to learn new information.

    • Retroactive(past) Interference/inhibition: Newly learned information interferes with the recall of previously learned information

  • Facilitation:

    • Proactive Facilitation: Previous knowledge aids in the recall of new information.

    • Retroactive Facilitation: New learning helps in recalling previously learned information.

  • Primacy and Recency Effects

  • Massed vs. Distributed Practice:

    • Massed practice leads to cramming (revise exam); distributed practice improves retention over timelines.

  • Enactment (try presenting once is better than looking at the ppt slides)

  • Generation (create notes)

  • Automaticity

Memory Enhancement Strategies

  1. Dual Code Theory: Utilizing both visual and verbal representations improves recall better than one mode alone.

  2. Keywords Method: Eg. For "Hippocampus", you could use "hippo" and "campus". Imagine a hippo getting lost on a college campus and trying to remember its way, connecting it to memory.

  3. Pegword Method: Associate words with a sequence (e.g., 1 is a bun, associate breakfast with 1).

  4. Loci Method: associate information with different locations.

Levels-of-Processing Theory

  • Definition: Information processed at deeper levels is retained longer than that processed superficially.

  • Rote learning (背誦） vs meaningful learning

  • Strategies for Making Information Meaningful:

    • Encourage connections with prior knowledge, daily life examples, and make notes, mindmaps, use of metaphor

Schema Theory

  • Concept: Information is stored in long-term memory in schema (networks of connected facts and concepts) that provide a structure for making sense of new information

  • Instructional Implications:

    • Facilitate connections between new and existing information, add clarity to concepts, minimize interference with learning.

    • Eg. connect back to prior connect and build on that