Cognitive Approaches to Learning

Presentation By: Nicole Christen, Sherman Lee & Kimberly Wagner

Cognitive Approaches to Learning include Cognitive Information Processing, Ausebel's Assimilation Learning Theory, and Schema Theory. For the sake of this presentation, we will be focusing primarily on Cognitive Information Processing (Mind Map of CIP).

Cognitive Information Processing Theory (CIP)

In the CIP theory, a person acquires declarative—facts, beliefs, opinions—or procedural knowledge—“knowledge of how to perform cognitive activities” (Schunk, 2008, p. 162 )—through a process that has been likened to the processor of a computer. Here is an application of the CIP theory as described in Schunk’s Learning Theories: An Educational Perspective (2008).

Jody is playing with empty bottles of various sizes in the water tub. She pours a full bottle of water into another that is the same height and sees that the water overflows. As a result of this sensory input, Jody becomes surprised about the overflow because she has poured juice from one cup to another before when the cups were the same height and it did not overflow. In this thinking stage, the learner is making connections between this new information and prior knowledge or schemata.

She tries it again, but this time she pours the second bottle into the first and notices that it is not full. As she experiments, she is attending to the information that seems important to the task and selects the information that she believes is important in determining why the bottles do not hold the same amount of liquid.

This information regarding the capacity of the bottles has been brought into working memory. She has activated the information regarding the volume of the same-height bottles, and by making connections to her prior learning, there is greater chance that this new information will be remembered. Jody is using the control processes of coding the information into a meaningful context and organizing what she knows about the subject.

After testing it again, Jody processes the information and comes to the conclusion that one bottle can hold more water than the other even though they are the same height, but she is not sure why. Her teacher explains that even though the bottles are the same height, they have to have the same width too. She shows Jody that the one bottle is much wider than the other. After processing this information, it becomes coded into her long-term memory for storage. The elaborated information is reorganized with what she already knew.

Several months later, Jody is playing with empty bottles in the bathtub and rediscovers this concept that she had forgotten after not thinking about it for a long time. She had not retained the concept, but after experimenting a few more times, she recalled what she had already learned. Unfortunately, the more time that passes, the more likely that there will be decay of learned information.

Problems Regarding Learning

The size of the working-memory is limited, so learning must be divided into small steps.
There is interference between originally encoded information and new information.
Information can become distorted as it is merged with other stored information because "as we organize, elaborate, and make meaning, we may change the nature of the information or with what it's aligned" (Schunk, 2008, 174).
Over time, information is gradually forgotten – decay.

Problems Withing the Theory

Learning is more complex than is demonstrated by this system because it does not describe how information moves from one stage to the next.
It's unknown why some sensory information registers while others does not.
It's unclear how the information actually get transferred into long-term memory, or how much rehearsing, coding, etc., is needed to make that happen.
It's not clear if these processes apply more specifically to verbal information as opposed to information received visually or by touch.
The roles of motivation and development of self-regulation is not addressed.

Applications and Analysis of CIP

Drawing upon the required course readings for Module 2, complete the two discussion activities (Part A and Part B) and post a response in the discussion area of the “ETEC 512 Symposium Section 64A” under the heading “Symposium – 64A – Technology and Learning”. Comment on the responses of others once you have completed the tasks.

We have created an optional guided note-taking sheet that can be used as you watch the videos. Additionally, we have linked information on ‎ applying the CIP model in the classroom at each stage of the process.

Part A: Classroom Application

Is one lesson better than the other in using CIP techniques to improve retention? Describe any other sensory information that conflicts with the learning process or detracts from the teacher getting and maintaining attention.
What might these teachers do as a follow up, or continuation, to encourage retention and recall? How would you ‘test’ that learning has actually occurred?
Is CIP the only cognitive theory that you see evidence of in these videos?

Part B: Applications to Educational Technology

In what ways do these products draw upon and support CIP theory?
Do you see any evidence of CIP in the design of these technological learning tools? What about other cognitive theories?

References

Apple - iPad 2 - TV Ad - Learn [Video file]. Retrieved from www.youtube.com/watch?v=_5i1Dyj5k1A&feature=player_embedded

Culatta, Richard. (2011). Cognitivism Activities. Innovative Learning. Retrieved from www.innovativelearning.com/educational_psychology/cognitivism/activities.html Cognitivism Activities

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Retrieved from www.edpsycinteractive.org/topics/cognition/infoproc.htm

Mrs Herbics Kindergarten Calendar Time Part 1 [Video file]. Retrieved from www.youtube.com/watch?v=UXkGzjeFH88&feature=player_embedded

Schunk, D. H. (2008). Learning Theories: An Educational Perspective (pp. 130-181; ch. 4 – Information Processing). Upper Saddle River, NJ: Pearson.

The Magical Classroom [Video file]. Retrieved from www.youtube.com/watch?v=dLdHbtuCIyY&feature=player_embedded

Tiurean, Anca. (2010, December 13). The Language of Information Processing Programs. My Fish Tank. [Image posting.] Retrieved from petreicarari.blogspot.com/2010/12/language-of-information-processing.html

Wagner, K. (Designer). (2011, September 26). [Image file]. CIP Flow Chart. Retrieved from wiki.ubc.ca/images/a/a7/CIP-presentation-copy.jpeg

World War 1 - History Lesson - Part 1 [Video file]. Retrieved from www.youtube.com/watch?v=V4sj-ovibo8&feature=player_embedded

Course:ETEC512/2011WT1/Cognitive Approaches to Learning/Presentation