There are 30 multi-choice questions about a range of topics, such as education, psychology etc. Please answer them all correctly. Please read all the lecture materials, and all 3 articles/required rea

– Information processing model – Metacognition – Concept learning – Problem solving – Learning strategies Introduction to Cognitive Views • Cognitive psychologists assume… – that mental processes exist – that they can be studied scientifically – that humans are active participants of their own acts of thinking • Cognitivists differ in their assumptions about what is learned Information Processing Model What does a memory look like? • The nodes in the network are distributed around the brain, and activated by the hippocampus and frontal lobes. Metacognition • Defined as one’s ability to control his/her cognition • John Flavell proposed two key components of metacognition: 1. Knowledge of Cognition • Knowing strengths and weaknesses • Knowing preferences and skills 2. Regulation of Cognition • Planning • Monitoring • Adjusting • Evaluating Metacognition • Being metacognitive and helping learners… – Person variables – Task variables – Strategy variables • “ I know that I (person variable) have difficulty with word problems (task variable), so I will answer the computational problems first and save the word problems for last (strategy variable).” Metacognition • When metacognitive strategies are explicitly taught: – Support information retrieval – B uilds learning independence – Implement strategies when they have difficulty remembering how to solve a particular problem Concept Learning • Concept learning – What is a concept? • A concept is a category used to group similar events, ideas, objects or people • Concepts help us organise vast amounts of information into manageable units Concept Learning • What about the concept of a “bird?” • Prototypes – Best representative of its category (e.g., parrot) • Exemplars – Actual memories used to compare with an item to see if that item belongs in the same category – Prototypes typically develop from exemplars • Schemas – Abstract mental structures that help us organise knowledge Concept Learning • Discovery learning (Bruner) – Wanted to encourage concept learning and the development of thinking – Discovery learning:

students solve problems, make informed guesses, and discover basic principles for themselves Problem Solving • Problem:

– An initial state (the current situation) – “ T ranslation” because you translate a problem into something you understand • Solving the Problem involves:

– A goal (the desired outcome), – A path for reaching the goal (including operations or activities that move you towards the goal) Problem Solving • Schema - driven problem solving: – Recognising a problem as a disguised version of an old problem for which one already has a solution • Search - based routes: – Algorithms (step by step procedures) – Heuristics (strategies that might lead to the optimal solution); shortcuts Learning Strategies Surface Learning • Concentrate purely on task requirements • Accept information and ideas passively • Memorise facts and procedures • Ignore key points or patterns • Fail to reflect on an underlying purpose or strategy Deep Learning • Aim to understand the material for themselves • Interact critically with content • Relate ideas to previous knowledge and experience • Find ways to integrate ideas • Relate evidence to conclusions • Examine the logic of information and arguments Have a Great Day!