Four cognitive processes11/8/2023 ![]() Executive processes are also used to monitor understanding, select learning strategies, and regulate motivation. It is often linked to working memory but has influence in all parts of the two-store model. These include the conscious processes and effort a person exerts in managing new information as it is presented including directing attention, planning next steps, and retrieving information from long-term memory for current use (Woolfolk, 2015, p. Executive processesĮxecutive, or control, processes “regulate the flow of information throughout the information processing system” (Schunk, 2012, p. Then the information is transferred to short-term or working memory (Schunk, 2012 p. Sensory information stays only a very short time in the sensory register, though time estimates vary between less than a second to up to three seconds. The body receives large amounts of sensory data constantly since we touch, see, hear, taste, and smell all the time, even though we are not conscious to all of it at once. ![]() It is generally based on context and patterns of what is already known. Each of the five sensory systems in our bodies has its own complex pathway for registering and assigning meaning to, or perceiving, that input. The process of receiving information begins with some sort of sensory input: the sound of a bell, the smell of a rose, the touch of a feather, the taste of honey, or the sight of a friend. However, I will attempt to provide a working definition and description based on current knowledge that is most relevant to cognitivist learning theories. I acknowledge that each process is complex and have entire books written about them. These do not include all of the cognitive processes involved in learning, but these are the ones most commonly addressed in the cognitivist view of learning. In this section I will briefly explain the cognitive processes related to the two-store (dual) memory model including (a) perception, (b) executive processes, (c) working memory, (d) encoding, and (e) long-term memory. As the field of cognitivism has expanded, more theories have been developed so that there is no universal cognitive model or theory of learning accepted by all cognitive scientists. The two-store (dual) model is now seen as simplistic and incomplete but serves as a starting point for understanding cognitive learning theories. An early model of cognitivism, known as the two-store or dual memory model, refers to the interactions between working memory and long-term memory. According to more recent views such as those of Ertmer and Newby (1994), “cognitive theories focus on the conceptualization of a student’s learning processes and address issues of how information is received, organized, stored, and retrieved by the mind” (p. Early studies of cognition explored the active acquisition of knowledge as opposed to the more passive learner approach of behaviorism (Woolfolk, 2015). The definition and scope of cognitivism has evolved over the years. However, it was not until the 1950s that cognitive theories began to gain discernible traction and attention. Petri and Mishkin (1994) point to the work of researchers Edward Tolman, Wolfgang Kohler, and Ivan Krechevsky on the role of expectations, insight, purpose, and hypothesis making in the early 1920s and 30s as the earliest forays into cognitivist research. Growth of CognitivismĬognitivist learning theories are understood to have stemmed from the inadequacies of the behaviorist learning theories of strict stimulus and response training to fully explain how learning occurs. These areas will provide an instructional design student with knowledge of theories that can be applied in situations for learners with varied learning needs. The purpose of this chapter is to (a) briefly explore the growth of cognitivism, (b) explain some of the relevant cognitive processes identified within cognitivism, (c) provide an overview of several cognitive learning theories, and (d) describe the relevance of cognitivism to instructional design practices. Cognitive learning theories focus on the ability of students to guide their own learning using mental strategies. ![]() It is a continually developing field which has influenced and been influenced by the developments in different fields including instructional design, developmental psychology, cognitive psychology, and increasingly cognitive neuropsychology. Cognitive learning theories cover a wide range of ideas from the work of many researchers.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |