cognitive-Learning-Theory

LearningTheoryBehaviorism(SocialLearningTheory)CognitiveLearningTheoryConstructiveviewoflearningBehavioralTheoriesBehavioralTheoriesexplainthatlearningtakesplaceastheresultofobservableresponsestoexternalstimuli,butavoidreferencestomentalstates.CognitiveTheoriesCognitiveTheoriesexplainLearningtakesplaceinthemind,notinbehavior.Focusesontheuseofmemory,thinking,&reflectionthatarenotnecessarilyreflectedinovertbehaviorchanges.认知学习认知学习是人类对外界环境信息，通过感知、注意、辨认、记忆等一系列内在心理活动，获得知识和保持知识的过程。CognitiveLearningTheory格式塔的顿悟理论布鲁纳的认知结构理论奥苏贝尔的认知－同化学习理论加涅的信息加工学习理论建构主义学习理论对认知派学习理论的评价加涅的信息加工认知学习理论学习过程是信息的加工和使用过程1．学习过程中知识的分类2.学习的信息加工模式从信息加工理论的观点看学习是个体对外来信息的接收、编码、贮存、提取及输出的过程。一、知识及其分类理解不同学科的知识特征，关注所要传授的知识类型，将有助于教师选择各种教学方法。从认知心理学角度，知识可分为：陈述性知识（狭义的知识）知识（广义的知识）程序性知识（技能）智慧技能认知策略陈述性知识(declarativeknowledge)是关于“是什么”的知识，是有关人所知道的事物状况及其关系的知识，可被任陈述和描述，包括事实、规则、事件等。程序性知识(proceduralknowledge)程序性知识是完成某项任务的行为或操作步骤的知识，是关于“怎么办”或“如何做”的知识。程序性知识所谓程序性知识，即按照一定程序或步骤来做事的知识，它并不停留在人们仅能说说而已的状态。该类知识是关于“怎么样做”的知识，如“打字”、“计算加减法”、“处理不专心儿童”、“驾车”和“在什么样的条件下使用某一原理”之类的技能或问题解决；还可涉及怎样使用使用自己认知资源之类的认知策略。information–processingtheoryOneofthemajorissuesincognitivetheoryistheinformation-processingtheory,whichproposesthatinformationisprocessedandstoredin3stages.SensoryMemoryStoreSensoryInputSensoryMemoryInthecognitivemodel,thelearningprocessbeginswhenanexternalstimulusincludingavarietyofsourcesofinformation(light,sound,smell,heat,cold,etc)activatesasensoryregister.SensoryMemoryStoreCapacity–large：canholdmanyitemsatonceDuration-verybrief不到1秒SensoryInputSensoryMemorysensoryregisterInspiration(educationalimplication)2Peoplemustpayattentiontoinformationiftheyaretoretainit.information–processingtheoryWorkingMemoryStoreWorkingorShort-termMemorySensoryInputSensoryMemoryAttentionCharacteristicsofSTMActive–workspaceLimitedincapacitySeven-itemlimitnonsensesyllables(pir,vup)short-termmemory（短时记忆）Shorttermmemoryisastoragesystemthatcanholdalimitedamountofinformationfor15-30secondsinitially.short-termmemory（短时记忆）Shorttermmemoryistohaveacapacityof5-9bitsofinformation.Thatis,wecanthinkaboutonly5-9distinctthingsatatime.TwoWaystoretaininginformationinSTM1.repetition(rehearsal)2.Organization(Chunking)ControllingInformationinSTMRehearsalMaintenanceRehearsal:repeatingtheinformationagainandagaintopreventitfromfading.Ifinformationisrepeatedorrehearsed,itmaybeavailableforupto20minutes.Organization（chunking）Youcan’tpresentstudentswithmanyideasatonceunlesstheideasaresowellorganized.memorychunksGroupingsmallbitsofinformationintolargerunitsofinformationexpandsworkingmemoryloadcompareWhichiseasiertoremember?483792516483792516long-termmemory（长时记忆）Long-termmemoryisthatpartofourmemorysystemwherewekeepinformationforlongperiodsoftime.Long-termmemoryisthoughttobeaverylargecapacity,verylong-termmemorystore.Untilinformationisprocessedintolong-termmemory,learninghasnotoccurred.Thefollowingseveralprocessesaremostlikelytomoveinformationintolong-termmemory:Elaborativerehearsal:Thinkingabout,orelaborating,theinformationmeaningwhilerehearsing.==transferringtoLTMElaboration精致化复述（精加工策略）如果在复述时对要记忆的信息形成某种联系，那么这种复述将更加有效。所谓精致化策略（elaboration），是为了使人们更好地记忆正在学习的东西而做充实意义的添加、构建或者发生。从而赋予复杂的知识以意义，精制策略作为一种深加工策略，可以十分有效地提高记忆效果。a.谐音法b.有意义联想法c.位置记忆法在头脑中创建一幅熟悉的场景，确定一条明确的路线，确定一些特定的点，将要记忆的事件按顺序和路线上的点联系起来。记忆的精加工策略TypesofRehearsalIngeneral,themoreelaboration(extensions,connections,etc.),themorelikelylearningistooccur.practiceinformation–processingtheoryBecauseunlessstudentsaregiventimetomentallyrehearseeachnewpieceofinformation,laterinformationislikelytodriveItoutoftheirworkingmemories.interferenceImplicationTeachersmusttakeintoaccountthelimitedcapacityofworkingmemorybyallowingstudentstimetoabsorborpracticenewinformationbeforegivingthemadditionalinformation.Massedpractice:practicenewlylearnedinformationintensivelyuntilitisthoroughlylearnedToprovidepracticeonnewlylearnedknowledgeandskillsoveranextendedperiodoftimetoincreasethechancesthattheknowledgeandskillswillberetained.Distributedpractice:Usealotofdistributedpracticesandactivitiesforprocessingortransferringnewskillsorusenewinformationinworkingmemorytolong-termmemory.visualizationinformation–processingtheorydualcodetheoryofmemory（双重编码理论）Thetheoryhypothesizesthatinformationisretainedinlong-termmemoryintwoforms:visualandverbal.dualcodetheoryofmemory（双重编码理论）Inspiration:Thistheorypredictsthatinformationrepresentedbothvisuallyandverballyisrecalledbetterthaninformationrepresentedonlyonway.Strategiesthatenhancelong-termmemoryMakinginformationmeaningfulinformation–processingtheoryMeaningfulLearningLearningthatistiedandrelatedtopreviousknowledgeandmeaningfullessonsmakenaturaluseofoldinformationtohelpstudentunderstandnewinformationthroughexamplesandanalogies;Berelevanttostudents’lifeandexperienceCanbemanipulated,appliedtonovelsituations,andusedinproblemsolvingtasksEnactment（亲历）information–processingtheoryTheContributionsofInformationProcessingTheoriesDidn’tagreewiththebehaviorists’viewthatstimulus-responselearningalonecouldformthebasisforbuildinghigher-levelskills.Morecon