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Cognitive Process
HERWIN
SANUSI
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Concept Map
Transfer of Learning
InformationProcessing
Concept Learning
Making InformationMeaningful
CognitiveProcess
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Information Processing
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Information
Processing
Information
Memory
Mind
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Memory
to save the information at the time
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Information Processing
Sensory memoryWorking memory/Shot term memoryLong term memory
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Sensory Memory
The five sensesSensory register Large capacityShort duration
Roles of attentionand perception
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Working Memory
Capacity: 5 to 9 separate itemsDuration: 5 to 20 secondsRehearsal can increase duration
Maintenance rehearsal Chunking
Contains
(words,images, ideas, sentences)
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Long Term MemoryStorage takes moretime & effortUnlimited capacityUnlimited durationContains visual or verbal or acombination of codesRetrieval may betroublesome
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The Information Processing System
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Comparison of Short- &
Long Term MemoryShort Term
Very fast input
Limited capacity5 20 seconds
durationContains words,
images, ideas,sentences
Immediate retrieval
Long TermRelatively slow input
Practically unlimitedcapacity
Practically unlimitedduration
Contains networks,schemata
Retrieval depends onconnections
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Types of MemoryEpisodic
(time,place,event....)
Semantic(general)
Procedural(nondeklarative)
Yesterdays
golf outing inPadivalley
Makassar isone of cityin Indonesia
How togive a
presentation
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FORGETTING
Interference
Decay
???
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MetacognitiveKnowledge
Awareness of your own thinkingprocesses Knowing what you know (declarative
knowledge) Knowing how to use what you know
(procedural knowledge) Knowing when and why to use what you
know (conditional knowledge)PlanningMonitoring
Evaluation
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Differences in
MetacognitionDevelopmentaldifferences Strategy Organization Capacity
Individual differences Efficiency Differences in ability
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Making information
meaningfulOrganization(Impose order & conections in new information)
Elaboration(Expand on existing schemas)
Activity(Put learner in the most active role possible in makingconnections)
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Making It Meaningful
Relating to previous knowledgeRelating to students experiences Clarifying unfamiliar termsGive examples, illustrations,
analogies from students view Use humor, emotion
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Attention!!Making it meaningfu l : Singlebest method for aiding memory
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How do we learn concepts? Concepts: set of defining attributes -distinctive
features shared by members of a category
Prototypes: best representative of a category
Exemplar: a speific example of a given category that is used toclassify an item
Schemas: recognition of a concept
Simplicity principle: simplest category or rule
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How can we teach concepts?to construct an understanding of specific concepts, practice skills andthinking skills
Components needed: Examples (prototypes) Relevant attributes Name of concept Definition Use it (do exercises, solve problems,
write, read, explain, etc)
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Strategies for teaching concept
The rule-example strategy(includes four steps)
Define the concept, linking it to a superordinateconcept and identifying essential characteristicClarify terms in defenition , making sure the essentialcharacteristics are understoodProvide positive and negative examples toillustrate the essential characteristics
Provide additional unlabeled positive and negativeexamples , asking students to categorize and explainthe basis for their categorization. or have studentsprovide their own examples
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Teaching Conceptsthrough Discovery
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Teaching Conceptsthrough Exposition
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Teaching Conceptsthrough Discussion
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Teaching Conceptsthrough Demonstration
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How can students get learning
strategies into action? Decide whats
important:
Use summaries Underline and highlight Take notes
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How can we organize information? Use graphic
organizers such asmaps or charts
Map relationships
Use Venn and Treediagrams
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Transfer of learning
Positive transfer
Negative transfer
PAST PRESENTknoweldgeabilityetc.
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Teaching for Positive Transfer Decide what is worth learning
Be aware of what the future islikely to hold for your students
Use overlearning to make sureyour students will master a skill
Create powerful teaching-learning environments
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End
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