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1. Co g n i t i v e Pe
Pr e s e nt e d by
L o r e l e n C.
Gu t i e r r e z

2. L E S S O N 1:
COGNI T I V E a n d
PERSPECT I VE

3. De f i n e t h e
Cfo oPln lir osw i encgt : i v
g e p
t i v e

4. Co g n i t
i o n n:o w ”
l i t e r a l l y
“t o k
me a n s
(s e n s e s o f
Pe r c e pt i on:
s i g h t , h e a r i n g , t a s t e , t o u c h
a n d s me l l )
“t o u n d e r s t a n d ” h o w
s t i mu l i f r o m t h e wo r l d
i nt e r a c t wi t h o u r
(s e n s e s o f
s ie gnhs o h e a s
s t , r y r iy n gt , e ms t e , t o u c h
s t a s
a n d s me l l )

5. Vi s ua l Pr oc e s
Ey e , Re t i n a , &
V i s u a l p a t h wa y s
Se ns or y
Ad a p t a t i o n
Pe r c e pt i on of
c ol or
Pa t t e r n
Re c o g n i t i o n

6. Ey e
• Wa v e l e n g t h s l i g h t
r a nge s f r om
380-780 n m
• Di f f e r e n t
wa v e l e n g t h s
• Al l wa v e l e n g t h s
a r e v i s i bl e
• l e ns s ha pe i s t o
obt a i n a f oc us e d
i ma g e o f e i t h e r

7. Re t i n a
• The l e ns be hi nd t he i r i s 7
c a u s e s i ma g e s t o b e
f oc us e d on t he i nne r
s u r f a c e o f t h e i s k n o wn a s
r e t i na
• P e r f o r ms t h e s e n s o r y
f unc t i on of t he e y e
• C o n s i s t o f o v e r 130
mi l l i o n s p h o t o r e c e p t o r s
• I n f o r ma t i o n f r o m
*p hp h o t r o rc ee cpet p t r o r - i s
ot o e o s s
s p t r a n s m i t t ende a l o n g t h e t
e c i a l i z e d ur ons t ha
c o o p t i c sn e r v e t w h i c h t r a v e l s
nv e r t l i gh i nt o
n e t h e abl r a i n i v i t y
ut r a c t

8. Se ns or y
(Wh a t d h ap t e nt s i i o
A a pp a f y ou
t ur n of f t he l i ght s out
nsuddenl y ?)
• M o me n t a r i l y
bl i ndne s s

9. Pe r c e pt i on
• C o l o rf C o l o r
o
Bl i n d n e s s -
un a bl e t o
di s t i n g u i s h b e t we e n
a t l e a s t t wo
wa v e l e ngt hs of
l i ght s
(e .g . s h a d e s o f g r e e n f r o m
s ha de s of r e d)
*A cN e g d i t n ig vt e a f
• cor a o t e r -
Y o u n g -H e l m h o l t z

10. Pa t t e r n
A l t h oR g hc oo g n b i tl ii t o
u e ur a i y t o
r e c ogni z e obj e c t s s e e ms
a f a i r
nl y e f f o r t l e s s
a f f a i r , i t i s a v e r y
c o mp l e x p r o c e s s .
• Ho w c a n we
r e c ogni z e obj e c t s
t h a t a r e pa r t i a l l y
hi dde n?
• Ho w c a n we
r e c o g n i z e t h e s a me
ob j e c t s a t

11. Vi s ua l Pe r c e pt i on
GE S T AL T T HE ORY
Wh o
i n v e s t i g a t
e d h o w we
p e r c e i v e
o b j e c t s
1930
“ u n i f i e d a s

12. Ge s t a l t
P s c r ni c ie p lo w
De r i b h e
pe opl e t e nd t o
or ga ni z e v i s ua l
e l e me n t s i n t o
L a w o f S i mi l a r i L a w o f G o o d C o n t i n u a t i
t y o
GROUP S o r
L a w o f C l o s uL ae w o f P r o x i m i t y
r
U n i fL a iw oe Fd g uWh no G r oe n d
f i r e a d
l u

13. La w of S i mi l a r i t y
S t i mu l i t ha t a r e s i mi l a r t o t e nd t o

14. L a w o f Go o d
Co n t i n u a t i o n
S t i mu l i t h a t a r e s i mp l e a r e
p r e f e r r e d t o mo r e c o mp l e x o n e s
*w h e n t h e e y e i s c o m p e l l e d t o m o v e t hr
& c ont i nue t o a not he r obj e c t

15. La w of Cl o s u r e
Fi gur e s t ha t c a n be c

16. La w of P r o x i mi t y
S t i mu l i t ha t a r e c l os e
t oge t he r ar e seen a s
f o r mi n g a g r o u p , e v e n
i f t he y a r e not s i mi l a r .

17. L AW OF F I GURE a n d GRO
F i g u r e wi t h t h e
s u r r o u n d i n g wh i t e s p a c e
gr ound.

18. TEST
Y OURS E L F

19. L E S S O N 2:
I N F O R MA T I O N
P ROCE S S I NG

20. S i mi l a r i t y
Do n a l d
Br o a d b e n t
E x (1926–1993)a l
p e r i me n t p s y
-o n e o f t h e t h e o r i s t s t r u g g l i n g wi t h t
w i t h ma c h i n e s .
-l a t e ’50s , B r o a d b e n t p u b l i s he d a pa pe r
t oge t he r t he i de a s a bout t he s e i nt e r v
a t t e n t i o n , me mo r y , a n d d e c i s i o n ma k i n g
f o r t h e t h e o r y o f i n f o r ma t i on pr oc e s s
(B r o a d b e n t , 1958/1987; M a s s a r o & C o w a n , 1993)

21. C o mp u t e r

23. I n f o r ma t i o n
Pr oc e s s i ng
I n f o r ma t i o n p r o c e s s i n g
t h e or i s t s pr opos e d t ha t
l i k e a c o mp u t e r , a h u ma n
mi nd i s a s y s t e m t ha t
pr o c e s s e s i n f o r ma t i o n
t h r ough t he a ppl i c a t i on
of l ogi c a l r ul e s a nd
s t r a t e gi e s .
Th e mi n d h a s a l i mi t e d
c a p a c i t y f o r t h e a mo u n t
a n d na t ur e of t he

24. Closure

25. T h e t e r mi n o l o g y o f t h e
I n f o r ma t i o n P r o c e s s i n g
Mo d e l (I P M )
• e mp h a s i z i n g t h e
s i gni f i c a nc e of
“e n c o d i n g ” (i n p u t ) o f
i n f o r ma t i o n
• t h e “s t o r a g e ” o f
i n f o r ma t i o n , a n d t h e
“r e t r i e v a l ” (a c c e s s ) o f
i n f o r ma t i o n .
• The l a ngua ge a nd t he

27. M u l t i -s t o r e
mo d e l o f me mo r y
M u l t i -m e m o r y m o d e l

28. M u l t i -S t o r e M o d e l Of Me m
• O n e o f t h e ma j o r i s s u e s i n
c ogni t i v e ps y c hol ogy i s
t he
s t u d y o f me mo r y .
• Thi s i s a ps y c hol ogi c a l
mo d e l
p r o p o s e d i n 1968 by
Ri c h a r d At k i n s o n a n d Ri c h a r d
Shi f f r i n
a s a pr opos a l f or t he
s t r u c t u r e o f me mo r y .
• I t pr opos e d t ha t h u ma n

30. Se n s o r y
me mo r y
S e n s o r y M e mo r y
- T h i ec h c o n t ae no rr g a n s t o r s ta h a
wh s e ns i s e c e p ha v e t
l b ir m e ft l ey d h a l d lo n tt y o n l y t h a t
i i ob i i o t o
s tn o o re m i tn i f oon r tm aa tt i eon n ear b o u t
i f r a h t s
t hr ough our s e ns e s .
- t fhf xi al m pot re :l d i i h t a e ft a ai n r u dy t i o n
a E e w al e d w t n h
i r s l a
• p
o u n n h rr o ycs e as s y s d e w p oy s f so r s
f e T ee g i v u l s e t m a s e s e
(c h e c o s i f rmo a oor n a f fos e m sof a leds . r m u l ti o
l a u c h acs hehma n ey,es i z e v, ic o u n r na en id g y
i n gn
s e t s mp or
r o t
a n o t h e r ).
s c l o
l o c a t i o n (b u t n o t me a n i n g )
T h e• T h e i e a rn i m egn s y m a
e nv hr o n t s t e m s aas v a r i ie c y
k e h e c ho t of
me mo r y f o r
s o u r c e s o f i n f o r ma t i on
a u d i t o r y s t i mu l i .
(l i g h t , s o u n d , s m e l l , h e a t , c o l d , e t c .)
a v a i l a bl e , but t h e b r a i n o n l y
unde r s t a nds el ect r i cal ener gy.

31. The frontal lobe, the structure
associated with working memory.

33. The
hy pot ha l a
mu s i s a
br a i n
s t r uc t ur e
t hought t o
be
i nv ol v e d
i n t hi s
s ha l l ow
pr oc e s s i n
g of
i n f o r ma t i
on.

34. F o r E x a mp l e
Y o u a r e p r o c e s s i n g t h e wo r d s y o u
r e a d on t he s c r e e n i n y our f r ont a l
l obe s .
H o w e v e r , i f I a s k , “Wh a t i s y o u r
t e l e p h o n e n u mb e r ? ” Y o u r b r a i n
i mme d i a t e l y c a l l s t h a t f r o m l o n g -
t e r m me mo r y a n d r e p l a c e s w h a t w a s
pr e v i ous l y t he r e .
Ch u n k i n g i s a pr oc e s s
by wh i c h we gr oup
i n di v i du a l bi t s of
i n f o r ma t i o n i n t o s o me
t y pe s of l a r g e , mo r e
me a ni ngf ul uni t .

35. Se n s o r y S h o r t -t e r m L o n g -t e r m
me mo r y me mo r y me mo r y
LTM pr ov i de s t he
l a s t i ng r e t e nt i on of
i n f o r ma t i o n , f r o m
mi n u t e s t o a l i f e t i me .
Lo n g -t e r m m e m o r y a p p e a r s
t o h a v e a n a l mo s t
l i mi t l e s s c a p a c i t y t o
r e t a i n i n f o r ma t i o n ,
bu t i t c oul d ne v e r be
me a s u r e d , a s i t wo u l d
t a k e t oo l ong.

36. SD er ci lcne tr iu rt ia m e m o
Ee p o s o a c i lv
P ma a d d c
•• ni osn -deac n atmaociiroyre y oo lr eid g es
• S e tmem lm r is m vm sk n w
e n c oe m
he c oe t u e
i• nr t phi e s f ooer cmco f ns mio lr l i s e s aan rd e
Ee c o l l d i t i o e k f
m o
a nhf oogr nm at t i i voen o p e r a t i o n s .
r e i
it c e ,
o cea mn orthti be tsc ow ercbhieo uvsfeaycfbt asl ro ry
m u nru c ma e m o s i if ia c ls
s o
• v e nt s he
s s pe c
c n n
ev e r o l
frt eio mlu lnsfe oaen n dfe tsrpl aaca ils ft s n. o t i n
e a a
c o c o e ig t e d , a l e c e
mmr d p
c a t e .
c
t he r m o e i c
fe vheanc b eroerm af ctaaclal sn. dedn c o w i endg
•• a nst s sn
I f ot i to en “k n o d
c sboemeentci m e p ct a lsl . d “k n o w i n g
ti h a t ” a n d p i r e d e c e mte l m o h a s
n o u r e mo s o r i c n y r y
• o n e s e
h oi w s ai n n rt e h e n t fl o r xm l o fc i t
,” e
d l a c l e d y“e
b p i
m e m ot r ayl .” io ma s gb e e n . d e s c r i b e d
i s h a e s
•a sM o s t of wh a t we
• D e m o n s t r a t i o n s“io m p l i c i t
f

37. L o n g -t e r m m e m o r y i s
a l s o c a l l e d
p r e c ons c i ous a nd
u n c o n s c i o u s me mo r y i n
F r e u d i a n t e r ms .
• P r e c ons c i ous me a n s
t h a t t he i nf or ma t i o n
i s r e l a t i v e l y e a s i l y
r e c a l l e d (a l t h ough i t
ma y t a k e s e v e r a l
mi nut e s or e v e n

39. I n or de r t o r e t a i n
Pos i t i v e t r a ns
Du a l c o d i n g t he
Ma i n t e n a n c e r e
Re h e a r s a l :
El a bor a t i v e r e
I ns t r uc t i ona l s t
M n e mo n i c s
M e mo r y g a d g e t s or

41. “F o r g e t t i n g i s d e f i n e d a s t he
i na bi l i t y t o r e t r i e v e
i n f o r ma t i o n ”
T w o m a j o r r e a s o n s (S fp r n n tb h
o i i a i a il tl y &t o
l
r e t r i e v e i n f o r ma t i o n i n L T M
S p r i n t h a l l , 1994)
De c a y
• De c a yi s t he pa s s i v e l os s of t he
me mo r y t r a c e d u e t o i n a c t i v i t y o r
l a c k of r e he a r s a l .
• Thor ndi k e ha s pos t ul a t e d t hr e e
ma j o r l a w s o f l e a r n i n g a n d o n e o f
i t i s l a w o f e x e r c i s e . I n t h i s l a w,
T h o r n d i k e s t a t e d t h a t t h e mo r e a n
S – R c onne c t i on i s us e d, t he
s t r o n g e r i t b e c o me s ; c o n v e r s e l y ,
t h e l e s s i t i s u s e t h e we a k e r i t
b e c o me s .
• He n c e , t h r o u g h i n a c t i v i t y , t h e S –

42. Decay and interference in the
Information Processing Model

44. L E S S O N 3:
Me a n i n g f u l
Le a r ni ng
“T o l e a r n me a n i n g f ul l y , s t ude nt s
mu s t r e l a t e ne w k n o wl e dge
(c o n c e p t s a nd pr op os i t i ons ) t o
wh a t t h e y a l r e a dy k no w .”
Au s u b e l

45. ADV ANCE D ORGANI Z E
“mental scaffolding: to learn new information”.

46. R o t e a n d Me a n i n g f u
•R OT E L E A R N I NG i s
wh e r e y o u me mo r i z e
s o me t h i n g w i t h o u t
f u l l unde r s t a ndi ng
a n d y ou do not k now
ho w t he ne w
i n f o r ma t i o n r e l a t e s
t o y our ot he r s t or e d
k n o wl e d g e .

47. Wh a t i s m e a n i n g f u l
l e a r ni ng
e x pe r i e nc e i s ?
• Oc c u r s wh e n l e a r n e r s a c t i v e l y
i nt e r pr e t t he i r e x pe r i e nc e us i ng
i nt e r na l , c ogni t i v e ope r a t i ons .
• Re q u i r e s t h a t t e a c h e r s c h a n g e
t he i r r ol e f r om s a ge t o gui de .
• S i nc e s t ude nt s l e a r n f r om
t h i n k i n g a b o u t wh a t t h e y a r e
d o i n g , t h e t e a c h e r ’s r o l e b e c o m e s
o n e o f s t i mu l a t i n g a n d s u p p o r t i n g
a c t i v i t i e s t ha t e nga ge l e a r ne r s
i n t hi nk i ng.

48. Attribute of meaningful learning

49. • Co n c e r n e d • L e a r n i n g i s
wi t h h o w b a s e d o n t h e
s t u d e n t s r e p r e s e n t a t
l e a r n l a r g e i o n a l , s u p e r
a mo u n t s o f o r d i n a t e
me a n i n g f u l a n d
ma t e r i a l c o mb i n a t o r i
f r o m a l
v e r b a l /t e x t p r o c e s s e s
u a l t h a t o c c u r
p r e s e n t a t i o d u r i n g t h e
n s i n a r e c e p t i o n
l e a r n i n g o f
a c t i v i t i e s . i n f o r ma t i o n
• Me a n i n g f u l .
l e a r n i n g • A p r i ma r y
p r o c e s s i n

50. The pr oc e s s e s of
me a n i ngf ul l e a r ni ng:
• Au s u be l pr o p os e d
f our pr oc e s s e s by
wh i c h me a n i n gf ul
l e a r ni ng o c c ur :
De r i v a t i v e
Su b s u mp t i o n
Co r r e l a t i v e
Su b s u mp t i o n
Su p e r or d i n a t e
Le a r n i n g

51. De r i v a t i v e Co r r e l a t i v e
S u b s u mp t i o n S u b s u mp t i o n
De s c r i b e s Mo r e
t he v a l ua bl e
s i t ua t i on i n l e a r ni ng
wh i c h t h e n e w t ha n t ha t of
i n f o r ma t i o n de r i v a t i v e
pupi l s l e a r n s u b s u mp t i o n ,
i s p e r o r d i n a
Su a n s io n c ei i t t o r i
C mb n a
i n s L e a r e io n g
t n t t hai nsc n
e r e n r L e a e s it n g
a t l d ei s c rhi rb n s a h e
I x a mp l e o f a
e I i g h e r -l ee v e l
h c
c a s e , y o ut h a t
c onc e pt
p r o c e s s b y wh i c h
c h e nnc e p d e. a i s
t o e w i t
a l r e a d yh k n e w
pupi l s a v e d e r i v e d f r om
a l l r oet a o f
a dy a n ot he r i de a t ha t
i s c o me s f r o m h i s
l e a r ne d.
e x a mp l e s o f
p r e v i ous
t h e k n o w l e d g e (i n a
c o n c e p t , b u t d i f f e r e nt , but
r e l a t e d , “b r a n c h ”)

53. L E S S O N 4:
B r u n e r ’s
Co n s t r u c t i v i s t
The or y

54. J e r o me
B r u n e r (1978)
pr opos e d
l e a r ni ng v i a
i ns i ght .
Le a r ni ng v i a
i ns i ght
t he or y
hi ghl i ght s t he

55. 3 St a ge s of Mo t i v a
we l e a r n wh a t i s
pr e s e nt e d ne i t he r
i na c t i v e l y
o r i r o n i c a l l y . We c a n
unde r s t a nd a nd ut i l i z e
… s t
a b w e ra a c t mc o n c e p te s t o
r e ot i v a t d
w i e tr h o u tv e a v i i n g s o h a tn d l e
p c e i h t h ng t t ha
ta h e mt o re d a v i s n g t to h te h e
r e i h l e s m
hy i c a l e d i pul t o .
rp e p rs e s e n t m a n c o n c ra e ti e l n y .
We a r e m o t i v a t e d t o
pe r c e i v e a nd l e a r n f r om
…i w ht eunr w e a r e m o t i v a t e d
p c e s nd v i s ua l
t i dpse o r em evm o t h i n gf sr t h a t
a o r c i e r i e s om
w a m i al ni m a nei xppuel r ai t een c e s .
f e c a r
phy s i c a l l y v i a our
o v e r t h a n d s -o n
e x pe r i e nc e s .

56. “A t a n y a g e w e
l e a r n b e s t wh e n
we a r e
mo t i v a t e d t o
pe r c e i v e by
i ns i ght f ul
e x p e r i e n c e s .”
I ns i ght f ul e x

57. I ns i ght f ul e x pe r i e nc e s e v o k e
o u r p o w e r s o f i n d u c t i o n . We
s e e k a n s we r s t o q u e s t i o n s , we
s o l v e p r o b l e ms a n d w e ma k e
c o n n e c t i o n s b e t we e n c l u e s
b e c a u s e we wa n t t o
a n s w e r , s o l v e , a n d ma k e t h o s e
c onne c t i ons .
He t r a n s l a t e d h i s i d e a s o f
t hr ough
l e a r ni ng v i a i ns i ght
d i s c o v e r y l e a r n i n g ..

58. Di s c o v e r y L e a r n
t e a c h e r t o t e a c h us i ng
di s c o v e r y a ppr oa c h or
i n q u i r y a ppr oa c h
wh e r e by s t ude nt s
ma k i n g me a n i n g o f
i n f o r ma t i o n t h r o u g h
“L e a r n i n g b y
e x p e r i me n t a t i o n o r
l e a r n i ng by doi ng.

59. Le s s on 5
e s Co n d i t i o n o f Le a r

60. R o b e r t M . Gagné
(1916-2002)
• Ph D i n P s y c h o l o g y – Br o wn
Un i v e r s i t y (1940)
• Pr o f e s s o r , Co n n e c t i c u t
Co l l e g e (1940-49)
• Pr of e s s or , Pe nn St a t e
Un i v e r s i t y (1945-46)
• Di r e c t o r , US Ai r F o r c e
Pe r c e pt ua l a nd
Mo t o r S k i l l s
L a b o r a t o r y (1949-58)
• Pr o f e s s o r , De p t o f

61. Wh a t i s l e a r n
“I
be l i e v e d
t ha t a n
e x t e r na l
“L e a r n i n g
obs e r v e
h a s t wo
c oul d
pa r t s , one
r e c ogni z e
t ha t i s
l e a r ni ng
e x t e r na l
by not i ng
t o t he
be ha v i or a
l e a r ne r
l
a nd one
c ha nge s
t ha t i s
t ha t
i nt e r na l ”
r e ma i n s
(1992)
pe r s i s t e n
t ov e r

62. Th e f i v e
v a r i e t i e s o f
L e a r n i n g

65. Pha s e s of Le a r
1. Attending
2. Expectancy
3. Retrieval to working memory
4. Selective perception of
stimulus features
5. Semantic Encoding
6. Retrieval and Responding
7. Reinforcement
8. Cueing retrieval
9. Generalizability

69. LESSON END…