10.1 Cognitive Processes in Learning

Cognitive processes are crucial for learning, involving problem-solving, decision-making, and memory. These mental activities help us acquire, process, and use information effectively. Understanding how our brains work can improve our learning strategies and overall cognitive performance.

Memory systems play a key role in learning, with encoding, storage, and retrieval processes working together. Cognitive structures like schemas help organize information, while managing cognitive load is essential for effective learning. These concepts are fundamental to how we process and retain information.

Cognitive Processes

Problem-Solving and Decision-Making

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• Problem-solving involves identifying a problem, generating potential solutions, evaluating the options, and implementing the chosen solution
• Includes various strategies such as trial and error, heuristics (mental shortcuts), and algorithmic approaches
• Decision-making is the process of selecting a course of action among multiple alternatives
• Influenced by factors like personal preferences, past experiences, and available information
• Metacognition, the awareness and understanding of one's own thought processes, plays a crucial role in both problem-solving and decision-making by allowing individuals to monitor and regulate their cognitive strategies

Cognition and Its Components

• Cognition encompasses the mental processes involved in acquiring, processing, and using knowledge or information
• Includes perception, attention, memory, language, reasoning, and thinking
• Cognitive processes are essential for learning, as they enable individuals to take in new information, make sense of it, and apply it to various situations
• Cognitive development refers to the changes in cognitive abilities and processes that occur throughout the lifespan (Piaget's stages of cognitive development)

Memory and Information Processing

Memory Systems and Processes

• Memory is the ability to encode, store, and retrieve information over time
• Encoding is the process of converting sensory input into a form that can be stored in memory
  • Involves attention, perception, and association with existing knowledge
  • Information can be encoded visually (images), acoustically (sounds), or semantically (meaning)
• Storage refers to the retention of encoded information in memory
  • Sensory memory holds information briefly for processing (iconic and echoic memory)
  • Short-term memory (working memory) stores information temporarily for immediate use (7 ± 2 items)
  • Long-term memory stores information for an extended period (declarative and procedural memory)
• Retrieval is the process of accessing stored information from memory
  • Includes recall (retrieving information without cues) and recognition (identifying previously encountered information)

Cognitive Structures and Processes

• Schema is a cognitive framework or mental structure that helps organize and interpret information
  • Schemas are built from past experiences and knowledge
  • They guide perception, understanding, and memory by providing a framework for processing new information (restaurant schema)
• Cognitive load refers to the amount of mental effort required to process information in working memory
  • Intrinsic load is determined by the complexity of the material itself
  • Extraneous load is caused by the manner in which information is presented (confusing instructions)
  • Germane load is the effort required to create and automate schemas
• Effective instructional design should manage cognitive load by minimizing extraneous load, optimizing intrinsic load, and promoting germane load (worked examples, scaffolding)