Cognitive Learning Theory

Dr. Orey describes the cognitive learning theory as following an information processing model. The model consists of three parts. The first is the sensory in which the information is input into our brains. The information is then transferred to the second phase of the model, which is short-term memory. Through rehearsal the information is then stored in the final phase of the model, long-term memory (Laureate Education, Inc. 2010). To be able to recall information over a period of time the information needs to be stored in long-term memory. Long term memories are stored in networks of information. These networks are made up of numerous connections between different information. It is the connections themselves that allow us to recall information (Laureate Education, Inc. 2010). The main mechanism for learning and storing information in long-term memory is elaboration (Laureate Education, Inc. 2010). In elaboration we try to make as many connections as possible to the new information.

There are three types of memories, declarative, procedural, and episodic. The declarative memories are facts and information while procedural memories are more about how to do something or what is often referred to as rote memory. Episodic memories deal with events that have happened and these are some of the most powerful memories (Laureate Education, Inc. 2010).

Dual coding is another learning process that fall under the cognitive learning theory. In Paivio’s dual coding hypothesis information is stored as both images and text. Dr. Orey claims that students process images much better than text, thus making images a very powerful tool for teachers to use (Laureate Education, Inc. 2010). By using both text and images students can create more connections for the information. With this in mind this week’s instructional strategies correlate strongly with the cognitive learning theory.  The first instructional strategy, cues, questions, and advance organizers allow students more opportunity to retrieve, use, and organize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  By using these tools at the beginning of a lesson students are able to activate prior knowledge and thus have something to connect the new information to (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These connections can form a network and have a better chance of being  stored into long-term memory. This strategy also gives the students guidance in how to organize the information and connect it. Incorporating technology with this strategy can help the students as well. Advance graphic organizers that include images as well as text follows the dual coding process. This helps the students process the information better by allowing for more connections to be made.

This week’s second instructional strategy, summarizing and note taking, also has ties to the cognitive learning theory. This strategy is used to help students become better at separating the important information they need to know from the information they do not necessarily need to know and then being able to put it into their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The act of processing information and deciphering what is important is very much a cognitive process. There are some techniques that can be used to help our students with this process. One such technique is using combination notes. Combination notes use outlining, webbing, and pictographs along with text (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Combination notes is another example of dual coding. Students may use software such as PowerPoint to create combination notes. In this process students can add images, sound, and video that they feel is meaningful to them to help them connect the information being taught (Pitler, Hubbell, Kuhn, & Malenoski, 2007). To help students with the summarizing process, teachers can use different types of summary slides or concept maps. These will help students to organize the information and draw attention to the critical or important parts of the information being taught (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These also will visually connect the information for the students. These connections follow the network model of the cognitive learning theory.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.