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    CBI 2 (Cognitive Psychology)

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    Nurdan Sarıkaya
    Cognitive psychology views learning as involving mental processes like perception, attention, memory, problem solving, and language processing. It focuses on how people acquire and apply knowledge rather than just observable behaviors. According to cognitive psychology, effective learning involves actively perceiving, encoding, and storing new information in long-term memory and comprehending how it relates to prior knowledge. Motivation and individual differences also impact the learning process.

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    CBI 2 (Cognitive Psychology)

    Uploaded by

    Nurdan Sarıkaya
    40 views17 pages
    Cognitive psychology views learning as involving mental processes like perception, attention, memory, problem solving, and language processing. It focuses on how people acquire and apply knowledge rather than just observable behaviors. According to cognitive psychology, effective learning involves actively perceiving, encoding, and storing new information in long-term memory and comprehending how it relates to prior knowledge. Motivation and individual differences also impact the learning process.

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    Bilgisayar Destekli Eğitim

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    Cognitive psychology views learning as involving mental processes like perception, attention, memory, problem solving, and language processing. It focuses on how people acquire and apply knowledge rather than just observable behaviors. According to cognitive psychology, effective learning involves actively perceiving, encoding, and storing new information in long-term memory and comprehending how it relates to prior knowledge. Motivation and individual differences also impact the learning process.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    40 views17 pages

    CBI 2 (Cognitive Psychology)

    Uploaded by

    Nurdan Sarıkaya
    Cognitive psychology views learning as involving mental processes like perception, attention, memory, problem solving, and language processing. It focuses on how people acquire and apply knowledge rather than just observable behaviors. According to cognitive psychology, effective learning involves actively perceiving, encoding, and storing new information in long-term memory and comprehending how it relates to prior knowledge. Motivation and individual differences also impact the learning process.

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    Computer Based Instruction 2.

    Cognitive Psychology

    According to Behaviorist Psychology

    BLACK
    INPUT

    OUTPUT

    BOX

    Observable and Measurable Behaviors

    Criticism of Behaviorist Psychology


    Provide more global curriculum but not for lessons They emphasizes too much on the instructor and instructional materials and too little on the learner.

    Ignore unobservable aspects of learning such as attention,


    perception, motivation etc.. Evaluation is limited with only observable target behaviors, but

    socio-psychological aspect of learning is ignored.

    Cognitive Psychology
    Perception

    Attention

    Locus of Learning

    Encoding

    BLACK BOX
    Memory

    Active Learning

    Motivation

    Comprehension

    Cognitive Psychology
    Cognition : Process of knowing Emphasizes on unobservable construct such as; Mind, memory, attitudes, motivation, thinking, encoding etc * Information Processing Approach * Semantic Networks Approach

    Information Processing Approach

    (Growing through the Comp.Science)

    Sensory Memory Short Term Memory Long Term Memory

    Inspiration Figure: Mammals

    Semantic Networks Approach

    Inspiration Figure: Statistic

    PERCEPTION AND ATTENTION


    Learning begins with attention and perception of information in the learners environment (***** SAMPLES) Three main principles are relevant to attention and perception:
    1. Information must be easy to receive : Size, fonts, color, volume, repetition, speed

    2. Differences and changes attract and maintain attention Underlying the text; color and fonts; different

    text sizes, dynamic tools such as animation

    3. The position of information affect our attention to and perception Place the important information near the center; the timing for of aural elements.

    ENCODING
    Once the leaner attends to and perceives stimulus, cognitive psychologist believe that it must be encoded. (CODING)

    Multimedia Effect:
    Multimedia programs can include text, speech, drawings, music, animations and video. * Some combinations complement one another and facilitate learning,

    * whereas other conflict and impede learning


    (ex.: visual and aural information can conflict, for example, listening to a person speak while viewing text with different wordings).

    10

    MEMORY

    TWO MAIN PRINCIPLES The principle of organization The principle of repetition

    11

    COMPREHENSION

    Comprehension of a word doesnt mean just being able to state its definition, but also be able to use it in speech and writing, and also being able to understand the people when they use the word.

    12

    ACTIVE LEARNING

    People learning not only by observing, but by doing.

    This also demonstrate the importance of interactivity in multimedia programs.

    1) 2) 3) 4)

    Human to computer interaction Human to human interaction (collaborative designs) Human to computer to human interaction (via networks) Human to paper, equipment interaction

    13

    MOTIVATION

    Motivation is essential to learning,

    Two models for motivation are used in multimedia design :


    1) 2) Malones Motivation Theory Kellers ARCS Motivation Theory *** a. b. c. d. Attention Relevance Confidence Satisfaction

    14

    LOCUS OF CONTROL

    Whether control of sequence, content, methodology and other instructional factors are determined ;

    by the learner
    by the program by some combination of both

    Some of researches show that * Some learners (higher achievers) benefit from greater with learner control * whereas other (lover achievers) benefit from less control.

    15

    INDIVIDUAL DIFFERENCES

    LEARNING STYLE (ex.: aural, visual, kinesthetic) COGNITIVE STYLE (ex.: multiple intelligence)

    Age
    Educational background Learning speed Motivation differences

    Attitude
    General ability level Intelligence Personnel preferences

    16

    TRANSFER OF LEARNING

    Transfer of learning refers to the extent to which performance in one situation is reflected in another lesson.

    Ex.: Being able to fly an aircraft after having used a flight simulator program.

    17

    CHICKS

    CHICKS

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