CHAPTER 9:
COMPLEX COGNITIVE
PROCESSES
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.1 Principles of Cognitive Learning Theory
Principles of Cognitive Learning Theory
• Learning and development depend on learners’ experiences.
• Learners are mentally active in their attempts to make sense of
those experiences.
• Learners construct—they do not record—knowledge in the
process of developing an understanding of their experiences.
• Knowledge that is constructed depends on knowledge that
learners already possess.
• Learning is enhanced in a social environment.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.2 Theories of Concept Learning (slide 1 of 3)
Theory
Examples
Rule-driven theory
Learners construct an understanding of the
concept square based on a rule stating that
squares must be straight-lined, four-sided
figures with lines of equal length and four equal
angles.
Learners construct an understanding of the
concept work based on a rule saying it must be
an event that combines a force with movement.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.2 Theories of Concept Learning (slide 2 of 3)
Theory
Examples
Prototype theory
A learner constructs an understanding of
the concept passive resistance by thinking
of Mohandas Gandhi.
A student constructs an understanding of
the concept atom by visualizing a nucleus
in the middle with electrons whirling
around it in a variety of orbits.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.2 Theories of Concept Learning (slide 3 of 3)
Exemplar Theory
A student constructs an understanding of the
concept bird by thinking of a robin, eagle,
cardinal, and vulture.
An individual constructs an understanding of
the concept truck by thinking of a pickup truck,
a gravel truck, and an 18-wheeler.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.3 Concepts From Educational Psychology
Chapter 1
Accountability
Descriptive research
Pedagogical content
knowledge
Chapter 3
Exosystem
Self-concept
Conventional domain
Chapter 2
Development
Equilibrium
Zone of proximal
development
Chapter 4
Culture
Dialect
Socioeconomic status
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.4 Guidelines for Promoting Concept Learning
Guidelines for Promoting Concept Learning
1. Provide a variety of examples and non examples of the
concept.
2. Present the examples in a real-world context.
3. Sequence the examples beginning with most typical and
ending with the least familiar.
4. Promote meaningful learning by linking the concept to
related concepts.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.5 Cases That Are and Are Not Problems
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.6 A General Problem-Solving Model
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.7 The Druggist’s Problem
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.8 Expert-Novice Differences in Problem-Solving Ability (slide 1 of 2)
Area
Experts
Novices
Representing
Problems
See relationships in
problems
See problems in
isolated pieces
Problem solving
efficiency
Solve problems quickly
and possess much
automatic procedural
knowledge
Solve problems
slowly and focus on
mechanics
Planning for problem
solving
Plan carefully before
attempting solutions to
unfamiliar problems
Plan briefly when working on
unfamiliar problems; quickly
adopt and try solutions
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.8 Expert Novice Differences in Problem Solving Ability (slide 2 of 2)
Monitoring
problem solving
Demonstrate well
developed
metacognition;
abandon inefficient
strategies
Demonstrate limited
metacognition;
persevere with
Unproductive
strategies
Background
knowledge
Possess a great
deal of integrated
background
knowledge
Background
knowledge is limited
and exists in isolated
pieces
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.9 Characteristics of Problem-Based Learning Activities
• Lessons begin with a problem and the focus of the
lesson is to solve the problem.
• Students are responsible for designing strategies and
finding solutions.
• Teacher guides students’ efforts with questioning and
other forms of scaffolding
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.10 Theory to Practice: Helping Students Develop Their Problem-Solving Abilities
Guidelines for Developing Students’ Problem Solving
1. Present problems in real-world contexts, and take student’s
prior knowledge into account.
2. Capitalize on social interaction.
3. Provide scaffolding for novice problem solvers.
4. Teach general problem-solving strategies
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.11 Characteristics of Effective Strategy Users
Characteristic
Example
Effective strategy users are metacognitive A student does poorly on a quiz and realizes
in their approach to studying and
that he is studying passively. He makes a
learning. They match strategies to goals. conscious effort to write out responses to
exercises and practice activities before the
next quiz.
Effective strategy users have broad
background knowledge.
A student attempts to relate new topics to
those she’s already studied. She gradually
develops a thorough understanding of most
of the course’s topics.
Effective strategy users have a repertoire A student summarizes important passages,
takes notes in class, studies with a friend,
of strategies.
and finds examples of important topics.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9. 12 First Learner’s Network for the Concept Novel
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.13 Second Learner’s Network for the Concept Novel
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.14 Using SQ3R With This Text
1. S
Survey
Survey the headings to understand how the
chapter is organized.
2. Q
Question
Ask elaborative questions that you expect to
answer a you read the chapter.
3. R
Read
Read the chapter.
4. R
Recite
Try to answer the elaborative questions as you
read, and ask yourself how each section relates to
other sections in the chapter and content of earlier
chapters.
5. R
Review
Answer the “Check Your Understanding”
questions in the chapters.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.15 Critical Thinking (slide 1 of 2)
Critical Thinking
Are these examples of critical thinking?
1. You know that the positive reinforcement is an
increase in behavior that results from being given a
consequence.
2. You see the following vignette:
Larry is speaking without permission, his teacher
reprimands him, and his friends laugh. He is now
speaking without permission more often than ever. You
decide that this is an example of positive reinforcement.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PP 9.15 Critical Thinking (slide 2 of 2)
Feedback:
The first is not an example of critical thinking. You merely know a
definition.
The second is an example.
1. You made a conclusion: You concluded that this is an example
of positive reinforcement.
2. You used evidence: a) His behavior is increasing, and b) he
received the reprimands.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.16 Promoting Critical Thinking in Your Students
Promoting Critical Thinking in Your Students
•
Require students to provide evidence for their conclusions with
questions such as: How to we know? Why? and What would happen if .
. .?
•
Integrate critical thinking into the content of the regular curriculum.
•
Promote students’ awareness of their own thinking by reminding them
that they’re thinking critically when they provide evidence for their
conclusions.
•
Capitalize on opportunities to develop thinking dispositions when they
arise, such as considering the source when they hear an opinion,
identifying propaganda, and identifying sweeping generalities.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.17 Theory to Practice: Helping Students Become Strategic Learners
Guidelines for Promoting Strategic Learning
1. Describe the strategy and explain why it is useful.
2. Explicitly teach the strategy by modeling both its use
and metacognitive awareness.
3. Provide opportunities for students to practice the
strategy in a variety of contexts.
4. Provide feedback as students practice.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.18 Factors Affecting the Transfer of Learning (slide 1 of 2)
Factor
Similarity between
the two learning
situations
Example
Students who understand
that quickly is an adverb are
likely to conclude that
openly is an adverb.
Depth of learners’
original
understanding
Students who discuss and
practice with examples and
applications are more likely
to transfer than those who don’t.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.18 Factors Affecting the Transfer of Learning (slide 2 of 2)
Learning Context
Grammar rules in the context of a
written paragraph are more effective
than the rules in isolated sentences.
Quality and variety of
examples and other
experiences
A real lobster, spider, beetle, and
butterfly better promote transfer of the
concept arthropod than pictures of the
animals or only seeing the lobster.
Emphasis on
metacognition
Students who are aware of the way
they think and learn are more
likely to transfer than those who
are less aware.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.19 Promoting Transfer of Learning
You want your students to understand the concept adverb.
Which of the following examples is most effective?
Emilio and Anna went to an incredibly exciting soccer game. They
met their friends, Bill and Jennifer at the game. Their team quickly
scored the first goal, and went on and easily won the game.
Emilio and Anna went to an incredibly exciting soccer game. They
soon met their very best friends, Bill and Jennifer, at the game.
Their team used their defensive strategy extremely effectively, and
they went on and easily won the game.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.20 Promoting Transfer of Learning: Feedback
Feedback
Emilio and Anna went to an incredibly exciting soccer game. They
met their friends, Bill and Jennifer at the game. Their team quickly
scored the first goal, and went on and easily won the game.
Emilio and Anna went to an incredibly exciting soccer game. They
soon met their very best friends, Bill and Jennifer, at the game.
Their team used their defensive strategy extremely effectively,
and they went on and easily won the game.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.21 Feedback for Classroom Exercises (slide 1 of 4)
1. The first example is an ill-defined problem. Your goal isn’t
completely clear, and more than one acceptable strategy for
reaching a solution exists. For instance, you might hope that your
old car will remain serviceable for the remainder of the semester,
you might try to arrange for another form of transportation, or a
third or more possibilities might exist.
The second example is a well-defined problem. The
requirements are clearly stated, and you merely need to meet the
requirements.
The third example is not a problem. You can either let your
partner sleep and skip dinner, or wake him or her up. You’re not
faced with a situation where you have a goal but lack an obvious
way of achieving the goal.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.21 Classroom Exercises and Feedback (slide 2 of 4)
2.
You are demonstrating one characteristic of metacognition—knowing
that you don't understand the idea.
3. Metacognition is an important part of information processing; it
controls the cognitive processes that move information from one store
to another.
4. Your comments most closely relate to the strategic learner. Writing an
answer to a margin question and looking in the study guide are
strategies designed to reach the goal of improved understanding.
5. By writing the answer, you put yourself in a more active role than does
your friend.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.21 Feedback for Classroom Exercises (slide 3 of 4)
6. The passage has high-quality examples in it. For instance,
students don't have to know that “county” is singular,
because it says “one rural county.” All the information the
students need to understand the rules is in the passage.
The passage also has adequate variety. There are two
different examples of each part of the rule in the passage.
The rules are embedded in the context of the passage.
The passage has all three—high-quality examples,
adequate variety of examples, and context for examples.
.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved
PowerPoint 9.21 Feedback for Classroom Exercises (slide 4 of 4)
7. This is an ill-defined problem. The problem is that learners tend
to accept answers that make no sense, or they tend to not
evaluate their solutions. The problem isn't as specific as, for
example, finding the area of a room to determine how much
carpet is necessary.
A means-ends analysis is likely to be the most effective
heuristic. A series of sub goals could be identified, and efforts
to reach each could be made in succession.
High levels of interaction will be the most effective teaching
strategy.
Paul Eggen and Don Kauchak
Educational Psychology: Windows on Classrooms, Eighth Edition
© 2010 Pearson Education, Inc.
All Rights Reserved