Understanding Cognitive Factors in Learning

Aug 26, 2024

Lecture Notes: Cognitive Factors in Learning

Introduction to Cognitive Factors

  • Cognitive factors involve mental processes in learning.
  • Key topics: motivation, attention, working memory, processing speed, executive functioning, and prior knowledge.

Motivation

  • Cognitive Behavior Theory: Thoughts precede feelings; motivation involves thought processes.
  • Dopamine: Neurochemical linked to motivation.
  • Motivation is an internal process influencing behavior over time.
  • Needs and Desires: Influence intensity and direction of behavior.
  • Example: Hunger and poverty can drive motivation to study.
  • Types of Motivation:
    • Extrinsic Motivation: Driven by external rewards or avoidance of punishment.
    • Intrinsic Motivation: Driven by personal satisfaction and internal rewards.
  • Research Finding: Best approach is using both intrinsic and extrinsic motivation at appropriate times.

Attention and Working Memory

  • Attention: Selective concentration on information; crucial for learning.
    • Limits: Children (~15 mins), Adults (~30-50 mins).
    • ADHD: Difficulty regulating attention, not lack of it.
  • Working Memory: Retains small amounts of information temporarily.
    • Facilitates planning, comprehension, reasoning, problem-solving.
    • Challenges for ADHD: Overstimulation due to poor working memory.
  • Implications: Educators need to find ways to gain and sustain attention, and engage working memory.

Processing Speed and Prior Knowledge

  • Processing Speed: Time taken to respond/process information; affects learning pace.
  • Prior Knowledge: Existing knowledge before learning a new topic.
    • Helps hasten the learning process.
    • Educators should build prior knowledge if lacking.

Executive Functions

  • Definition: Complex mental processes that control skills for goal-directed behavior.
  • Components: Impulse control, emotion control, flexible thinking, working memory, self-monitoring, planning and prioritizing, task initiation, organization.
  • Challenges for ADHD: Executive dysfunction impacts learning due to poor impulse control, inflexible thinking, and time management.

Implications for Educators

  • Consider different learning paces and processing speeds.
  • Provide leeway regarding prior knowledge.
  • Recognize and accommodate executive dysfunction in students to enhance teaching effectiveness.

Conclusion

  • Discussion of remaining topics in future sessions.