UTS-MODULE4

Ashcraft & Radvansky

defined as the complex array of mental processes involved remembering, perceiving, thinking, and how these process are employed.

Learning

First, the change is long-term. Second, the source of change comes from within the external structures of memory or knowledge of the individual. Third, the change is attributed to the personal experiences of the learner in his or her environment.

Memory

If cognition covers all higher-order thinking process within an individual, a major focus of its study is the function of memory. It is the faculty of the mind through which information is acquired and retained for later use. Memory often linked to a computer system, where the processes of encoding, storing and retrieving information happen continuously.

Learning

Is defined as a relatively permanent change in a person's knowledge or behavior as a result of experience.

Social Cognitive Theory.

It emphasizes the value of the social environment in one's learning process that is built on observational learning.

Cognition

It is an umbrella term to cover all "higher order" thinking process.

Memory function in three levels

Sensory Memory short term long term

Cognition

The crucial part of an individual's development process which influences behavior, just as how behavior also impacts it, assuming bi-directional connection.

Visual-spatial

Ability to analyze graphical information.

Verbal-linguistic

Ability to analyze information and produce output that involves oral and written language.

Interpersonal

Ability to be sensitive of other peoples' thoughts and emotions.

Naturalistic

Ability to identify and distinguish aspects of the natural world.

Musical

Ability to produce and make meaning of different types of sound.

Intrapersonal

Ability to self-introspection.

Logical-mathematical

Ability to understand and answer mathematical expression.

Bodily-kinesthetic

Ability to use one's body to create products or solve problems.

Mastery Experience

Accomplish simple tasks that lead to more complex tasks.

Componential

Analytical Includes abstract thinking and logical reasoning; verbal and mathematical skills.

Forethought

Anticipating outcomes and consequences of actions.

Improving Physical and Emotional States

Being relaxed and calm before pursuing some task.

Self-reactiveness

Constructing and regulating behavior appropriately.

Experiential

Creative Divergent thinking and ability to deal with novel situations.

Intentionality

Making and active decision to engage in particular activities.

Social Modelling

Observing and identifiable model who accomplishes the tasks.

Contextual

Practical Being "street smart", ability to apply knowledge to the real world and shape or choose an environment.

Verbal Persuasion

Providing encouragement and feedback during the accomplishment of a challenging task.

Self-reflectiveness

Reflecting and evaluating one's thought and behavior.

Strenberg (1985), intelligence

is defined as "a mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one's life."

Human Agency

o Another valuable principle in the learning process. o People are not products of inner forces or environment. o They are self-regulating and proactive.

Personal

o Cognition, personality, motivational, orientation.

Environmental

o Family, schools and other settings, peers and social relationship.

Behavioral

o Feedback and consequences that accounts for behavioral change.

Attention

o Focuses on information that he or she perceives to be interesting and useful.

Short-term Memory or Working Memory

o Information is temporarily stored, where information is simultaneously remembered and is in a readily-available state, typically from 10-15 seconds up to 1 minute. o It can store up to 5-9 items, after which information is discarded if there is no conscious and deliberate effort to retain it.

Self-efficacy

o Is defined as the extent to which people believe that they can confidently learn and master a particular skills. o Likely to engage in challenging tasks and deal with frustrations and disappointments efficiently. o According to Allan Bandura, self-efficacy cam be developed through following:

Sensory Memory

o Is the level that allows information from the external environment to be perceived by an individual through senses, usually in the form of chemical and physical stimuli. o Information can be grasped even at a split second. o The mind can only accommodate sensory information that will be useful which is then transferred to one's short term memory. o Attention is a crucial factor of the transfer of information from sensory to short-term memory.

Motor Reproduction

o Recalls and rehearses the information given.

Motivation

o Repeats the entire process constantly and consistently.

Retention

o Stores and gives a mental representation of the information.

Surface Learning

o Students simply accept information presented to them and memorize them in an isolated and unlinked manner. o No deeper understanding of ideas and concepts and long-term retention of information is achieved. o It lead to mere absorption of facts and rote memorization.

Deep Learning

o The deeper understanding of information by creating significant meaningful links across different concepts and how it can be applied in practical ways. o Students who engage in deep learning strategies are self-regulated learners; they practically teach themselves and engage in learning opportunities characterized by collaboration and high metacognition. o Quality learning outcomes definitely emerge. o Involve making meaningful connections, using higher cognitive skills, enhancing intrinsic motivation, and developing better metacognitive skills.

Intelligence

o The term is referred to as individual's capacity for understanding, learning, planning, and problem solving with logic, creativity, and self- awareness o It is characterized as the application of knowledge to be able to adjust to the environment. o It is the process of applying knowledge in the proper context whenever the need arises. o It is often thought hereditary rather than environmental.

Long-term Memory

o When there is a deliberate effort to store information and it is done consistently and with practiced, then this information is transferred to long-term memory. o Information stored is often permanent and allows for repeated retrievals across situations.