Colegio de San Juan de Letran Manaoag
COLLEGE DEPARTMENT
Facilitating Learner-Centered Teaching
(PED104PED102)
Module I
Cognitive Process as Factor in
Learning
TOPICS
Cognitive Processes, Thought Processes, Cognitive Process of
Experts and Expert Systems, Basic Units of Cognition, and
Cognitive Strategies
Strategic Demands on Cognitive Processing, Learner-Centered
Psychological Principles, Prior Knowledge, and Strategies for
Developing Prior Knowledge
REGGIERIC RAMOS RECODOS,PhD
EXPECTATIONS
STUDENTS SHOULD BE ABLE TO:
Monitor their thought processes so that in the end they may become a very good problem
solver;
Use their expert systems to engage in productive thinking;
Explain how cognitive process is influenced by their heredity, maturation, and
environment;
Apply the psychological principles in seeking for creative ways of thinking; and
Strengthen prior knowledge so that they may develop deep transfer of information.
Cognitive Processes, Thought Processes, Cognitive Process of
Experts and Expert Systems, Basic Units of Cognition, and
Cognitive Strategies
Cognitive Process refers to mental abilities such as perceiving, attending, remembering,
memorizing, and problem solving.
The brain is responsible for cognition. Clearly, the brain is involved whenever learning takes
place (Woolfolk,2010).
Cognitive Processes
Our everyday experiences are replete with simple to complex events that call our cognitive
processes. Not only can we give concrete examples of how our thoughts process, but we can also
provide various examples in a wide variety of life occurrences as the following:
· Perception
· Attention
· Memory
· Language
· Reasoning
· Decision Making
· Problem Solving
Cognition is influenced by:
Heredity-Our ability to learn is influenced by neurological efficiency and genetic
component.
Maturation-process of becoming fully grown, experienced adult learners does not require an
external stimulus for it is a natural occurrence within the learners.
Environment- This may include learning opportunities that provide avenues for learning.
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Cognitive Processes
I. Thought Processes
TOT experience or tip of the tongue phenomenon
II. Cognitive Process of Experts and Expert Systems
Special Knowledge
Domain Specificity
Analogical Reasoning
Expert Systems
Creativity
III. Basic Unit of Cognition
Concepts- building blocks of cognition.
Propositions- composed of related concepts.
Schemata- know how information is organized and utilized to interpret our daily life
experiences.
They are basic knowledge
They are highly structured
They are general categories of knowledge
They are used in comprehension.
IV. Productions
V. Scripts
Cognitive Strategies
These are mental plans that we apply to manage our thinking and behaviour during
problem solving or learning.
Student-Centered instruction
Activating prior knowledge
Social interactions
Problem Solving
Elaboration
Concept Learning
Strategic Demands on Cognitive Processing
The major goal of instruction is student learning. The goal of instruction is to help students
achieve the learning objective.
Extraneous processing
Essential processing
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Generative processing
Learner Centered Psychological Principles
Psychological principle deals with learners and how they learn.
Prior Knowledge
Prior knowledge is a mental structure that describes our knowledge and experiences
gained during the course of our life and how old experiences are used to understand new ones.
Strategies for Developing Prior Knowledge
Development of prior knowledge is based on our ability to learn and the amount of
experience we have gained.
Advance Organizer
Conceptual and pedagogical models
Chunking
Outlining
Highlighting
Questioning
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Strategic Demands on Cognitive Processing, Learner-Centered
Psychological Principles, Prior Knowledge, and Strategies for
Developing Prior Knowledge
Learner-Centered Psychological Principles
The following 14 psychological principles pertain to all learners and the learning process. They
are best understood as an organized set of principles; no principle should be viewed in isolation.
This document is adapted from the principles developed by the American Psychological
Association.
1. The learning of complex subject matter is most effective when it is an intentional process
of constructing meaning from information and experience. Successful learners are active,
goal-oriented, self-regulating, and assume personal responsibility for contributing to their
own learning.
Message for Teachers: Use techniques that aid students in constructing meaning from
information, experiences, and their own thought and beliefs.
2. The successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge. The strategic nature of learning
requires students to be goal directed. Students must generate and pursue personally
relevant goals.
Message for Teachers: Create meaningful student learning goals consistent with their
personal and educational aspirations and interests.
3. The successful learner can link new information with existing knowledge in meaningful
ways. Knowledge widens and deepens as students continue to build links between new
information and experiences and their existing knowledge base. Unless new knowledge
become integrated with the learner’s prior knowledge and understanding, this new
knowledge remains isolated, cannot be used most effectively in new tasks, and does not
transfer readily to new situations.
Message for Teachers: Assist learners in acquiring and integrating knowledge by using
such strategies as concept mapping and thematic organization or categorizing.
4. The successful learner can create and use a repertoire of thinking and reasoning strategies
to achieve complex learning goals. Successful learners use strategic thinking in their
approach to learning, reasoning, problem solving, and concept learning. They understand
and can use a variety of strategies to help them reach learning and performance goals, and
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to apply their knowledge in novel situations.
Message for Teachers: Assist learners in developing, applying, and assessing their
strategic learning skills.
5. Higher order strategies for selecting and monitoring mental operations facilitate creative
and critical thinking. Successful learners can reflect on how they think and learn, set
reasonable learning or performance goals. select potentially appropriate learning
strategies or methods, and monitor their progress towards these goals.
Message for Teachers: Use instructional methods that focus on helping learners develop
these higher order strategies to enhance learning and personal responsibility for learning.
6. Learning is influenced by environmental factor, including culture, technology, and
instructional practices. Learning does not occur in a vacuum. Cultural or group influences
on students impact many educationally relevant variables: motivation, orientation toward
learning, and ways of thinking. Technologies and instructional practices must be
appropriate for learners’ level of prior knowledge, cognitive abilities, and their learning
and thinking strategies.
Message for Teachers: Make the classroom environment nurturing to have significant
impacts on student learning.
7. What and how much is learned is influenced by the learner’s motivation. Motivation to
learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and
goals, and habits of thinking. Students’ belief about themselves as learners and the nature
of learning has a marked influence on motivation. Positive emotions generally enhance
motivation and facilitate learning and performance. Mid anxiety can also enhance
learning and performance by focusing the learner’s attention on a particular task.
Message for Teachers: Help students avoid intense negative emotions (e.g., anxiety,
panic, rage, insecurity) and related thoughts (e.g., worrying about competence,
ruminating about failure, fearing punishment, ridicule, or stigmatizing labels).
8. The learner’s creativity, higher order thinking, and natural curiosity all contribute to
motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and providing for personal choice and control.
Curiosity, flexible and insightful thinking, and creativity are major indicators of the
learners’ intrinsic motivation to learn.
Message for Teachers: Encourage and support learners’ natural curiosity and motivation
to learn by attending to individual differences in learners’ perceptions of optimal novelty
and difficulty, relevance, and personal choice and control.
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9. Acquisition of complex knowledge and skills requires extended learner effort and guided
practice. Without learners’ motivation to learn, the willingness to exert this effort is
unlikely without coercion. Acquisition of complex knowledge and skills demands the
investment of considerable learner energy and strategic effort, along with persistence
over time.
Message for Teachers: Facilitate motivation by using strategies that enhance learner
effort and commitment to learning and to achieving high standards of comprehension and
understanding.
10. As individuals develop, there are different opportunities and constraints for learning.
Learning is most effective when differential development within and across physical,
intellectual, emotional, and social domains is taken into account. Individuals learn best
when material is appropriate to their developmental level and is presented in an enjoyable
and interesting way.
Message for Teachers: Be aware of and understand developmental differences among
students with and without emotional, physical, or intellectual disabilities, to facilitate the
creation of optimal learning contexts.
11. Learning is influenced by social interactions, interpersonal relations, and communication
with others. Setting that allow for social interactions, and that respect diversity,
encourage flexible thinking, and social competence can enhance learning.
Message for Teachers: Allow for interactive and collaborative instructional contexts to
provide individuals an opportunity for perspective taking and reflective thinking that may
lead to higher levels of cognitive, social and moral development, as well as self-esteem.
12. Learners have different strategies, approaches, and capabilities for learning that are a
function of prior experience and heredity. Individuals are born with and develop their
own capabilities and talents.
Message for Teachers: Help student examine their learning preferences and expand or
modify them, if necessary.
13. Learning is most effective when differences in learners’ linguistic, cultural, and social
backgrounds are taken into account. Language, ethnicity, race, beliefs, and
socioeconomic status all influence learning.
Message for Teachers: Paying careful attention to these factors in the instructional
setting enhances the possibilities for designing and implementing appropriate learning
environments.
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14. Setting appropriately high and challenging standards and assessing the learner as well as
learning progress – including diagnostic, process, and outcome assessment – are integral
parts of the learning process. Ongoing assessment of the learner’s understanding of
curricular material can provide valuable feedback to both learners and teachers about
progress towards the learning goals.
Message for Teachers: Use of varied types of assessment will provide a clearer picture
of student learning.
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REFERENCES
A. Internet
Aquino, Avelina M. (2017). Cognitive Process. Retrieved from
[Link]
Retrieved on August 13, 2020
APA Work Group of the Board of Educational Affairs (1997). Learner-centered
psychological principles: A framework for school reform and redesign. Washington,
D.C.: American Psychological Association. Retrieved on August 14, 2020
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