Information Technology Reference
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processes that move the information from one store to another, and the regulatory
mechanisms of metacognition (Bransford et al., 2000; Sweller et al., 1998). These
components help us explain learning events that behavioral views of learning cannot
explain.
Summary
Principles of cognitive learning theory suggest the following: (a) learning and devel-
opment depend on learners' experiences, (b) learners are mentally active in their
attempts to make sense of those experiences, (c) learners construct knowledge, (d)
prior knowledge influences knowledge construction, (e) learning is enhanced in a
social environment, and (f) learning requires practice and feedback.
The human memory model is the cognitive architecture that can be used to
describe how people gather, organize, and store their experiences. It is where knowl-
edge is constructed and where prior knowledge is stored until needed for new
knowledge construction.
Human memory is considered to consist of memory stores that hold information
together with cognitive processes that move information from one store to another
and organize the information so that it makes sense to the individual.
The memory stores consist of sensory memory, working memory, and long-term
memory. Sensory memory is the store that briefly holds stimuli from the environ-
ment until they can be processed. Working memory is the conscious part of our
information processing system. It is where knowledge is constructed and it is where
deliberate thinking takes place. Its most significant feature is its limited capacity.
Long-term memory is our permanent information store, and it is where declara-
tive, procedural, and conditional knowledge are stored. When students struggle with
complex tasks, such as writing or solving problems, lack of prior knowledge stored
in long-term memory or skills that have not been developed to automaticity is often
the cause.
The cognitive processes consist of attention, perception, rehearsal, encoding, and
retrieval. Attention and perception move information from sensory memory to work-
ing memory. Attention is the process of consciously focusing on a stimulus, and
perception is the meaning we attach to the stimulus. Learners use rehearsal to retain
information in the phonological loop of working memory, and intensive rehearsal
can move information into long-term memory. Encoding represents information in
long-term memory. Learners encode information more effectively if it is represented
both visually and verbally than if it is represented in only one way. Retrieval is the
process of pulling information from long-term memory back into working memory
for problem solving or further processing.
Metacognition is defined as individual's knowledge of, and control over, their
cognitive processes. Metacognition influences learning by making learners aware
of the way they study and learn and by providing strategies to increase learning.
Metacognition is developmental, with young children being less aware of their study
strategies than their older counterparts.
