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Re-thinking knowledge

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Knowledge

Knowledge and Information

Information transfer

Knowledge induction

• Information transfer

• Reshaping individuals knowledge

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Inert knowledge

Not used Considered irrelevant for the situation Information did not evolve into knowledge

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Memory and congitive load - Source: LTE University Florence

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Memory and Cognitive loadJohn Sweller

The purpose of this theory is highlighting characteristics and shortfalls of human memory; the aim is the development of more effective method for the assimilation of traditional and/or multimedia study materials.

Indeed, any effective teaching can be developed only taking into account students cognitive abilities, paying special attention to the key functions of memory and to its limitations.

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Inco

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Sensorial Memories

Sight

 Hearing

Touch

Taste

Smell

Selective Attention

Working Memory

Long-term Memory

Memorization

Salvage  Oblivion

Cognitive load

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System deficits

Information can be stored only in the long-term memory. Before being stored or used by the long-term memory, information needs to be processed by the working memory.

But the working memory is extremely unsatisfactory both in its storage capacity (information processed per unit of time) and duration of storage period.

In some circumstances, these information can impair knowledge

Cognitive load

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Edge of memory: characteristics

Working Memory

Long-term Meory

Memorization

Salvage

7 +/- 2 elements for temporary memorization

2/4 elements for processing

Cognitive load

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Support offered by mental frames

Working Memory

Long-term Memory

Memorization

Salvage

MENTAL FRAMES

Complexity

Automaticity

Cognitive load

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Example 1

Pick the correct information

1 – The grandfather of my father’s brother is the son of my grandfather's brother.

2 – The grandfather of my father’s brother is the father of my grandfather’s brother.

Cognitive load

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1 – The grandfather of my father’s brother is the son of my grandfather's brother (false)2 – The grandfather of my father’s brother is the father of my grandfather’s brother (true)

My great grandfather

My grandfather

My grandfather’s brother

My father My father’s brother The son of my grandfather’s brother

Me

Carico cognitivo

Start from here

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Starting from a list to memorize: 5 8 1 2 1 5 1 9 2 2 2 6

Example 2

A method to schematization:1 (3 times) 2 (4 times) 5 (2 times) 6 8 9

An example of pattern detection:5 8 12 15 19 22 26 29 33 36 40

 A method of schematization:

Starting from 5 add sequentially 3 and 4 (Pattern)

Cognitive load

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Elements into playStudent’s Expertise

Contents complexity

Didactic methods

Cognitive load

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Three types of cognitive loads

Intrinsic cognitive load Determined by interaction of type of didactic materials and level of student’s expertise

Extraneous cognitive load Associated to processes not strictly related to the learning mechanism, and can be modified in the didactic method

Relevant cognitive loadAssociated to processes strictly related to the learning mechanism as a mental frames building process.

Carico load

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The three types of cognitive loads are additiveHaving limited mental resources available, it’s necessary to decide how to distribute the cognitive lead among its three components.

Intrinsic Cognitive Load

Extraneous Cognitive Load

Relevant Cognitive Load

Total cognitive capacity

Intrinsic Cognitive Load

Extraneous Cognitive Load

Relevant Cognitive Load

Total cognitive capacity

Cognitive load

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Decrease

Intrinsic cognitive load

chunking

sequencing

pacing

Cognitive load

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Decrease

Extraneous cognitive load

Avoid:

• inappropriate examples

• overload of visual and auditory component

• irrelevant information

Cognitive load

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Increase

Relevant cognitive load

Encourage

• mental frames building

• number of problems to solve

• put in practice the acquired knowledge

Cognitive load

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Memorization of information and knowledge

Tulving has advanced the hypothesis of at least three memory systems for processing different kind of information:

• the episodic memory

• the procedural memory

• the semantic memory

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Episodic memory

Our personal memories are related to episods, facts and experiences we are living.

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The procedural memory is the memory system underneeth actions that require deftness: Explicit knowledge: what we are aware of knowing. Tacit knowledge: what we know without being aware

of.

Procedural memory

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SEMANTIC MEMORY

General knowledge we have, built as a result of deduction and induction processes in specific episodes; it is made of schemes, models, paradigms, propositions, programs, scripts. It starts building during the second year of life.

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Empisodic memory Semantic memory

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Empower your mind with the wont of doubt and your heart with the one of tolerance.