Cognition co- + gnoscere to come to know. Knowing requires mental activity acquiring, storage, transformation and use of knowledge (Matlin, 2002).
Cognitive Psychology deals with how people perceive, learn, remember and think about information (Sternberg, 2003) and how do they use this information (Matlin, 2002).
Cognitive psychology is psychological branch that study mental process including how people think, see, memorize and learn. As part of field of cognitive science that is larger, this psychological branch related to other disciplines including neuroscience, philosophy, and linguistic. Main focus cognitive psychology is about how people acquire, process and stores information. There is many practical application for cognitive research, such as memory increase, better decide and curriculum education structuring to increase learning.
Meanwhile, there is cognitive learning style that is different per person. Every from us have learning style and our own thinking. We also have learning methods and thinking and information processing that we sharing with other people. Joint these cognitive styles distinguish us from persons that raise linguistic environment and different cultures. Although accept that student will be interacting with and handle, learning experience curriculum in their own way on they themselves, our curriculum development often based on comprehension being shared with learning process elements.
My studying process and strategies
Basically, I will concentrate during classes and jot down some notes. Besides, I will list out anything that I could not understand during lecture and search more about it in the Internet. Sometime, it would be difficult for me to digest everything during classes, and as a distance learner, it is very important for me to understand the subject during classes. I will normally seek for lecturer to get more information and example on subject that I don’t understand much.
Besides that, I am learning from experiences and cases study too. Normally, cases study is very useful for elaboration on certain theory. During exam, I will read the notes all over again for almost one week. Summaries the notes are the hardest things to do as I need to decide what are the most important things in each chapter. However, in process of summarizing the notes, I actually can learn and understand more on the subject.
First domain: Perception
Those studying perception seek to understand how we construct subjective interpretations of proximal information from the environment. Perceptual systems are composed of separate senses and processing modules and sub-modules that represent different aspects of the stimulus information. Current research also focuses on how these separate representations and modules interact and are integrated into coherent percepts. Cognitive psychologists have studied these properties empirically with psychophysical methods and brain imaging. Computational models, based on physiological principles, have been developed for many perceptual systems.
Second domain: Attention
Attention is a concept studied in cognitive psychology that refers to how we active process certain information that attended in our environment. In cognitive learning, individual learn by listening, watch, touch, read, or experience and then process and remember information. Cognitive learning may be seemed to have been passive learning, because has no movement motor. Nevertheless, student is fairly active, with cognitive way, in processing and remembers information. Cognitive learning enable us to create and send culture that is complex which includes symbol, value, belief and norm. Because cognitive activity, which involved in many aspects human behavior, it may seem that cognitive learning only occurred in human.
Attention resolve information burden problem in cognitive processing system by choosing pieces of information for further processing, or by manage source used...
References: 1. Anderson, J.R. (1996) The architecture of Cognition. Mahwah, NJ: L. Erlbaum Associates. Atkinson, R. C., & Shiffrin, R. M. (1968). "Chapter: Human memory: A proposed system and its control processes". In Spence, K. W., & Spence, J. T. The psychology of learning and motivation (Volume 2). New York: Academic Press. pp. 89–195.
2. Gobet, F. and Simon, H. A. (1996) Recall of random and distorted chess positions: implications for the theory of expertise. Memory & cognition 24: 493-503.
3. Grafton, S. T., Hazeltine, E., and Ivry, R. (1995) Functional mapping of sequence learning in normal humans. Journal of Cognitive Neuroscience, 7: 497–510.
4. Grossberg, S. and Mingolla, E. (1985) Neural dynamics of form perception: boundary completion, illusory figures, and neon color spreading. Psychological Review, 92: 173-211. Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review, 63 (2): 81–97.
5. James, W. (1890). The Principles of Psychology. New York: Holt.
6. Neisser, U (1967). Cognitive psychology. Appleton-Century-Crofts: New York
7. Newell, A., & Simon, H. (1972). Human problem solving. Prentice-Hall.
8. Tolman E. C. (1948). Cognitive maps in rats and men. Psychological Review. 55, 189–208
9. Wiener, N. (1948). Cybernetics or Control and Communication in the Animal and the Machine. Paris, (Hermann & Cie) & Camb. Mass. (MIT Press).
Please join StudyMode to read the full document