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6.6- Explain diversity in cognitive processes teachers are likely to see in students because of their cultural backgrounds or special  educational needs. 

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6.6- Explain diversity in cognitive processes teachers are likely to see in students because of their cultural backgrounds or special  educational needs. 

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Many components of the human memory can vary from student to student. students cognitive process can vary based on their kinds of learning styles, culture and environment. by identifying their cognitive process as a teacher you are able to adapt your teaching methods and class flow on the students learning styles.

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Long-Term Memory contains declarative knowledge and procedural knowledge. Information gets divided into these two sections whether its information that is being learner or a new skill. To learn and maintain new and important information learns should engage in meaningful learning. In meaning fun learning learners recognize the relationships between new information and old information. Meaning fun learning can take three forms, elaboration, organization and visual imagery.

Elaboration: take prior knowledge to understand new information
Organization: learners make connection between what they are learning, making a sense of the relationship they see ( math)
Visual Imagery:  Leaners use mental pictures to understand the topic

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6.5- Explains factors that influence students' abilities to remember what they've learned. Also explains why students forget or remember information incorrectly. 

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6.5- Explains factors that influence students' abilities to remember what they've learned. Also explains why students forget or remember information incorrectly. 

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students will successfully remember what they have learned if they’ve connected it with many other things they know, if they’ve used it frequently, and if their environment ( home, school, playgrounds,etc) allow them to access these material often. Students often forget or remember information incorrectly because of the lack of use, , restricted memory search, interference from competing memories, or reconstruction error.

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6.4- Explains how students' beliefs can sometimes interfere with effective learning. Educators have to learn different ways to help students revise these learning beliefs. 

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6.4- Explains how students' beliefs can sometimes interfere with effective learning. Educators have to learn different ways to help students revise these learning beliefs. 

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Some misconceptions may persist despite lessons and activities presenting information to the contrary, partly because students are cognitively and emotionally predisposed to confirm their ideas. Instead of discrediting their understandings, teachers determine what misconceptions students have before instruction begins, build on kernels of truth in students’ existing understandings, convince students that revision is both warranted and within their grasp, and monitor what students say and write.

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Cognitive theories break memory into three components sensory register, working memory and long-term memory. Sensory register holds information for two to three seconds until it moves on to working memory. Working Memory means that the individual is making sense of the information they have been presented with. However, working memory has limited space meaning individuals can learn limited amount of information at a time. After information has been process in working memory it's pass to long-term memory. Long-term memory has a larger capacity and information is stored there for a longer period of time.

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Basic Assumptions of Cognitive Psychology: 6.1

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Basic Assumptions of Cognitive Psychology: 6.1

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Cognitive psychologist Propose that the things learners do mentally with new subject matter determine how effectively they learn and remember information. Learning can come from overt behaviors which infers that learners see something and they recall the information the way it was presented.

Five Basic Assumptions
-Cognitive Process influence what is learned and remember

- Peoples cognitive process can sometimes be inferred from their behaviors, by watching how someone categorize certain objects you can have an idea on how their thinking process works when organizing information

- People are selective about what they mentally process and learn, when learning anything we are selective about what we pay attention to and how we interpret the information

- Learners actively construct interpretations of phenomena and events in their environment, learners try to make sense of the information in a way they would understand.

-Maturational changes in the brain enable increasingly sophisticated cognitive process with age, the brain changes gradually meaning there are strengths and limitations at certain age levels