Critical Review: How Cognitive Information Processing, Motivation and Self-Regulation, Meaningful Learning and Schema Theory impacts learning Camelia Addison INST 5130 – Learning Theory & Instruction...

Critical Review: How Cognitive Information Processing, Motivation and
Self-Regulation, Meaningful Learning and Schema Theory impacts learning
Camelia Addison
INST 5130 – Learning Theory & Instruction
University of Houston – Clear Lake
Spring 2017
Abstract
In this critical review, I will examine the Cognitive Information Processing, Motivation and
Self-Regulation, Meaningful Learning and Schema Theory impact on students’ ability to learn. The brain is always processing information. How can educators use this to their advantage? How can educators try to fix some of the weakness they see in their classroom with students who are having a hard time processing the instructional material? I will discuss this in the review how the Cognitive Information Processing, Motivation and Self-Regulation, Meaningful Learning and Schema Theory can positively relate to students’ education. In addition, critique the module's theoretical perspectives to see if there is need for improvement and my opinion of how these perspective impact learning.

Keywords:
Cognitive Information Processing, Motivation and Self-Regulation, Meaningful Learning, Schema Theory, learning and processing information

Critical Review: How Cognitive Information Processing, Motivation and



Self
-
regulation, Meaningful Learning and Schema Theory impacts learning

When deciding to be an educator, there are a lot of things to take into consideration when teaching students in a diverse learning environment. It is very vital that a teacher possesses unbiased learning styles and is open to learning student behaviors to make for an equal opportunity to get an education. In order for educators to promote multicultural education, one of the many things they have to understand is how Cognitive Information Processing (CIP), motivation and self-regulation, meaningful learning and Schema Theory relates to learning. As society is changing, a teacher has to be able to identify how the student processes information and its complex role it plays in the student ability to learn the instructional material. Positively, understanding and examining Cognitive Information Processing (CIP), motivation and self-regulation, meaningful learning and Schema Theory will help educators understand students’ learning behavior and information processing as they relate to students’ education.
According to Driscoll (2005), “According to the cognitive information processing view, the human learner is conceived to be a processor of information in much the same way a computer is” (pg. 74).
Three basic stages of the proposed memory system- sensory memory, working memory and long-term memory.
According to Driscoll (2005), sensory memory “Associated with the senses (vision, hearing, etc.), it functions to hold information in memory very briefly, just long enough for the information to be processed further” (pg. 74).
According to Driscoll (2005), “Working memory, also called the short- term memory or short-term store, is the stage at which further processing is carried out to make information ready for long term storage or a response” (pg. 75).
According to Driscoll (2005), “The long-term memory represents a permanent storehouse of information” (pg. 75).
In reference to Driscoll (2005), “Motivation”, according to Schunk (1990), “refer(s) to the process whereby goal-directed behavior is instigated and sustained” (p.3). Motivation is also “a work-related rather than a play-related concept (Weiner, 1990, p. 621)” (pg. 309).
According to Driscoll (2005), “Schunk and Zimmerman (1994) considered self-regulation to be the reciprocal of motivation and define it as “the process whereby student activate and sustain cognitions, behaviors, and affects, which are systematically oriented toward the attainment of their goals” (pg. 310).
In reference to Driscoll (2005), “To account for these cognitive operations and how they interact with experiences to give rise to learning, Ausubel proposed a theory of meaningful, reception learning” (pg. 115).
According to Driscoll (2005), “Schemata are packets of knowledge, and schema theory is a theory of how these packets are represented and how that representation facilitates the use of the knowledge in particular ways” (pg. 129).
Conclusion
References
Driscoll, M. P. (2005).
Psychology of learning for instruction, 3rd ed. Boston: Pearson.