Many factors and processes make up cognitive theories. First, according to this theory, students rely heavily on memory. There are three parts to a person's memory: the sensory register, the short-term memory, and the long-term memory. The sensory register has a large capacity to store almost all the information you receive, but it only saves it for a short period of time. Working or short-term memory is where a person moves their information out of the sensory register to process it. Finally, long-term memory is where people's general knowledge and more important short-term memory information are stored. According to the theory, students are selective about the information they want to process and store in long-term memory. They construct new information based on prior knowledge, using constructivism, the theory that students construct knowledge by combining assorted knowledge to produce a general understanding of new information. Students also use higher-level cognitive processes, such as metacognition, to analyze, apply, and evaluate newly learned knowledge. Metacognition is the process of “thinking about thinking” (Ormrod, 2011, p. 250) in which students reflect on and analyze their learning process. Although this theory is one of the most used theories in classrooms, it has some weaknesses, such as when students have difficulty remembering important information. Students can sometimes forget information if they cannot store it in long-term memory or if they experience interference while learning new information. Furthermore, students may mistakenly fill information gaps by using their own logic rather than the truth, thus making reconstruction errors (Ormrod, 2011).Vid...... middle of paper ......theories in the classroom . It illustrated the use of overt and covert learning strategies in the classroom and demonstrated the use of critical thinking. Ms. Jensen structured the lesson to allow students to relate the poem to their personal experiences and prior knowledge, using constructivism. Additionally, Ms. Jensen encouraged students' critical thinking by asking open-ended questions about the possible meanings of each line in the poem. Overall, this is a great video that highlights the use of cognitive theories and can greatly help teachers implement these theories in their classrooms. Works CitedOrmrod, J. E. (2011). Educational psychology: Developing students (7th ed.). Upper SaddleRiver, NJ: PearsonSpeaking to the Text. (2001). Retrieved October 20, 2011, from https://www.2sc.usc.edu/course/view.php?id=2401&modtype=assignment&modid=175894