scholarly journals Using Brunerian Learning Theory with Educational Simulations to Teach Concepts

1986 ◽  
Author(s):  
Laura R. Winer ◽  
Richard F. Schmid
Keyword(s):  
Learning Theory ◽  
Cognitive Processes ◽  
Theoretical Approach ◽  
Spatial Visualization ◽  
Task Demands ◽  
Individualized Treatment ◽  
Instructional Designers ◽  
Educational Simulations ◽  
Single Process ◽  
Process Oriented

The present study maintains that consistently effective leaming materials can best be generated if the prescriptions instructional designers use are founded on learning theory. It is also considered critical that cognitive processes central to the task demands and strategies employed to address them be established. To be practical, we further recommend that only a single, process-oriented lesson, rather than individualized treatment, be implemented. Instructional simulations met these criteria, being tightly bound to Bruner's theoretical approach, and inherently capable of addressing aptitude deficiencies. Subjects were assessed for spatial visualization ability, grouped, randomly assigned to simulation or non-simulation treatments, and tested immediately, one week, and five weeks after instruction. The simulation significantly increased the high-aptitude learners' efficiency (and initially effectiveness), and low-aptitude learners' effectiveness. The validity of a theory-based, aptitude-enhancing, standardized approach was supported, and is discussed.

scholarly journals Using Brunerian Learning Theory with Educational Simulations to Teach Concepts

2017 ◽  
Vol 15 (3) ◽  
Author(s):  
Laura R. Winer ◽  
Richard F. Schmid
Keyword(s):  
Learning Theory ◽  
Cognitive Processes ◽  
Theoretical Approach ◽  
Spatial Visualization ◽  
Task Demands ◽  
Individualized Treatment ◽  
Instructional Designers ◽  
Educational Simulations ◽  
Single Process ◽  
Process Oriented

The present study maintains that consistently effective leaming materialscan best be generated if the prescriptions instructional designers use are founded on learning theory. It is also considered critical that cognitive processes central to the task demands and strategies employed to address them be established. To be practical, we further recommend that only a single, process-oriented lesson, rather than individualized treatment, be implemented. Instructional simulations met these criteria, being tightly bound to Bruner's theoretical approach, and inherently capable of addressing aptitude deficiencies. Subjects were assessed for spatial visualization ability, grouped, randomly assigned to simulation or non-simulation treatments, and tested immediately, one week, and five weeks after instruction. The simulation significantly increased the high-aptitude learners' efficiency (and initially effectiveness), and low-aptitude learners' effectiveness. The validity of a theory-based, aptitude-enhancing, standardized approach was supported, andis discussed.

Personalization With Digital Technology

2018 ◽  
pp. 1-27 ◽  
Author(s):  
Robert Z. Zheng
Keyword(s):  
Cognitive Processing ◽  
Cognitive Processes ◽  
Learning Process ◽  
Digital Technology ◽  
Creative Thinking ◽  
Future Research ◽  
Instructional Designers ◽  
New Learning ◽  
New Knowledge ◽  
Innovative Learning

How to personalize learners' learning with digital technology so that learners derive optimal experiences in learning is a key question facing learning scientists, cognitive psychologists, teachers, and professional instructional designers. One of the challenges surrounding personalization and digital technology is how to promote learners' cognitive processes at a deeper level so that they become optimally engaged in critical and creative thinking, making inferences in learning, transferring knowledge to new learning situations, and constructing new knowledge during innovative learning process. This chapter examines the literature relating to deep cognitive processes and the idiosyncratic features of digital technology that support learners' deep cognitive processes in learning. Guidelines pertaining to personalization with digital technology in regard to deep cognitive processing are proposed, followed by the discussions on future research with a focus on verifying the theoretical constructs proposed in the guidelines.

The Harvey Project

2011 ◽  
pp. 185-194 ◽  
Author(s):  
Robert S. Stephenson
Keyword(s):  
Learning Objects ◽  
Task Demands ◽  
The Internet ◽  
Instructional Designers ◽  
Domain Experts ◽  
Content Development ◽  
On Line ◽  
Use Of The Internet ◽  
Rich Content ◽  
The Web

The rise of the Internet has started a knowledge revolution whose extent can only be guessed at. The last revolution of this magnitude, brought on by the printing press, led to the proliferation of books and the rise of the modern university system. If universities are to survive the latest knowledge revolution, they must adapt with unaccustomed speed and learn how to use the Internet for more effective teaching. Most universities adopt a limited approach to building on-line courses. However, many studies have found that merely transplanting materials to the Web does not significantly improve learning (Russell, 1999). In fact, handouts, slides, and viewgraphs that have been “repurposed” for the Web are sometimes derisively referred to as “shovelware” (Fraser, 1999). So while moving existing materials to the Web may increase their accessibility, it will not necessarily improve their effectiveness. The Internet’s real value as a medium and teaching platform is that it makes possible rich, interactive content such as simulations, animations, and 3-D models. These learning objects, or rich content, can significantly enhance learning, especially in the sciences, and can be just as useful inside the classroom as outside. The difficulty is how to create this enhanced content, since the task demands a broad range of technical skills and enormous effort. Besides faculty domain experts and experienced teachers, rich content development typically requires illustrators, Web designers, programmers, instructional designers, testers, and Webmasters. The only way faculty and institutions can meet this challenge is to embrace collaboration more broadly and seriously than they have in the past. One approach is the multi-institutional consortium. Another solution is a collaboration of faculty to build rich content in their discipline. This chapter chronicles an example of the latter sort: a bottom-up, cross-institutional project. For such a grass roots collaboration to succeed, it must recruit many faculty pioneering the use of the Internet in their teaching, as well as artists and technical professionals. It must offer collaborators an incentive to participate, and it must attract not only volunteers, but also institutional and agency funding as well. Finally, as a pioneering project, it must create standards and develop paradigms as it goes. This case study describes a work-in-progress to solve these issues.

scholarly journals Sustained and Transient Processes in Event-based Prospective Memory in Adolescence and Adulthood

2020 ◽  
Vol 32 (10) ◽  
pp. 1924-1945
Author(s):  
Lucía Magis-Weinberg ◽  
Ruud Custers ◽  
Iroise Dumontheil
Keyword(s):  
Prospective Memory ◽  
Cognitive Processes ◽  
Age Groups ◽  
Neural Correlates ◽  
Task Demands ◽  
Proactive Control ◽  
Reactive Control ◽  
Strategic Monitoring ◽  
Cue Salience ◽  
Event Based

Prospective memory (PM) refers to the cognitive processes associated with remembering to perform an intended action after a delay. Varying the salience of PM cues while keeping the intended response constant, we investigated the extent to which participants relied on strategic monitoring, through sustained, top–down control, or on spontaneous retrieval via transient bottom–up processes. There is mixed evidence regarding developmental improvements in event-based PM performance after the age of 13 years. We compared PM performance and associated sustained and transient neural correlates in 28 typically developing adolescents (12–17 years old) and 19 adults (23–30 years old). Lower PM cue salience associated with slower ongoing task (OT) RTs, reflected by increased μ ex-Gaussian parameter, and sustained increases in frontoparietal activation during OT blocks, both thought to reflect greater proactive control supporting cue monitoring. Behavioral and neural correlates of PM trials were not specifically modulated by cue salience, revealing little difference in reactive control between conditions. The effect of cue salience was similar across age groups, suggesting that adolescents are able to adapt proactive control engagement to PM task demands. Exploratory analyses showed that younger, but not older, adolescents were less accurate and slower in PM trials relative to OT trials than adults and showed greater transient activation in PM trials in an occipito-temporal cluster. These results provide evidence of both mature and still maturing aspects of cognitive processes associated with implementation of an intention after a delay during early adolescence.

Embodiment: Reflections on Religious Learning in Youth Ministry

2012 ◽  
Vol 11 (1-2) ◽  
pp. 7-22 ◽  
Author(s):  
Jos de Kock ◽  
Ronelle Sonnenberg
Keyword(s):  
Young People ◽  
Empirical Research ◽  
Learning Theory ◽  
Cognitive Processes ◽  
Youth Ministry ◽  
Human Experience ◽  
Socialization Theory ◽  
Religious Learning ◽  
Pedagogical Theory

The concept of embodiment has increasingly been in the foreground of recent debates within youth ministry and religious learning. Human experience and learning are rooted in flesh-and-blood bodies, which means that the focus of youth ministry should not only be on cognitive processes but also on concrete experiences, acts and rituals. This article aims to clarify the meaning and relevance of embodiment for religious learning in youth ministry. For this purpose, the paper reviews two lines of reflection: first, reflections based on educational learning theory and religious pedagogical theory; second, reflections based on socialization theory. Finally, the article concludes with a discussion on the consequences these two lines of reflections have for current empirical research regarding the religious learning of young people.

Cognitive Research, Learning Theory, & Software Design: The Virtual Library

1998 ◽  
Vol 18 (2) ◽  
pp. 105-121 ◽  
Author(s):  
Molly Nicaise
Keyword(s):  
Preservice Teachers ◽  
Instructional Design ◽  
Learning Theory ◽  
Web Sites ◽  
Educational Psychology ◽  
Structure Learning ◽  
Instructional Designers ◽  
Virtual Library ◽  
New Paradigm ◽  
Cognitive Research

The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers [1]. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library—considerations that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. The software resembles a library where students browse through a series of 3-D, virtual buildings to understand research, theory, and classroom applications of educational psychology and instructional design. Students have access to movies, text, images, and World Wide Web sites. They also have opportunities to participate in interactive lessons and e-mail conversations with other students, classroom teachers, educational psychologists, and instructional designers.

scholarly journals Seeing, fast and slow: the effects of processing time on perceptual bias

2019 ◽  
Author(s):  
Ron Dekel ◽  
Dov Sagi
Keyword(s):  
Cognitive Processes ◽  
Perceptual Bias ◽  
List Type ◽  
Drift Diffusion Model ◽  
Tilt Illusion ◽  
Decision Bias ◽  
Single Process ◽  
Stochastic Properties ◽  
Stochastic Mechanism ◽  
General Explanation

AbstractFast and slow decisions exhibit distinct behavioral properties, such as the presence of decision bias in faster but not slower responses. This dichotomy is currently explained by assuming that distinct cognitive processes map to separate brain mechanisms. Here, we suggest an alternative, single-process account based on the stochastic properties of decision processes. Our experimental results show perceptual biases in a variety of tasks (specifically: learned priors, tilt illusion, and tilt aftereffect) that were much reduced with increasing reaction time. To account for this, we consider a simple yet general explanation: prior and noisy decision-related evidence are integrated serially, with evidence and noise accumulating over time (as in the standard drift diffusion model). With time, owing to noise accumulation, the prior effect is predicted to diminish. This illustrates that a clear behavioral separation – presence vs. absence of bias – may reflect a simple stochastic mechanism.HighlightsPerceptual and decisional biases are reduced in slower decisions.Simple mechanistic single-process account for slow bias-free decisions.Signal detection theory criterion is ~zero in decision times>median.

Towards understanding loss of control

2015 ◽  
Author(s):  
Chris McCusker
Keyword(s):  
Social Learning ◽  
Implicit Memory ◽  
Learning Theory ◽  
Cognitive Processes ◽  
Social Learning Theory ◽  
Network Theory ◽  
Cognitive Assessment ◽  
Cue Reactivity ◽  
Loss Of Control ◽  
Cognitive Social Learning

Chapter 5 discusses an automatic network theory of addictive behaviours, including cognitive social learning theory and the expectancy construct, anomalies and limitations in traditional cognitive and expectancy theories, autonomic cue-reactivity phenomena, and methods of cognitive assessment, automatic cognitive processes in addictive behaviours, implicit memory structures and processes in addictive behaviours.

Education Ecosystems in the Anthropocene Period

2019 ◽  
pp. 1-19
Author(s):  
Elena Aurel Railean
Keyword(s):  
Learning Environments ◽  
Learning Theory ◽  
Information Overload ◽  
Instructional Designers ◽  
Self Directed Learning ◽  
Extra Time ◽  
Innovative Learning ◽  
Directed Learning ◽  
Innovative Learning Environments ◽  
Structure And Functions

Learning and communication received much attention in applied learning theory since it provides instructional designers with opportunity to plan and innovative learning environments and spaces. However, not only do many teachers find learning and communication demanding, it also remains unclear what they should do to foster learning and communication in teaching and self-directed learning activities. This chapter investigates the issue of learning and communication from the perspective of ecology science and phenomenology. The first objective aims to identify new drives and ecological events within behavioral and cognitive processes. The second objective is to describe the concept of education ecosystem, its structure, and functions. Results show that important drives of ecological ecosystems are information overload, extra time of working on computer, old classroom settings, and the old content of textbooks This leads to importance of the practical application of the cognitive and organisational ergonomics norms in learning design. In addition, is important to remark that the behavior of drives, influenced by personalized events, marks the capacity of learning and communication of each individual.

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