cognitive learning

Examples of cognitive learning in the following topics:

• Cognitive Learning and Sociobiology

  • Cognitive learning relies on cognitive processes such as reasoning and abstract thinking; it is much more efficient than conditioning.
  • In the reverse scenario, conditioning cannot help someone learn about cognition.
  • Classic work on cognitive learning was done by Wolfgang Köhler with chimpanzees.
  • Cognitive learning is not limited to primates, although they are the most efficient in using it.
  • Describe research models that indicate the presence of cognitive learning in animals

• Implementing Cognitive Tools

  • Cognitive tools impact student learning by causing them to think about information instead of reproducing and/or recalling information.
  • To construct a learning activity in which cognitive tools are utilized, the following guidelines should be considered:
  • Select cognitive tool/s – Cognitive tools should facilitate the attainment of the learning goals and objectives.
  • Implement the learning experience and cognitive tool/s – Most teachers invest time in planning and assuring learning activities can be executed.
  • Teachers should consider the following when planning the use of a cognitive tool for learning.

• References

  • Situated Cognition and the Culture of Learning.
  • Cognitive Apprenticeship and Instructional technology.
  • Cognition in practice: Mind, mathematics and culture in everyday life.
  • Situated learning: An inductive case study of a collaborative learning experience.
  • Situated Learning & Situated Cognition: A Brief Summary of WWW-based Resources.

• Concluding Thoughts: Implications of the Cognitive Apprenticeship Model for Teaching and Learning

  • Cognitive apprenticeship is not a linear process occurring once during the teaching and learning process of particular subject-area content; rather, it is a recursive process (see Figure 2).
  • Can educators create effective learning experiences for students by employing a cognitive apprenticeship approach?
  • The most important emphases of the learning environment in cognitive apprenticeship are situated learning and the culture of expert practice (Collins, Brown, & Newman, 1989).
  • Learning within the cognitive apprenticeship framework is situated in a context similar to that in which experts actually practice (Resnick, 1989).
  • The nature of cognitive apprenticeship includes situated learning and the culture of expert practice.

• Criticisms of the Social-Cognitive Pespective on Personality

  • The social-cognitive theory of personality emphasizes both learning and cognition as sources of individual differences in personality.
  • This means that an individual can learn from observing others, as opposed to only being able to learn from their own experiences.
  • For example, researchers currently cannot find a connection between observational learning and self-efficacy within the social-cognitive perspective.
  • Another limitation is that not all social learning can be directly observed.
  • Because of this, the understanding of how a child learns through observation and how an adult learns through observation are not differentiated, and factors of development are not included.

• References

  • Technology to Support Learning.
  • How People Learn: Brain, Mind, Experience (pp. 206-230).
  • Distributed Cognition, Activity Theory, and Cognitive Tools (Working Paper).
  • Mind tools: Affording Multiple Knowledge Representations in Learning.
  • Cognitive Tools for Learning.

• Introduction

  • Emerging from anthropology, sociology, and cognitive science, situated cognition theory represents a major shift in learning theory from traditional psychological views of learning as mechanistic and individualistic, and moves toward perspectives of learning as emergent and social (Greeno, 1998; Lave & Wenger, 1991; Salomon, 1996).
  • Brown, Collins, and Duguid (1989) are often credited with developing situated cognition or situated learning theory.
  • Cognitive apprenticeship practices are practical educational approaches that reflect a situated perspective by seeking to contextualize learning (Brown et al., 1989).
  • Regarded as leaders in the situated cognition movement, Lave and Wenger (1991), describe learning as an integral part of generative social practice in the lived-in world (p. 35).
  • Dynamic communities of practice are seen as a critical element of situated cognition theory's sociological view of learning (Lave & Wenger, 1991).

• References

  • Situated cognition and the culture of learning.
  • Psychology of learning for instruction (2nd ed.).
  • King (Eds.), Cognitive perspectives on peer learning (pp. 39-65).
  • Situated learning: Continuing the conversation.
  • Cognitive behavior modification.

• Introduction

  • The research of Swiss cognitive psychologist Jean Piaget has contributed immeasurably to our understanding of the development of learning in children.
  • However, this chapter will discuss four of Piaget's key concepts that are applicable to learning at any age: assimilation, accommodation, equilibration, and schemas.

• History of Cognition

  • The word "cognition" is the closest scientific synonym for thinking.
  • Human cognition takes place at both conscious and unconscious levels.
  • It is intuitive, meaning that nobody has to learn or be taught how to think.
  • Some of the most important figures in the study of cognition are:
  • The study of human cognition began over two thousand years ago.