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learning_paradigms:cognitivism [2011/04/26 14:01] jpetrovic [Human memory system] |
learning_paradigms:cognitivism [2011/06/30 15:25] jpetrovic [Criticisms] |
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===== About cognitivism ===== | ===== About cognitivism ===== | ||
- | One of the first criticisms of [[learning_paradigms:behaviorism|behaviorist learning]] approach came from [[learning_theories:gestalt_psychology|gestalt psychologists]] during the first decades of the 20th century and was related to behaviorist dependencies exclusively on overt behavior. It was the [[:glossary#gestalt|gestalt]] views on learning that influenced **new approaches** extending beyond behaviorism and set the **basic principles** of what is today known as **[[:glossary#cognition|cognitive]] theories**. In the 1960s behaviorism was as a dominant [[:learning_paradigms|learning paradigm]] replaced by cognitivism. | + | One of the first criticisms of [[learning_paradigms:behaviorism|behaviorist learning]] approach came from [[learning_theories:gestalt_psychology|gestalt psychologists]] during the first decades of the 20th century and was related to behaviorist dependencies exclusively on overt behavior. It was the [[:glossary#gestalt|gestalt]] views on learning that influenced **new approaches** extending beyond behaviorism and setting the **basic principles** of what is today known as **[[:glossary#cognition|cognitive]] theories**. In the 1960s behaviorism was as a dominant [[:learning_paradigms|learning paradigm]] slowly replaced by cognitivism. |
[[:glossary#cognition|Cognitive]] approach to learning, unlike behavioral, | [[:glossary#cognition|Cognitive]] approach to learning, unlike behavioral, | ||
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* sees learning as the **active** acquisition of new knowledge and developing adequate **mental** constructions, | * sees learning as the **active** acquisition of new knowledge and developing adequate **mental** constructions, | ||
* sets the **learner** as the **locus of control** and not just as a passive participant in the process of learning, | * sets the **learner** as the **locus of control** and not just as a passive participant in the process of learning, | ||
- | * attempts to open the "black box" of his mind and **explain** complex **cognitive processes**, | + | * attempts to open the "black box" of his mind and **explain** complex **cognitive processes** and architecture, |
- | * addresses learning with regard to **insight**, **information processing**, **memory**, **perception**, and | + | * addresses learning with regard to **insight**, **information processing**, **memory**, **perception**, |
- | * emphasizes the role of **prior knowledge** for learning outcomes. | + | * emphasizes the role of **prior knowledge** and experiences for learning outcomes, and |
+ | * sees learner as an **organized information processor**. | ||
- | Cognitivist theories emphasize the **importance of the learner**, especially his **prior knowledge and experiences** as well as his role of an **organized information processor**. | ||
+ | ===== Human memory ===== | ||
- | ===== Human memory system ===== | + | If human cognitive architecture is to be analyzed, then the role and properties of human memory system should also be accounted for. **Memory** is often defined as "//an organism's ability to store, retain, and recall information and experiences//"(([[http://en.wikipedia.org/wiki/Memory|Wikipedia: Memory.]] Retrieved March 21, 2011.)). Since it has a crucial role in acquisition and retention of knowledge, it was the subject of many researches and an essential part of many cognitivist learning theories. |
- | + | ||
- | **Memory** is often defined as "//an organism's ability to store, retain, and recall information and experiences//"(([[http://en.wikipedia.org/wiki/Memory|Wikipedia: Memory.]] Retrieved March 21, 2011.)). Since it has a crucial role in acquisition and retention of knowledge, it was the subject of many researches and an essential part of many cognitivist learning theories. | + | |
* [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]] | * [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]] | ||
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* [[learning_theories:Schema Theory]] - [[http://www.education.com/reference/article/anderson-richard-chase-1934-/|Richard Anderson (1934 - )]] | * [[learning_theories:Schema Theory]] - [[http://www.education.com/reference/article/anderson-richard-chase-1934-/|Richard Anderson (1934 - )]] | ||
* [[learning_theories:Script Theory]] - [[http://www.rogerschank.com/|Roger Schank]] | * [[learning_theories:Script Theory]] - [[http://www.rogerschank.com/|Roger Schank]] | ||
+ | * [[learning_theories:Dual Coding Theory]] - [[http://en.wikipedia.org/wiki/Allan_Paivio|Allan Pavio (1925 - )]] | ||
* [[learning_theories:Cognitive Load Theory]] - [[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]] | * [[learning_theories:Cognitive Load Theory]] - [[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]] | ||
* [[learning_theories:Cognitive Theory of Multimedia Learning]] - [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]] | * [[learning_theories:Cognitive Theory of Multimedia Learning]] - [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]] | ||
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*[[instructional_design:Concept Mapping]] - [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]] | *[[instructional_design:Concept Mapping]] - [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]] | ||
*[[instructional_design:Component Display Theory]] - [[http://mdavidmerrill.com/index.htm|Dave Merrill]] | *[[instructional_design:Component Display Theory]] - [[http://mdavidmerrill.com/index.htm|Dave Merrill]] | ||
- | *[[instructional_design:Component Design Theory]] - [[http://mdavidmerrill.com/index.htm|Dave Merrill]] | ||
*[[instructional_design:structural_learning|Structural Learning Theory]] - [[http://www.scandura.com/|Joseph Scandura]] | *[[instructional_design:structural_learning|Structural Learning Theory]] - [[http://www.scandura.com/|Joseph Scandura]] | ||
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* **[[http://www.scientificamerican.com/article.cfm?id=why-is-turings-halting-pr|Turing's halting problem]]** which claims that given a description of a program, it is impossible to decide whether the program finishes running or continues to run forever for any given program input. This theorem proven by [[http://www.alanturing.net/|Alan Turing]] in 1936 shows how some things are naturally non-computable. | * **[[http://www.scientificamerican.com/article.cfm?id=why-is-turings-halting-pr|Turing's halting problem]]** which claims that given a description of a program, it is impossible to decide whether the program finishes running or continues to run forever for any given program input. This theorem proven by [[http://www.alanturing.net/|Alan Turing]] in 1936 shows how some things are naturally non-computable. | ||
- | During the 1970s **humanism** evolved as an opposing view to both behaviorism and cognitivism beginning with the **holistic approach**, belief in the power of an individual and view **learning as a way of fulfilling his potentials**. | + | During the 1970s [[learning_paradigms:humanism]] evolved as an opposing view to both behaviorism and cognitivism beginning with the **holistic approach**, belief in the power of an individual and view **learning as a way of fulfilling his potentials**. |
===== Bibliography ===== | ===== Bibliography ===== | ||
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- | [[http://web.mac.com/cranetim/Tims_website/Book_reviews_files/Descombes%20review.pdf|Crane, T. Book review of "The Mind’s Provisions" by Vincent Descombes. European Journal of Philosophy 12, no. 3: p399–406. 2004.]] | + | [[http://books.google.hr/books?id=T_CDuCMkIYQC&printsec=frontcover&dq=Mind%E2%80%99s+Provisions:+A+Critique+of+Cognitivism&hl=hr&ei=1HIMTpGjEIeZ8QPotuzKDg&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCsQuwUwAA#v=onepage&q&f=false|Descombes, Vincent. The mind's provisions: a critique of cognitivism, 2001.]] |