glossary
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glossary [2011/03/07 11:31] jpetrovic |
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| + | == Affect theory == | ||
| + | * "//a branch of psychoanalysis that attempts to organize affects into discrete categories and connect each one with its typical response//"(([[http://en.wikipedia.org/wiki/Affect_theory|Wikipedia: Affect theory. Retrieved 15. March 2011.]])) | ||
| + | |||
| == Cognition == | == Cognition == | ||
| * in psychology, the process by which one recognizes and understands things | * in psychology, the process by which one recognizes and understands things | ||
| + | |||
| + | == Cognitive load == | ||
| + | * Load imposed on one's cognitive capacities due to performance of cognitive operations | ||
| == Comprehension == | == Comprehension == | ||
| * an ability to understand the meaning or importance of something((Source: [[http://wordnetweb.princeton.edu/perl/webwn?s=comprehension]])) | * an ability to understand the meaning or importance of something((Source: [[http://wordnetweb.princeton.edu/perl/webwn?s=comprehension]])) | ||
| + | |||
| + | == Declarative knowledge == | ||
| + | * knowledge is often by instructional designers and philosophers divided into two categories: declarative (knowledge about things, //knowledge that//, for example knowledge about computers) and procedural (skills, //knowledge how//, for example knowledge how to use a computer) | ||
| == Discrimination learning theory == | == Discrimination learning theory == | ||
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| == Distributed representation == | == Distributed representation == | ||
| - | * connectionist principle in which meaning is not contained within a single symbolic unit, but is formed by an interaction of a set of units | + | * connectionist principle in which meaning is not contained within a single symbolic unit, but is formed by an interaction of a set of units(([[http://philosophy.uwaterloo.ca/MindDict/distributedrepresentation.html|Eliasmith C. Distributed representation. Dictionary of Philosophy of Mind. Last updated May 11, 2004.]])) |
| - | * find out more: [[http://philosophy.uwaterloo.ca/MindDict/distributedrepresentation.html|Dictionary of Philosophy of Mind]] | + | |
| + | == Doctrine of formal discipline == | ||
| + | * the belief that subjects like Latin language and mathematics improve learner's mind in general | ||
| + | |||
| + | == Epistemology == | ||
| + | * "//is concerned with the nature, sources and limits of knowledge. Epistemology has been primarily concerned with propositional knowledge, that is, knowledge that such-and-such is true, rather than other forms of knowledge, for example, knowledge how to such-and-such.//"(([[http://www.rep.routledge.com/article/P059|Klein, Peter D. Epistemology. Routledge Encyclopedia of Philosophy. Updated March 31, 2005.]])) | ||
| == Gestalt == | == Gestalt == | ||
| * a configuration or pattern of elements so unified as a whole that it cannot be described just as a sum of its parts | * a configuration or pattern of elements so unified as a whole that it cannot be described just as a sum of its parts | ||
| + | |||
| + | == Hawthorne effect == | ||
| + | * "an increase in worker productivity produced by the psychological stimulus of being singled out and made to feel important"(([[http://www.nwlink.com/~donclark/hrd/history/hawthorne.html|Hawthorne Effect. Big Dog and Little Dog's Performance Juxtaposition. Last updated September 24, 2010.]])) (for example for the fact that one is being studied) | ||
| + | |||
| + | == Human cognitive architecture == | ||
| + | * "//the manner in which structures and functions required for human cognitive processing are organized//"(([[http://www.csuchico.edu/~nschwartz/Sweller_2008.pdf|Sweller, J. Human Cognitive Architecture. In Handbook of research on educational communications and technology, 369-381. Taylor & Francis, 2008.]])) | ||
| == Insightful learning == | == Insightful learning == | ||
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| * a set of ideas that are used for understanding or explaining something, especially in a particular subject | * a set of ideas that are used for understanding or explaining something, especially in a particular subject | ||
| * a typical example or model of something | * a typical example or model of something | ||
| + | |||
| + | == Procedural knowledge == | ||
| + | * knowledge on how to do something (see also: [[glossary#declarative_knowledge|declarative knowledge]]) | ||
| == Schema == | == Schema == | ||
| * a mental framework humans use to represent and organize remembered information | * a mental framework humans use to represent and organize remembered information | ||
| * they enable us to recall, modify our behavior, or try to predict most likely outcomes of events | * they enable us to recall, modify our behavior, or try to predict most likely outcomes of events | ||
| + | |||
| + | == Script == | ||
| + | * "//a coherent sequence of events expected by an individual in a particular context, involving him either as participant or as an observer//"((Puto, C. P. Memory for scripts in advertisements. Advances in Consumer Research XII:404-409. Fifteenth Annual Conference. Association | ||
| + | for Consumer Research. 1985.)) | ||
| == Structuralism == | == Structuralism == | ||
| - | * a theory founded by Edward Titchener in the end of 19th/beginning of 20th century | + | * a theory founded by Edward Titchener in the end of 19th/beginning of 20th century focused on breaking down mental processes into simple elements |
| - | * focused on breaking down mental processes into simple elements | + | |
| == Theory == | == Theory == | ||
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