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Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation.
In Downing's model, the result of the [0.0] - Cognitive Processes of the child learning to read would fall into a spectrum of outcomes between either the child attaining cognitive clarity and becoming a fluent reader, or staying in a state of cognitive confusion and failing to learn to read. [17]
These broad cognitive processes include: attending, perceiving, and remembering. [5] Important to this perspective is the idea that such cognitive processes are domain-general, and are applied to learning many different kinds of information in addition to benefiting word acquisition. [5]
Learner characteristics and cognitive learning outcomes have been identified as the key factors in research on the implementation of games in educational settings. In the process of learning a language through an online game, there is a strong relationship between the learner's prior knowledge of that language and their cognitive learning outcomes.
This cognitive diagnostic feedback has the potential to guide instructors, parents and students in their teaching and learning processes. To generate a diagnostic skill profile, examinees’ test item responses are classified into a set of structured attribute patterns that are derived from components of a cognitive model of task performance.
Connectionist Learning with Adaptive Rule Induction On-line (CLARION) is a computational cognitive architecture that has been used to simulate many domains and tasks in cognitive psychology and social psychology, as well as implementing intelligent systems in artificial intelligence applications.
There are some specific assumptions or principles that direct the instructional design: active involvement of the learner in the learning process, learner control, metacognitive training (e.g., self-planning, monitoring, and revising techniques), the use of hierarchical analyses to identify and illustrate prerequisite relationships (cognitive ...
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.