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These models reflect the modelers' assumptions about the task within the ACT-R view of cognition. The model might then be run. Running a model automatically produces a step-by-step simulation of human behavior which specifies each individual cognitive operation (i.e., memory encoding and retrieval, visual and auditory encoding, motor ...
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
One model that incorporates the Bayesian theory of concept learning is the ACT-R model, developed by John R. Anderson. [citation needed] The ACT-R model is a programming language that defines the basic cognitive and perceptual operations that enable the human mind by producing a step-by-step simulation of human behavior. This theory exploits ...
In educational psychology, a learning artifact (or educational artifact) is an object created by students during the course of instruction. To be considered an artifact, an object needs to be lasting, durable, public, and materially present. [ 1 ]
The critical aspect of such a computational model is that we can abstract away from particular physical details of the machine that is implementing the computation. [5] For example, the appropriate computation could be implemented either by silicon chips or biological neural networks, so long as there is a series of outputs based on ...
The cognitive-affective personality system or cognitive-affective processing system (CAPS) is a contribution to the psychology of personality proposed by Walter Mischel and Yuichi Shoda in 1995. According to the cognitive-affective model, behavior is best predicted from a comprehensive understanding of the person, the situation, and the ...
Common factors theory, a theory guiding some research in clinical psychology and counseling psychology, proposes that different approaches and evidence-based practices in psychotherapy and counseling share common factors that account for much of the effectiveness of a psychological treatment. [1]
Positive psychotherapy (PPT) is a therapeutic approach developed by Nossrat Peseschkian during the 1970s and 1980s. [2] [3] [4] Initially known as "differentiational analysis", it was later renamed as positive psychotherapy when Peseschkian published his work in 1977, which was subsequently translated into English in 1987.