Relevant bibliographies by topics / Cognitive learning theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive learning theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Cognitive learning theory"

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Kolluru, Mythili. "Cognitive Style, Learning Preference and Performance: Theory and Empirics." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 3678–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr201481.

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Glenn, Cynthia Wheatley. "Cognitive Free will Learning Theory." Procedia - Social and Behavioral Sciences 97 (November 2013): 292–98. http://dx.doi.org/10.1016/j.sbspro.2013.10.236.

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Burden, Robert. "Mediated Learning Theory." School Psychology International 8, no. 1 (January 1987): 59–62. http://dx.doi.org/10.1177/014303438700800108.

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The growing spread of interest in Feuerstein's theory of mediated learning as an essential prerequisite of adequate cognitive development and the developing worldwide enthusiasm amongst psychologists and special educators for the theory's two practical offspring, the learning potential assessment device (LPAD) and instrumental enrichment, was probably initiated by the publication of two key texts (Feuerstein, Rand and Hoffman, 1979; Feuerstein et al, 1980). Although the Israeli team of researchers and special educators had been developing and disseminating their ideas for some two decades prior to these publications, it is only during the 1980s that mediated learning has really struck a responsive chord amongst those who continue to believe that all children can be taught to be more effective learners, that there is a key to remediating cognitive defects and that psychology has a part to play in helping schools to achieve this.
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Happs, John C. "Cognitive Learning Theory and Classroom Complexity." Research in Science & Technological Education 3, no. 2 (January 1985): 159–74. http://dx.doi.org/10.1080/0263514850030109a.

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McSparron, Jakob I., Anita Vanka, and C. Christopher Smith. "Cognitive learning theory for clinical teaching." Clinical Teacher 16, no. 2 (March 23, 2018): 96–100. http://dx.doi.org/10.1111/tct.12781.

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Goldfarb, Lev. "A cognitive theory without inductive learning." Behavioral and Brain Sciences 15, no. 3 (September 1992): 446–47. http://dx.doi.org/10.1017/s0140525x00069569.

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Kavic, Michael S. "Cognitive Load Theory and Learning Medicine." Photomedicine and Laser Surgery 31, no. 8 (August 2013): 357–59. http://dx.doi.org/10.1089/pho.2013.9874.

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Hadi, Shahla Abdul Kadhim. "Foreign Language Learning in Light of Cognitive Learning Theory." Journal of English Language Teaching and Applied Linguistics 4, no. 4 (November 20, 2022): 55–61. http://dx.doi.org/10.32996/jeltal.2022.4.4.7.

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Language, with a capital initial, indicates the human system of verbal communication, which has a lot of variations represented by various languages spoken in the world. All languages involve the same mechanisms that govern their patterning because all humans have the same architecture of the cognitive system and follow the same cognitive learning principles in acquiring knowledge. While the cognitive processing mechanisms are unconscious and automatic in first language acquisition, they are effortful and can impose load on the cognitive system of the EFL learners due to factors internal to the texture of languages and some other external factors related to the cultures of individuals; which commits the learner to process multiple resources of information simultaneously before being able to schematize the new knowledge related to the target language. Accordingly, this paper discusses foreign language learning in light of cognitive learning theory with the aim of explaining why it can be hard on the EFL learners’ part to acquire the target language perfectly.
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Kirschner, Paul A. "Cognitive load theory: implications of cognitive load theory on the design of learning." Learning and Instruction 12, no. 1 (February 2002): 1–10. http://dx.doi.org/10.1016/s0959-4752(01)00014-7.

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Cardona, Mario. "Apprendere le lingue nella terza età è possibile ed è salutare. Il cervello ci dice perchè." Revista Italiano UERJ 12, no. 2 (July 13, 2022): 21. http://dx.doi.org/10.12957/italianouerj.2021.67581.

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ABSTRACT: L’invecchiamento della popolazione è un dato demografico mondiale che assume carattere rilevante in molti Paesi del cosiddetto “primo mondo”, Il concetto di anzianità oggigiorno non può più basarsi su dati misurabili che stabiliscono quando un individuo, nell’arco della sua vita, entra nella fase della vecchiaia. Si tratta di un concetto molto più ampio e articolato che riguarda dimensioni socio-sanitarie, psico-affettive, cognitive e culturali. È necessario dunque ripensare il ruolo attivo della popolazione anziana in una società complessa e plurilingue. Nell’ottica dell’invecchiamento di successo (succesful ageing) e in base al principio di cittadinanza attiva (active citizenship) l’apprendimento delle lingue diviene un aspetto educativo rilevante sia per la partecipazione attiva nella società, sia per i vantaggi cognitivi specifici che tale tipo di apprendimento comporta. Oggi la ricerca neuropsicologica dimostra come l’apprendimento possa avvenire lungo tutto l’arco della vita e come il nostro cervello sia in grado di attivare importati fenomeni di compensazione in grado di arginare il declino cognitivo. In questo contributo si prenderanno in considerazione alcuni aspetti neuropsicologici che dimostrano come l’apprendimento linguistico nell’anziano non solo sia possibile, ma sia auspicabile. Su questi presupposti è importante che la linguistica educativa sviluppi un adeguato modello glotto-geragogico.Parole chiave: Glotto-geragogia. Anziani. Linguistica educativa. Plasticità neuronale. Riserva cognitiva. Modello STAC (Scaffolding Theory of Aging and Cognition). RESUMO: O envelhecimento da população é um dado demográfico global que assume um caráter relevante em muitos países do chamado "primeiro mundo". Hoje o conceito de antiguidade não pode mais ser baseado em dados mensuráveis que estabelecem quando um indivíduo, durante sua vida, entra na fase da velhice. É um conceito muito mais amplo e articulado que diz respeito às dimensões sócio-saúde, psicoafetiva, cognitiva e cultural. É, pois, necessário repensar o papel ativo da população idosa numa sociedade complexa e multilingue. Com vista a um envelhecimento bem sucedido e com base no princípio da cidadania ativa, a aprendizagem de línguas torna-se um aspecto educativo relevante tanto para a participação ativa na sociedade como para as vantagens cognitivas específicas que tal tipo de aprendizagem acarreta. Hoje, a pesquisa neuropsicológica demonstra como o aprendizado pode ocorrer ao longo da vida e como nosso cérebro é capaz de ativar importantes fenômenos de compensação capazes de conter o declínio cognitivo. Neste artigo, serão levados em consideração alguns aspectos neuropsicológicos que demonstram como a aprendizagem de linguagem em idosos não é apenas possível, mas desejável. Com base nesses pressupostos, é importante que a linguística educacional desenvolva um modelo gloto-hieragógico adequado.Palavras-chave: Gloto-hieragogia. Idosos. Linguística educacional. Plasticidade neuronal. Reserva cognitive. Modelo STAC (Scaffolding Theory of Aging and Cognition). ABSTRACT: Population aging is a world demographic data which assumes a relevant character in many of the countries of the so called “first world”. The concept of aging, nowadays, cannot be anymore based on measurable data that establish when a human being, throughout his life, enters the stage of old age. It deals with a much wider and more complex concept that concerns socio-health, psycho-affective, cognitive and cultural dimensions. It is therefore necessary to rethink the active role of old population in a complicated and multilingual society. With a view to a successful aging and according to the principle of active citizenship, language learning becomes an educational aspect relevant both in order to achieve an active social participation and for the specific cognitive advantages that type of learning provides with. Nowadays, the neuropsychological research shows how learning could happen throughout the entire life and how our brain is capable to activate important cognitive compensation phenomena capable of stemming the cognitive decline. This essay will take into consideration some neuropsychological aspects that demonstrate how language learning in old people is not only possible, but desirable. On these assumptions it is important that educational linguistic develops an adequate foreign language learning geragogic model. Keywords: Foreign language learning geragogic model. Old age. Educational linguistics. Neural plasticity. Brain reserve. STAC Model (Scaffolding Theory of Aging and Cognition).
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Dissertations / Theses on the topic "Cognitive learning theory"

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Jankowska, Gierus Bogumila. "Learning with visual representations through cognitive load theory." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104827.

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This study examined two different strategies of learning with diagrams: drawing diagrams while learning or learning from pre-constructed diagrams. One hundred ninety six junior high school students were randomly placed in a condition either to draw while learning about how airplanes fly or to study from pre-constructed diagrams. Before the learning, students' prior knowledge and elaboration strategies were measured. During learning in either condition, students reported their mental effort. Afterwards, students' learning was tested on both a similar task and transfer task. Cook's (2006) theoretical framework, which combines prior knowledge and cognitive load theory on visual representations in science education, was used to analyze the results. Results showed that students' mental effort significantly increased in the drawing condition, yet results on the posttest were mixed. Students did not do better, and sometimes did worse, on the posttest measures when they learned by drawing diagrams versus using pre-constructed diagrams to learn. The exception was that students with low initial prior knowledge did do better. Elaborations strategies did not have an effect on students' achievement or mental effort in either condition.
Cette étude a examiné deux stratégies différentes d'apprendre à l'aide des diagrammes: le dessin de diagrammes tout en apprenant ou en apprenant sur la base des diagrammes préconstruits. Cent quatre-vingt-seize étudiants de lycée ont été aléatoirement placés dans une condition où soit ils dessinaient tout en se renseignant sur la façon dont les avions volent ou étudiaient à partir des diagrammes préconstruits. Avant l'étude, les stratégies de connaissance et d'élaboration des étudiants ont été vérifiées. Pendant l'étude sous l'une ou l'autre des conditions, les étudiants signalaient leur effort mental. Suite à cela, l'étude des étudiants est examinée sur une tâche semblable et une tâche de transfert. Cadre théorique de Cook (2006), qui combine la théorie de la connaissance antérieure et de charge cognitive sur les représentations visuelles dans l'éducation de la science, ont été employés pour analyser les résultats. Les résultats ont prouvé que l'effort mental des étudiants a augmenté sensiblement sous condition de dessin, pourtant les résultats sur le post-test étaient mitigés. En règle générale, les étudiants ont fait plus ou moins mauvais sur les mesures de post-test quand ils ont appris en traçant des diagrammes au contraire de l'utilisation des diagrammes préconstruits pour apprendre. Cependant, les étudiants ayant une faible connaissance de base ont mieux exécuté le post-test en traçant leurs propres diagrammes. Les stratégies d'élaborations n'ont pas exercé d' effet sur l'accomplissement ou l'effort mental des étudiants pour chacune des conditions.
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Tsividis, Pedro A. "Theory-based learning in humans and machines." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121813.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 123-130).
Humans are remarkable in their ability to rapidly learn complex tasks from little experience. Recent successes in Al have produced algorithms that can perform complex tasks well in environments whose simple dynamics are known in advance, as well as models that can learn to perform expertly in unknown environments after a great amount of experience. Despite this, no current AI models are able to learn sufficiently rich and general representations so as to support rapid, human-level learning on new, complex, tasks. This thesis examines some of the epistemic practices, representations, and algorithms that we believe underlie humans' ability to quickly learn about their world and to deploy that understanding to achieve their aims. In particular, the thesis examines humans' ability to effectively query their environment for information that helps distinguish between competing hypotheses (Chapter 2); children's ability to use higher-level amodal features of data to match causes and effects (Chapter 3); and adult human rapid-learning abilities in artificial video-game environments (Chapter 4). The thesis culminates by presenting and testing a model, inspired by human inductive biases and epistemic practices, that learns to perform complex video-game tasks at human levels with human-level amounts of experience (Chapter 5). The model is an instantiation of a more general approach, Theory-Based Reinforcement Learning, which we believe can underlie the development of human-level agents that may eventually learn and act adaptively in the real world.
by Pedro A. Tsividis.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences
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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Ritter, Samuel. "Meta-reinforcement Learning with Episodic Recall| An Integrative Theory of Reward-Driven Learning." Thesis, Princeton University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13420812.

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Research on reward-driven learning has produced and substantiated theories of model-free and model-based reinforcement learning (RL), which respectively explain how humans and animals learn reflexive habits and build prospective plans. A highly developed line of work has unearthed the role of striatal dopamine in model-free learning, while the prefrontal cortex (PFC) appears to critically subserve model-based learning. The recent theory of meta-reinforcement learning (meta-RL) explained a wide array of findings by positing that the model-free dopaminergic reward prediction error trains the recurrent prefrontal network to execute arbitrary RL algorithms—including model-based RL—in its activations.

In parallel, a nascent understanding of a third reinforcement learning system is emerging: a non-parametric system that stores memory traces of individual experiences rather than aggregate statistics. Research on such episodic learning has revealed its unmistakeable traces in human behavior, developed theory to articulate algorithms underlying that behavior, and pursued the contention that the hippocampus is centrally involved. These developments lead to a set of open questions about (1) how the neural mechanisms of episodic learning relate to those underlying incremental model-free and model-based learning and (2) how the brain arbitrates among the contributions of this abundance of valuation strategies.

This thesis extends meta-RL to provide an account for episodic learning, incremental learning, and the coordination between them. In this theory of episodic meta-RL (EMRL), episodic memory reinstates activations in the prefrontal network based on contextual similarity, after passing them through a learned gating mechanism (Chapters 1 and 2). In simulation, EMRL can solve episodic contextual water maze navigation problems and episodic contextual bandit problems, including those with Omniglot class contexts and others with compositional structure (Chapter 3). Further, EMRL reproduces episodic model-based RL and its coordination with incremental model-based RL on the episodic two-step task (Vikbladh et al., 2017; Chapter 4). Chapter 5 discusses more biologically detailed extensions to EMRL, and Chapter 6 analyzes EMRL with respect to a set of recent empirical findings. Chapter 7 discusses EMRL in the context of various topics in neuroscience.

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Burkes, Kate M. Erland Allen Jeff M. "Applying cognitive load theory to the design of online learning." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3698.

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Burkes, Kate M. Erland. "Applying Cognitive Load Theory to the Design of Online Learning." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3698/.

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The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.
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Bouvrie, Jacob V. "Hierarchical learning : theory with applications in speech and vision." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54227.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2009.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 123-132).
Over the past two decades several hierarchical learning models have been developed and applied to a diverse range of practical tasks with much success. Little is known, however, as to why such models work as well as they do. Indeed, most are difficult to analyze, and cannot be easily characterized using the established tools from statistical learning theory. In this thesis, we study hierarchical learning architectures from two complementary perspectives: one theoretical and the other empirical. The theoretical component of the thesis centers on a mathematical framework describing a general family of hierarchical learning architectures. The primary object of interest is a recursively defined feature map, and its associated kernel. The class of models we consider exploit the fact that data in a wide variety of problems satisfy a decomposability property. Paralleling the primate visual cortex, hierarchies are assembled from alternating filtering and pooling stages that build progressively invariant representations which are simultaneously selective for increasingly complex stimuli. A goal of central importance in the study of hierarchical architectures and the cortex alike, is that of understanding quantitatively the tradeoff between invariance and selectivity, and how invariance and selectivity contribute towards providing an improved representation useful for learning from data. A reasonable expectation is that an unsupervised hierarchical representation will positively impact the sample complexity of a corresponding supervised learning task.
(cont.) We therefore analyze invariance and discrimination properties that emerge in particular instances of layered models described within our framework. A group-theoretic analysis leads to a concise set of conditions which must be met to establish invariance, as well as a constructive prescription for meeting those conditions. An information-theoretic analysis is then undertaken and seen as a means by which to characterize a model's discrimination properties. The empirical component of the thesis experimentally evaluates key assumptions built into the mathematical framework. In the case of images, we present simulations which support the hypothesis that layered architectures can reduce the sample complexity of a non-trivial learning problem. In the domain of speech, we describe a 3 localized analysis technique that leads to a noise-robust representation. The resulting biologically-motivated features are found to outperform traditional methods on a standard phonetic classification task in both clean and noisy conditions.
by Jacob V. Bouvrie.
Ph.D.
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Riem, R. G. A. "Children learning to count : A social psychological reappraisal of cognitive theory." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371143.

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Shon, Aaron P. "Bayesian cognitive models for imitation /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7013.

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Tobias, Cindel K. "Complex instruction giving students the education they deserve /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Tobias_CKMiT2010.pdf.

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Books on the topic "Cognitive learning theory"

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L, Plass Jan, Moreno Roxana, and Brünken Roland 1965-, eds. Cognitive load theory. New York: Cambridge University Press, 2010.

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K, Estes William, Healy Alice F, Kosslyn Stephen Michael 1948-, and Shiffrin Richard M, eds. From learning theory to connectionist theory. Hillsdale, N.J: L. Erlbaum, 1992.

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Levine, Marvin. A Cognitive Theory of Learning. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316565.

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1942-, Flannery Daniele D., ed. Applying cognitive learning theory to adult learning. San Francisco, Calif: Jossey-Bass, 1993.

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Ayres, Paul L. (Paul Leslie) and Kalyuga Slava, eds. Cognitive load theory. New York: Springer, 2011.

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Keefe, James W. Learning style: Theory and practice. Reston, Va: National Association of Secondary School Principals, 1987.

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Heinz, Mandl, and Friedrich Helmut F. 1944-, eds. Lern- und Denkstrategien: Analyse und Intervention. Göttingen: Hogrefe, 1992.

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Anne, McKeough, and Lupart Judy Lee, eds. Toward the practice of theory-based instruction: Current cognitive theories and their educational promise. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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1957-, Ackerman Phillip Lawrence, Sternberg Robert J, and Glaser Robert 1921-, eds. Learning and individual differences: Advances in theory and research. New York: W.H. Freeman, 1989.

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Ashman, A. F. An introduction to cognitive education: Theory and applications. London: Routledge, 1997.

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Book chapters on the topic "Cognitive learning theory"

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Xiaohui, Ma. "Cognitive Learning Theory." In The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1073-1.

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Busch, Bradley, Edward Watson, and Ludmila Bogatchek. "Cognitive Load Theory." In Teaching & Learning Illuminated, 39–47. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003334361-4.

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Sweller, John. "Cognitive Load Theory." In Encyclopedia of the Sciences of Learning, 601–5. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_446.

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Bozack, Amanda. "Social Cognitive Learning Theory." In Encyclopedia of Child Behavior and Development, 1392–94. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2715.

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Whitham, Siena, Lindsey Sterling, C. Enjey Lin, and Jeffrey J. Wood. "Social Cognitive Learning Theory." In Encyclopedia of Autism Spectrum Disorders, 2884–93. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_484.

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Whitham, Siena, Lindsey Sterling, Christie Enjey Lin, and Jeffrey J. Wood. "Social Cognitive Learning Theory." In Encyclopedia of Autism Spectrum Disorders, 4418–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_484.

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Nugues, Pierre M. "Topics in Information Theory and Machine Learning." In Cognitive Technologies, 141–60. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57549-5_6.

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Levine, Marvin. "Human Discrimination Learning." In A Cognitive Theory of Learning, 213–20. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316565-27.

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Frankel, Fred, Marvin Levine, and David Karpf. "Human Discrimination Learning." In A Cognitive Theory of Learning, 203–12. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316565-26.

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Restle, Frank. "A Theory of Discrimination Learning *." In A Cognitive Theory of Learning, 49–54. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003316565-8.

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Conference papers on the topic "Cognitive learning theory"

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Bouki, Vassiliki, Daphne Economou, and Anastassia Angelopoulou. "Cognitive theory of multimedia learning and learning videos design." In the 29th ACM international conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2038476.2038531.

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Chau, Kien Tsong, Wan Ahmad Jaafar Wan Yahaya, Malathi Letchumanan, and Por Fei Ping. "Extending Physical Multimedia Learning with Cognitive Theory of Multimedia Learning." In 2019 IEEE 4th International Conference on Signal and Image Processing (ICSIP). IEEE, 2019. http://dx.doi.org/10.1109/siprocess.2019.8868372.

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Backsanskij, O. E., and E. A. Dergacheva. "Cognitive Processes of the Brain and Learning Theory." In International Scientific Conference "Far East Con" (ISCFEC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200312.010.

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MinNa, Liu. "Distributed cognitive theory: Learning concept of network era." In 2012 International Symposium on Instrumentation & Measurement, Sensor Network and Automation (IMSNA). IEEE, 2012. http://dx.doi.org/10.1109/msna.2012.6324650.

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Kun, Bian, Wang Yan, and Dongnan Han. "Exploring Interactive Design Strategies of Online Learning Platform Based on Cognitive Load Theory." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003585.

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In recent years, online learning has been increasingly popular due to its convenience and accessibility. To improve the quality of online learning, it is essential to understand the learners' cognitive load during online learning interaction. Cognitive load theory and teaching interaction hierarchy theory are employed to explore the impact of learners' cognitive load during online learning interaction. Based on these theories, this study utilizes EEG technology and subjective measurement to measure the cognitive load of learners' operational interaction and information interaction during online learning interaction. Six typical tasks were studied, including login, search, browse, share, and discuss. The results demonstrate that the login and search tasks have a higher cognitive load and the browse and share tasks have a lower cognitive load among the six typical tasks, virtual reality learning environments have a lower cognitive load than online learning environments. Therefore, by correctly identifying the cognitive load of tasks in operational and information interaction, optimization strategies can help to reduce the cognitive load of learners during online learning interaction and improve the quality of online learning.
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Filipovica, Maija, Kevin Kermani Nejad, Will Greedy, Heng Wei Zhu, Jack Mellor, and Rui Ponte Costa. "AI-driven cholinergic theory enables rapid and robust cortex-wide learning." In 2023 Conference on Cognitive Computational Neuroscience. Oxford, United Kingdom: Cognitive Computational Neuroscience, 2023. http://dx.doi.org/10.32470/ccn.2023.1510-0.

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Meng, Jiaying, Zhifan Wang, and Zhimin Li. "Application of Cognitive Load Theory in Mobile Micro-learning." In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.110.

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Song, Shiyu. "Learning in an Online Environment: Remapping Social Cognitive Theory." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444654.

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Cody, Tyler, and Peter A. Beling. "Applying Learning Systems Theory to Model Cognitive Unmanned Aerial Vehicles." In 2023 IEEE Cognitive Communications for Aerospace Applications Workshop (CCAAW). IEEE, 2023. http://dx.doi.org/10.1109/ccaaw57883.2023.10219205.

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Kumar, Sanjay, Rohit Beniwal, Sudhanshu Shekhar Singh, and Vipul Gupta. "Predicting Link Sign in Online Social Networks based on Social Psychology Theory and Machine Learning Techniques." In 2019 IEEE 18th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2019. http://dx.doi.org/10.1109/iccicc46617.2019.9146087.

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Reports on the topic "Cognitive learning theory"

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Heckman, Stuart. Understanding insurance decisions: A review of risk management decision making, risk literacy, and racial/ethnic differences. Center for Insurance Policy and Research, January 2024. http://dx.doi.org/10.52227/26712.2024.

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The racial/ethnic wealth gap is a stunning feature of U.S. household finances. Although the causes of the gap are complex, it is important that researchers investigate disparities between racial/ethnic groups in household financial management areas. We posit that first understanding insurance decisions as a critical component of overall household financial management is an important avenue for further understanding factors that may perpetuate or reduce the racial wealth gap. Moreover, risk management, including the purchase and use of insurance products, is a key yet challenging area for household financial management. Therefore, this literature review focuses on research relevant to three main questions: 1) How do consumers make risk management decisions? 2) What key skills are required to make risk management decisions (with a focus on literacy and numeracy skills)? 3) Do these skills vary between racial/ethnic groups? Regarding the first question, we find that consumers are prone to errors when making decisions involving risk, but research shows that decisions can be improved. Skilled Decision Theory (SDT) highlights that cognitive ability plays less of a central role in decision-making and that decision-making is more of an acquired skill. Consequently, learning comprehension and confidence play a crucial role in the decision-making process. In terms of the second question and the skills needed to make appropriate risk management decisions, the literature suggests that insurance literacy, not necessarily financial literacy, as well as numeracy skills are likely to be critical prerequisites to good insurance choices. In particular, the importance of statistical numeracy in decision-making cannot be overstated. Finally for our third question, our review indicates that there is a relatively limited number of available studies focusing on racial/ethnic differences in risk management decisions and skills. While some studies find differences between racial/ethnic groups in various measures of financial literacy, the findings are overall mixed and, therefore, inconclusive. Researchers should verify if there are, in fact, differences or if the differences are due to other factors that vary by racial/ethnic category.
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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.
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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, April 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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Barahona, Ricardo, Stefano Cassella, and Kristy A. E. Jansen. Do Teams Alleviate or Exacerbate the Extrapolation Bias in the Stock Market? Madrid: Banco de España, November 2023. http://dx.doi.org/10.53479/35522.

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We investigate how teams impact return extrapolation, a bias in belief formation which is pervasive at the individual level and crucial to behavioral asset-pricing models. Using a sample of US equity money managers and a within-subject design, we find that teams attenuate their own members’ extrapolation bias by 75%. This reduction is not due to learning or differences in compensation, workload, or investment objectives between solo-managed and team-managed funds. Rather, we provide supportive evidence that team members engaging in deeper cognitive reflection can explain the bias reduction.
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Dyulicheva, Yulia Yu, Yekaterina A. Kosova, and Aleksandr D. Uchitel. he augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4412.

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The augmented reality applications are effectively applied in education and therapy for people with special needs. We propose to apply the augmented reality portal as a special tool for the teachers to interact with people at the moment when a panic attack or anxiety happens in education process. It is expected that applying the augmented reality portal in education will help students with ASD, ADHD and anxiety disorder to feel safe at discomfort moment and teachers can interact with them. Our application with the augmented reality portal has three modes: for teachers, parents, and users. It gives the ability to organize personalized content for students with special needs. We developed the augmented reality application aimed at people with cognitive disorders to enrich them with communication skills through associations understanding. Applying the augmented reality application and the portal discovers new perspectives for learning children with special needs. The AR portal creates illusion of transition to another environment. It is very important property for children with ADHD because they need in breaks at the learning process to change activity (for example, such children can interact with different 3D models in the augmented reality modes) or environment. The developed AR portal has been tested by a volunteer with ASD (male, 21 years old), who confirmed that the AR portal helps him to reduce anxiety, to feel calm down and relaxed, to switch attention from a problem situation.
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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-two teachers using a set of teacher assessment instruments that measure both cognitive and non-cognitive skills. We discovered a significant and positive correlation between teacher competence in numeracy and student numeracy achievement. Furthermore, assessing teaching practices using a lesson demonstration is positively associated with students’ achievement. However, we found a significant but negative relationship between teacher competence in literacy and student literacy outcomes. We also reported a similar pattern in the correlation between teachers’ portfolio assessments and students’ learning outcomes. The negative correlation in literacy measurements may be explained by the difficulties experienced by teachers in Indonesia in translating their knowledge into practice, as there are no specific subjects designated to Indonesian language and reading comprehension. From a policy perspective, the government and education institutions can strengthen their teacher recruitment mechanisms by adopting instruments that can predict teacher effectiveness. Furthermore, these screening instruments should be combined with ex-post assessment tools as those assessments will provide a comprehensive overview of teacher capabilities, not only in terms of prospective teacher characteristics but also in terms of their actual classroom teaching performance after a certain period of teaching practice.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.

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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.
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