Relevant bibliographies by topics / Feedback (Psychology) . Cognitive science. Learning

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

Academic literature on the topic 'Feedback (Psychology) . Cognitive science. Learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Feedback (Psychology) . Cognitive science. Learning"

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Agarwal, Pooja K., and Henry L. Roediger. "Lessons for learning: How cognitive psychology informs classroom practice." Phi Delta Kappan 100, no. 4 (November 26, 2018): 8–12. http://dx.doi.org/10.1177/0031721718815666.

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The learning sciences span multiple fields, including psychology, computer science, and neuroscience. In particular, cognitive psychology focuses on complex operations that occur inside the brain. Attention to these hidden processes can reveal ways to promote lasting learning. Pooja Agarwal and Henry Roediger draw on research in both the laboratory and the classroom to identify four important strategies — retrieval practice, feedback, spaced practice, and interleaving — that have been shown to help students learn. The effects of these practices apply across multiple grade levels and subject areas, and teachers can often incorporate them by making minor tweaks to their current practices.
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Wang, Chun. "On Interim Cognitive Diagnostic Computerized Adaptive Testing in Learning Context." Applied Psychological Measurement 45, no. 4 (February 23, 2021): 235–52. http://dx.doi.org/10.1177/0146621621990755.

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Interim assessment occurs throughout instruction to provide feedback about what students know and have achieved. Different from the current available cognitive diagnostic computerized adaptive testing (CD-CAT) design that focuses on assessment at a single time point, the authors discuss several designs of interim CD-CAT that are suitable in the learning context. The interim CD-CAT differs from the current available CD-CAT designs primarily because students’ mastery profile (i.e., skills mastery) changes due to learning, and new attributes are added periodically. Moreover, hierarchies exist among attributes taught sequentially and such information could be used during item selection. Two specific designs are considered: The first one is when new attributes are taught in Stage II, but the student mastery status of the previously taught attributes stays the same. The second design is when both new attributes are taught, and previously taught attributes can be further learned or forgotten in Stage II. For both designs, the authors propose an individual prior, which considers a person’s learning history and population learning model, to start an interim CD-CAT. Simulation results show that the Stage II CD-CAT using individual prior outperforms the methods using population priors. The GDINA (generalized deterministic inputs, noisy, “and” gate) diagnostic index (GDI) is extended to accommodate item hierarchies, and analytic results are provided to further illustrate the types of items that are most popular during item selection. As the first study that focuses on the application of CD-CAT in a learning context, the methods and results present herein showed the great promise of using CD-CAT to monitor learning.
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Camachon, Cyril, David M. Jacobs, Mickaël Huet, Martinus Buekers, and Gilles Montagne. "The Role of Concurrent Feedback in Learning to Walk Through Sliding Doors." Ecological Psychology 19, no. 4 (September 21, 2007): 367–82. http://dx.doi.org/10.1080/10407410701557869.

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Ladino Nocua, Andrea Catalina, Joan Paola Cruz Gonzalez, Ivonne Angelica Castiblanco Jimenez, Juan Sebastian Gomez Acevedo, Federica Marcolin, and Enrico Vezzetti. "Assessment of Cognitive Student Engagement Using Heart Rate Data in Distance Learning during COVID-19." Education Sciences 11, no. 9 (September 14, 2021): 540. http://dx.doi.org/10.3390/educsci11090540.

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Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students’ heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool.
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McAllister, Wallace R., and Dorothy E. McAllister. "Fear determines the effectiveness of a feedback stimulus in aversively motivated insturmental learning." Learning and Motivation 23, no. 1 (February 1992): 99–115. http://dx.doi.org/10.1016/0023-9690(92)90025-h.

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Stein, Janice Gross. "Political learning by doing: Gorbachev as uncommitted thinker and motivated learner." International Organization 48, no. 2 (1994): 155–83. http://dx.doi.org/10.1017/s0020818300028150.

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The direction and scope of the change in Soviet foreign policy after 1985 cannot be explained without reference to the impact of Gorbachev's representation of the Soviet security problem. Changes in the international distribution of capabilities and generational change are indeterminate explanations of the changes in Soviet foreign policy. Building on propositions from social cognition and organizational psychology, I argue that through inductive “trial-and-error learning” from failure, Gorbachev developed a new representation of the “ill-structured” Soviet security problem. Gorbachev learned in part because he was a relatively uncommitted thinker on security issues and was open to the ideas of experts. He was also highly motivated to learn because of his commitment to domestic reform. The complex interactive relationship between learning and action that provided quick feedback is captured by the social cognition of “learning by doing.” The conditionality of political learning suggests a rich research agenda for the analysis of foreign policy change.
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Bihl, Trevor, Todd Jenkins, Chadwick Cox, Ashley DeMange, Kerry Hill, and Edmund Zelnio. "From Lab to Internship and Back Again: Learning Autonomous Systems through Creating a Research and Development Ecosystem." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9635–43. http://dx.doi.org/10.1609/aaai.v33i01.33019635.

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As research and development (R&D) in autonomous systems progresses further, more interdisciplinary knowledge is needed from domains as diverse as artificial intelligence (AI), bi-ology, psychology, modeling and simulation (M&S), and robotics. Such R&D efforts are necessarily interdisciplinary in nature and require technical as well as further soft skills of teamwork, communication and integration. In this paper, we introduce a 14 week, summer long internship for developing these skills in undergraduate science and engineering interns through R&D. The internship was designed to be modular and divided into three parts: training, innovation, and application/integration. The end result of the internship was 1) the development of an M&S ecosystem for autonomy concepts, 2) development and robotics testing of reasoning methods through both Bayesian methods and cognitive models of the basal ganglia, and 3) a process for future internships within the modular construct. Through collaboration with full-time professional staff, who actively learned with the interns, this internship incorporates a feedback loop to educate and per-form fundamental R&D. Future iterations of this internship can leverage the M&S ecosystem and adapt the modular internship framework to focus on different innovations, learning paradigms, and/or applications.
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Hauck, David Johannes, and Insa Melle. "Molecular Orbital Theory—Teaching a Difficult Chemistry Topic Using a CSCL Approach in a First-Year University Course." Education Sciences 11, no. 9 (August 31, 2021): 485. http://dx.doi.org/10.3390/educsci11090485.

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Collaboration is regarded as one of the core competences of the 21st century when it comes to complex problem solving. In response to high dropout rates among STEM students, we developed a digital-collaborative intervention on a difficult topic, MO theory, for first-year chemistry students. First, students work independently in a Digital Learning Environment (DLE). Afterwards, they collaborate in small groups and create Concept Maps on MO theory. We evaluate this intervention through knowledge tests, tests of attractiveness, cognitive load, and usability during the DLE and concept mapping process, as well as audio and screen recordings during the collaborative group processes. This paper presents the detailed study design together with results from a first study in January 2021, focusing on the practicability of the intervention and students’ feedback. Overall, each small group succeeded in creating a Concept Map. Students rated all phases of the intervention as attractive, with high usability and low cognitive load, although the interactive videos scored better for attractiveness and usability than the concept mapping process. On that basis, first adjustments for a second cycle of the intervention, which will be conducted in January 2022, were derived.
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Sanders, William, and Douglas McHugh. "Pre-Clerkship Medical Students’ Experiences and Perspectives of System 1 and System 2 Thinking: A Qualitative Study." Education Sciences 11, no. 2 (January 20, 2021): 34. http://dx.doi.org/10.3390/educsci11020034.

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Dual-process theories may be invoked to explain how physicians interact with, interpret, and draw inferences from clinical information. Stanovich and West’s model articulates two kinds of thinking—intuitive-based System 1 and analytical-based System 2—which have been under-investigated with physicians in training. This qualitative study explored pre-clerkship medical students’ retrospective perspectives and experiences of System 1 and System 2 thinking via 12 semi-structured interviews and abductive, progressive focusing. Participants identified patient interactions, clinical note writing, knowledge synthesis, problem list and differential diagnosis generation, evaluating evidence, and critical appraisal of literature as pre-clerkship opportunities to engage in System 1 or System 2 thinking. Six major themes emerged from analysis of participants’ interview transcripts: cognitive processes, deliberate practice, learning environment: being alone or being together, stickiness factor, biases and heuristics, and prior experience of attaining competence. Participants valued the anticipated role that System 1 and System 2 thinking will play in their future practice, and experienced nascent, self-regulated development of these cognitive processes during the pre-clerkship phase of their education without formal feedback or coaching from clinician preceptors. Pre-clerkship curricula should further embrace low-stakes, incremental teaching on metacognition and continuous monitoring of knowledge processing as a key competency for physician learners.
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Morgan, Sarah L., Patricia M. Palagi, Pedro L. Fernandes, Eija Koperlainen, Jure Dimec, Diana Marek, Lee Larcombe, Gabriella Rustici, Teresa K. Attwood, and Allegra Via. "The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training." F1000Research 6 (August 24, 2017): 1557. http://dx.doi.org/10.12688/f1000research.12332.1.

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One of the main goals of the ELIXIR-EXCELERATE project from the European Union’s Horizon 2020 programme is to support a pan-European training programme to increase bioinformatics capacity and competency across ELIXIR Nodes. To this end, a Train-the-Trainer (TtT) programme has been developed by the TtT subtask of EXCELERATE’s Training Platform, to try to expose bioinformatics instructors to aspects of pedagogy and evidence-based learning principles, to help them better design, develop and deliver high-quality training in future. As a first step towards such a programme, an ELIXIR-EXCELERATE TtT (EE-TtT) pilot was developed, drawing on existing ‘instructor training’ models, using input both from experienced instructors and from experts in bioinformatics, the cognitive sciences and educational psychology. This manuscript describes the process of defining the pilot programme, illustrates its goals, structure and contents, and discusses its outcomes. From Jan 2016 to Jan 2017, we carried out seven pilot EE-TtT courses (training more than sixty new instructors), collaboratively drafted the training materials, and started establishing a network of trainers and instructors within the ELIXIR community. The EE-TtT pilot represents an essential step towards the development of a sustainable and scalable ELIXIR TtT programme. Indeed, the lessons learned from the pilot, the experience gained, the materials developed, and the analysis of the feedback collected throughout the seven pilot courses have both positioned us to consolidate the programme in the coming years, and contributed to the development of an enthusiastic and expanding ELIXIR community of instructors and trainers.
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Dissertations / Theses on the topic "Feedback (Psychology) . Cognitive science. Learning"

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Gardner, Dianne University of New South Wales/Sydney University AGSM UNSW. "The role of feedback about errors in learning a complex novel task." Awarded by:University of New South Wales/Sydney University. AGSM, 2003. http://handle.unsw.edu.au/1959.4/32230.

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Two studies were undertaken in order to investigate the effect of different forms of error feedback and error framing in learning a complex novel task. The experimental task in both studies was a computer-based simulation of a group management situation. After each of the 12 trials, all participants received feedback about their performance on that trial. Participants receiving signal error feedback were also advised as to where they had made errors. Participants receiving diagnostic feedback were told how they could have achieved optimum performance on the previous trial. Learning, performance, strategy, exploration and depth of processing were measured during the task. Self-report measures of self-efficacy, self-set goals, satisfaction and intrinsic motivation were taken after the first six trials and again after all 12 trials were completed. In study 1, detailed diagnostic feedback was associated with better performance than feedback which simply signaled where an error had been made, or feedback that did not identify errors. Diagnostic feedback facilitated the development and use of effective problem-solving strategies and discouraged trial-and-error exploration of the problem space. In this research, exploration was found to be negatively associated with learning and performance. Learners??? self-efficacy moderated the effects of error feedback: learners with high self-efficacy showed high levels of performance regardless of the level of information that the feedback provided but for those with low self-efficacy, detailed diagnostic feedback was essential for the learning process. In the second study, positive error framing (error management) was investigated as a possible means of making signal error feedback more valuable in learning. However while positive error framing was associated with more exploration as expected, it also produced poorer strategies and worse performance than negative error framing (error avoidance instructions). Participants who used good learning strategies instead of exploration performed well despite impoverished feedback. Self-efficacy moderated the impact of error framing: positive error framing helped those with low self-efficacy, but for those with higher self-efficacy it was of more value to encourage error avoidance than error tolerance. The findings show important interactions between error framing, error feedback and learner characteristics.
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Van, Buskirk Wendi Lynn. "Investigating the optimal presentation of feedback in simulation-based training an application of the cognitive theory of multimedia learning." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5071.

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Finally, while I did not support my hypothesis that an interaction between all three components of feedback would affect performance, it is promising that the pattern of results mirrored the hypothesized pattern. Theoretical and practical implications, as well as limitations of the current study and directions for future research are discussed.; There are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers should not consider the timing of feedback in isolation. There are other parameters of feedback that must also be considered which may have an impact on performance. Specifically, feedback content and modality may also have an impact on the appropriate timing of feedback and its' effectiveness in simulation training environments. Moreno and Mayer (2000) propose a cognitive theory of multimedia learning which describes how instruction is perceived and processed by a trainee. Using this theoretical framework, I investigate the optimal use of feedback while considering the interaction of feedback timing, content, and modality in scenario-based training environments. In order to investigate the relationship between the timing, modality, and content of feedback, a 2 (immediate, delayed) X 2 (visual, auditory) X 2 (process, outcome) between-subjects design was used (a no feedback control condition was also included). Ninety participants were randomly assigned to the nine experimental groups. These participants performed a visual-spatial military task called the Forward Observer PC-based Simulation. Results indicated that receiving feedback was beneficial to improve performance as compared to receiving no feedback. As hypothesized, during a visual-spatial task, auditory feedback presented during a scenario led to higher performance than visual feedback.
ID: 029808925; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 114-123).
Ph.D.
Doctorate
Psychology
Sciences
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Yoder, Ryan J. "Learning cognitive feedback specificity during training and the effect of learning for cognitive tasks." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1256155902.

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Yoder, Ryan J. "Learning Cognitive Feedback Specificity during Training and the Effect on Learning for Cognitive Tasks." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1256155902.

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Lin, Hui-Ju. "Bilingualism, feedback, cognitive capacity, and learning strategies in L3 development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/453905362/viewonline.

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Hu, Hongzhan. "Exploring the concept of feedback with perspectives from psychology and cognitive science." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107090.

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This study explores the concept of feedback from various perspectives in psychology and cognitive science. Specifically, the theories of ecological psychology, situated and Distributed Cognition, Cognitive Systems Engineering and Embodied cognition are investigated and compared. Cognitive Systems Engineering provides a model of feedback and related constructs, to understand human behavior in complex working environments. Earlier theories such as ecological psychology, considered feedback as direct perception. Situated cognition clearly inherits ideas from ecological psychology, whereas distributed cognition provides a deeper understanding of feedback through artifact use. Cognitive Systems Engineering provides a systematic view of feedback and control. This framework is a suitable perspective to understanding feedback in human-machine settings.
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Elwin, Ebba. "Learning with selective feedback effects on performance and coding of unknown outcomes /." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-106880.

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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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Ridley, Elizabeth. "Error-Related Negativity and Feedback-Related Negativity on a Reinforcement Learning Task." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3714.

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Event-related potentials play a significant role in error processing and attentional processes. Specifically, event-related negativity (ERN), feedback-related negativity (FRN), and the P300 are related to performance monitoring. The current study examined these components in relation to subjective probability, or confidence, regarding response accuracy on a complicated learning task. Results indicated that confidence ratings were not associated with any changes in ERN, FRN, or P300 amplitude. P300 amplitude did not vary according to participants’ subjective probabilities. ERN amplitude and FRN amplitude did not change throughout the task as participants learned. Future studies should consider the relationship between ERN and FRN using a learning task that is less difficult than the one employed in this study.
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Langley, Paul Andrew. "An experimental study of the impact of online cognitive feedback on performance and learning in an oil producers microworld." Thesis, London Business School (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321806.

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Books on the topic "Feedback (Psychology) . Cognitive science. Learning"

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A, Farmer James, and Wolff Phillip M, eds. Instructional design: Implications from cognitive science. Englewood Cliffs, NJ: Prentice Hall, 1991.

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Speelman, Craig P. Beyond the learning curve. New York: Oxford University Press, 2005.

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Medin, Douglas L. The psychology of learning and motivation: Advances in research and theory. London: Academic Press, 1996.

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Teaching minds: How cognitive science can save our schools. New York: Teachers College Press, 2011.

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F, Reif. Applying cognitive science to education: Thinking and learning in scientific or other domains. Cambridge, Mass: MIT Press, 2007.

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Speelman, Craig P. Beyond the learning curve: The construction of mind. Oxford: Oxford University Press, 2005.

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Bower, Gordon H. The Psychology of Learning and Motivation, 21: Advances in Research and Theory. Burlington: Elsevier, 1988.

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Ross, Brian H. The psychology of learning and motivation: Advances in research and theory. Amsterdam: Academic Press, 2003.

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Medin, Douglas L., Keith James Holyoak, and David R. Shanks. Causal learning. San Diego: Academic Press, 1996.

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Concise learning and memory: The editor's selection. Amsterdam: Elsevier/Academic, 2009.

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Book chapters on the topic "Feedback (Psychology) . Cognitive science. Learning"

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Olsson, Henrik, and Peter Juslin. "When Learning is Detrimental: SESAM and Outcome Feedback." In Proceedings of the Twenty First Annual Conference of the Cognitive Science Society, 496–501. New York: Psychology Press, 2020. http://dx.doi.org/10.4324/9781410603494-92.

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Read, Stephen J., and Jorge A. Montoya. "A Feedback Neural Network Model of Causal Learning and Causal Reasoning." In Proceedings of the Twenty First Annual Conference of the Cognitive Science Society, 578–83. New York: Psychology Press, 2020. http://dx.doi.org/10.4324/9781410603494-106.

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Eyler, Janet, Susan Root, and Dwight E. Giles. "Service-learning and the development of expert citizens: Service-learning and cognitive science." In With service in mind: Concepts and models for service-learning in psychology., 85–100. Washington: American Psychological Association, 1998. http://dx.doi.org/10.1037/10505-005.

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Sedrakyan, Gayane, and Monique Snoeck. "Cognitive Feedback and Behavioral Feedforward Automation Perspectives for Modeling and Validation in a Learning Context." In Communications in Computer and Information Science, 70–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66302-9_4.

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Cowley, Stephen J. "Entrenchment: A view from radical embodied cognitive science." In Entrenchment and the psychology of language learning: How we reorganize and adapt linguistic knowledge., 409–31. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/15969-019.

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Ghosh, Ahona, and Sriparna Saha. "Sensing the Mood-Application of Machine Learning in Human Psychology Analysis and Cognitive Science." In Smart Computational Intelligence in Biomedical and Health Informatics, 101–14. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003109327-8.

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Van Goidsenhoven, Leni, and Anneleen Masschelein. "“Writing by Prescription”: Creative Writing as Therapy and Personal Development." In New Directions in Book History, 265–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_11.

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AbstractThis chapter investigates how-to books on creative “life writing” for therapy, transformative learning, and personal development, in short, therapeutic writing. This subgenre of writing advice is situated in two different domains with psychology and pedagogy on the one hand, and life writing and creative writing on the other hand. After a brief overview of the history of therapeutic writing, we focus on Jessica Kingsley Publishers (JKP), a leading international niche publisher in the field of neurological and cognitive differences. JKP offers a combination of popular-science books, memoirs, and self-help publications, as well as a series of how-to books on writing for therapy or personal development. By this specific grouping of genres and formats, JKP turns its readers into writers and also guides the process of writing by setting out standards for narratives about neurological illness and disability, both in content and form. Combining both textual and contextual analysis, we examine the advice oeuvres of three JKP authors, Gillie Bolton, Kate Thompson, and Celia Hunt, to see how they relate to the therapeutic and self-help ethos as well as to more literary forms of creative writing, and how they negotiate the ideas of becoming a writer through craft, therapy, and self-expression.
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Engelthaler, Tomas, and Thomas T. Hills. "Modeling Early Word Learning through Network Graphs." In Network Science in Cognitive Psychology, 166–83. Routledge, 2019. http://dx.doi.org/10.4324/9780367853259-9.

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Boakes, Robert A. "Learning theory and the cognitive revolution, 1961–1971: a personal perspective." In Inside Psychology: A science over 50 years, 37–48. Oxford University Press, 2008. http://dx.doi.org/10.1093/acprof:oso/9780199228768.003.0004.

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"“Mining for Meaning:” Cognitive Effects of Inserted Questions in Learning From Scientific Text." In The Psychology of Science Text Comprehension, 429–48. Routledge, 2014. http://dx.doi.org/10.4324/9781410612434-27.

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Conference papers on the topic "Feedback (Psychology) . Cognitive science. Learning"

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Thilanka, S. A. R., H. M. T. N. Dayarathna, M. Pranavan, and P. R. Wijewantha. "Cognitive psychology oriented education with virtual learning and continuous evaluation." In 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926599.

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Wang, Xiao-ling, Jun Liu, and Su-yan Zhang. "The Study of qImplicit Learningq in Sports Skills Learning Based on Cognitive Psychology." In 2018 International Conference on Education Reform and Management Science (ERMS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/erms-18.2018.81.

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High, Radka, and Karolina Duschinska. "How to Motivate Students in Large-enrollment Courses for Active-learning." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11280.

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Large-enrollment courses are often necessary platforms for teaching in universities all over the world. This article will begin with a theoretical approach in which we introduce proofs from cognitive psychology that demonstrate the effectiveness of active learning methods over the more traditional structured, lecture based, lessons. Second part consists of analysis of our lectures and described 5 possibilities how to motivate students to be active learners. The qualitative analysis of students’feedback is in the end of article. Students appreciated most using ICT tools for instant feedback during lectures and the fact that they had an option to be active.
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M. Bahgat, Mohamed, Ashraf Elsafty, and Ashraf Shaarawy. "Validating the Impact of FIRST as a New Learner Experience Framework for Teachers Professional Development." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6204.

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Teachers’ Professional Development ‘TPD’ has always been an area of growing interest in educational research. Several researchers have thoroughly explored the TPD domain aiming to develop and train teachers on how to understand, experience, practice and have a sustainable impact on learners. FIRST (Bahgat et al. 2018) is a new learner experience framework, which consists of five domains; focusing on learner ‘ F’, interacting within group dynamics ‘ I’, reviewing actively ‘R’, structuring and sequencing ‘S’, and transforming learning into performance ‘T’. It is designed based on educational psychology, neuroscience, and cognitive psychology, to create a framework that promotes active deep learning and inspires a positive transformation in mindset and behaviours. FIRST was applied on a TPD program named Roadmap of Outstanding Educators ‘ROOTS’. The participants were one hundred and seven teachers. This paper attempts to explore the impact of FIRST Framework on TPD, teachers experience as learners and teachers motivation to transfer their learning into performance in the classrooms. The study employed exploratory sequential mixed methods design using case study methodology. Qualitative data was analysed and interpreted into codes and themes. Quantitative data was analysed using SPSS. Major findings: (1) Teachers reported that FIRST is comprehensive and compiles various educational theories, models and strategies, they were able to apply the principles and strategies in their classrooms immediately after the professional program days were over, (2) Student’s feedback and overall experience were enhanced, (3) Some schools has adopted FIRST as a learner experience. These findings recommended that teachers should live the TPD experience as learners. The TPD programs should include follow up phase to enhance teachers’ experience and encourage the transfer of learning into performance. Keywords: Active Learning; Deep Learning; Student Experience; Teachers Professional Developmen
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