Articoli di riviste: "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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Freitas, Sandra Ferreira, and Christiane Kleinübing Godoi. "A APRENDIZAGEM ORGANIZACIONAL SOB A PERSPECTIVA SÓCIO-COGNITIVA: CONTRIBUIÇÕES DE LEWIN, BANDURA E GIDDENS." Revista de Negócios 13, no. 4 (February 11, 2009): 40. http://dx.doi.org/10.7867/1980-4431.2008v13n4p40-55.

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This article seeks to establish the transfer of contributions of socio-cognitive learning theories to the sphere of organizational learning. The central argument is the idea that social cognition explains organizational learning more adequately than the fragmented studies of learning derived from the organizational field. Within the socio-cognitive perspective, organizational learning is understood as the result of a reciprocal exchange between socio-cognitive constructs and organizational culture. The understanding of organizational learning requires consideration of the social aspects of learning, and is based on theories capable of interconnecting individual processes, the functioning of the groups, and social relations. Among the learning theories that consider the social context, we elect the analysis and transfer of the following theories, to the organizational sphere: a) Kurt Lewin’s field theory (and his influence on Dewey); b) Bandura’s cognitive social learning theory (and the influence of the attribution theory); and Giddens’ theory of structuration.

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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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Ouda, Hassan A. G., and Ralf Klischewski. "Accounting and politicians: a theory of accounting information usefulness." Journal of Public Budgeting, Accounting & Financial Management 31, no. 4 (November 14, 2019): 496–517. http://dx.doi.org/10.1108/jpbafm-10-2018-0113.

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Purpose How do cognitive aspects influence the use/non-use of accounting information by the politicians? The purpose of this paper is to conceptualize and theorize the readiness to use and the actual use of accounting information in relation to the human and social agency involved. Design/methodology/approach Applying cognitive fit theory and social cognitive theory, the authors explain how cognition of accounting information producers and users relates to their tasks and their environment. Analyzing cognitive matching, the authors develop accounting information usefulness as a function of the cognitive match between the accounting information producers and users. Findings The theoretical findings posit that cognitive fit increases with the degree of matching between the cognition of accounting information producers and the cognition of accounting information users. The theory proposes that enriching and matching the various cognitive factors lead to formation of more aligned mental representations to govern the processes of accounting information production and use as a prerequisite for the accounting information usefulness. Research limitations/implications By theorizing human cognition, behavior and learning, the authors seek to contribute to the explanation and prediction of accounting information use. Future research needs to empirically validate and/or further develop the propositions. Practical implications Practically, the conceptualization can be used to align individual and collective learning on both sides and to introduce information use audit as an instrument for supporting collective learning. Originality/value The theory of accounting information usefulness is the first attempt in public sector accounting literature to explain the relation of production and consumption of accounting information in relation to the cognition of the actors involved.

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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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Stapa, Siti Hamin. "Socio-Cognitive Theory in Second Language Learning." International Journal of Learning: Annual Review 12, no. 7 (2007): 137–44. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45390.

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ALGHAFRI, Ali Salim Rashid. "HEBB'S THEORY OF LEARNING IN COGNITIVE NEUROSCIENCE." International Journal of Humanities and Educational Research 03, no. 05 (October 1, 2021): 259–65. http://dx.doi.org/10.47832/2757-5403.5-3.23.

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Donald Hebb who is the founder of theory of learning behavior from the perspective of cognitive neuroscience based on the cell assembly. Where he explained the occurrence of learning through the Hebb's synapse, which explained the mechanism of interaction and connection between synaptic cells, and the activity that occurs between them to produce learning and related thinking and memory. Also, how the induce that occurs between the cell assembly in the Hebb's synapse has a significant role to understand learning and associated skills, abilities and behavior. Therefore, this theory in the field of education and psychology was employed in the mechanism of long-term Potentiation (LTP) to interpret the occurrence of learning in terms of cognitive neuroscience. Keywords: Cognitive Neuroscience, Theory, Hebb, Learning, Teaching, Brain, Neuron

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Tennyson, Robert D., and Mariana Rasch. "Linking cognitive learning theory to instructional prescriptions." Instructional Science 17, no. 4 (1988): 369–85. http://dx.doi.org/10.1007/bf00056222.

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Saragih, Fernando. "The Self-Regulated Learning: Social Cognitive Theory." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 11, no. 2 (November 30, 2024): 124–33. https://doi.org/10.21831/jppm.v11i2.57542.

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Self-regulated learning is one illustration of the development of students' character, where this character is absolute for students. Based on this, researchers are interested in the condition of learning independence and the factors that influence it (peers, learning motivation, and self-efficacy). The approach used in this research is quantitative. The data collection method used is the explanatory research method (questionnaire). The questionnaire consists of 47 statements and each statement has 4 choices. All statements in the questionnaire are valid and reliable to test (CFA). This research used a simple random sampling technique with SMM analysis with 120 respondents. The results show that peers directly have a positive effect (0.0723) on learning independence, but it is not significant (0.3965 0.05). Different things can be seen in the indirect influence, namely on learning motivation, self-efficacy which shows a positive influence (m1 of 0.0971, m2 of 0.1783, m1 and m2 of 0.2444) and significance (BootLLCI and BootULCI 0).

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Park, Yangjoo. "Understanding and Designing Concept Learning through Expansive Learning Theory." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (February 15, 2025): 135–51. https://doi.org/10.22251/jlcci.2025.25.3.135.

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Objectives This study aims to integrate Vygotsky's theory of concept acquisition with Engeström's expansive learning theory to propose effective strategies for designing concept learning processes in educational contexts. Methods Using a literature analysis method, this study explored Vygotsky's concepts of double stimulation, the zone of proximal development (ZPD), and internalization. Additionally, Engeström's expansive learning cycle was applied to individual learning activities to deeply analyze the process through which learners experience and resolve cognitive conflicts and contradictions. Results The study confirmed that expansive learning theory can be effectively applied to the concept learning process. Learners experienced cognitive development as they recognized contradictions between prior knowledge and new information and resolved them. Through this process, step-by-step learning strategies were derived, including problem identification, contradiction analysis, new concept design and experimentation, concept internalization, and knowledge integration. Conclusions The integration of expansive learning theory and concept learning theory effectively promotes cognitive development through learners' self-directed learning and social interactions. This study provides a new perspective on instructional design and proposes the feasibility of implementing learner-centered education.

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Muna, Lia Aulial, Yunidar Ayu Ningrum та Rizqina Wahyu Laras Pertiwi. "An-Naẓariyyah Al-Ma’rifiyyah Wa Istikhdāmuhā Fī Ta’līmi Al-Lugah". Al-Tadris: Jurnal Pendidikan Bahasa Arab 8, № 2 (14 грудня 2020): 222–36. http://dx.doi.org/10.21274/tadris.2020.8.2.222-236.

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Cognitive theory is the main stream that makes learning and teaching closer to the realities of human learning, because cognitive theory takes into account the characteristics of learners and the factors that influence learning and the process. Cognitive theory aims to answer the basics that help students prepare and processing information so that this information is relevant which means for them become independent in their learning. This cognitive theory is based on attention to internal cognitive process, namely: attention, perception, acceptance, processing, and information processing. And the applicaton of this cognitive theory in language learning is possible in learning material, learning methods, learning media, teaching methods and so on. In this article the writer shows the application of this cognitive theory in the design of subject in speech skill. 

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Allanazarova, M. "Vocabulary Retention in Cognitive Theory." Bulletin of Science and Practice 6, no. 9 (September 15, 2020): 414–19. http://dx.doi.org/10.33619/2414-2948/58/42.

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Vocabulary learning has been a key aspect of acquiring a second language for many years. Many scholars and linguists claimed that learning languages cannot be successful without a wide range of vocabulary. However, most ESL learners are confronted with recalling difficulties as they tend to forget the word fast that they learned recently. These challenges are commonly discussed and researched by Cognitivists since they deem that there are several reasons for forgetting associated with memory and mental process. This case study entails small-scale research on vocabulary retention, reasons for forgetting, and some potential solutions to recall words in the second language. For this case study, we have chosen Cognitivism Theory in a bid to investigate and find out remembering challenges of our ESL learner and give her some possible solutions because according to cognitive psychology it is said that systematic forgetting occurs owing to interfering effects, a continuation of the very process of subsumption, neurolinguistic blocking and other factors. Relying on their findings we tried to help our seventeen-year-old student who tends to forget English words easily. In this case, the hypothesis of the research is that pictorial texts or stories can be more effective for short and long-term vocabulary learning and retention.

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Chiriacescu, Vlad, Leen-Kiat Soh, and Duane F. Shell. "Understanding Human Learning Using a Multi-agent Simulation of the Unified Learning Model." International Journal of Cognitive Informatics and Natural Intelligence 7, no. 4 (October 2013): 1–25. http://dx.doi.org/10.4018/ijcini.2013100101.

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Within cognitive science and cognitive informatics, computational modeling based on cognitive architectures has been an important approach to addressing questions of human cognition and learning. This paper reports on a multi-agent computational model based on the principles of the Unified Learning Model (ULM). Derived from a synthesis of neuroscience, cognitive science, psychology, and education, the ULM merges a statistical learning mechanism with a general learning architecture. Description of the single agent model and the multi-agent environment which translate the principles of the ULM into an integrated computational model is provided. Validation results from simulations with respect to human learning are presented. Simulation suitability for cognitive learning investigations is discussed. Multi-agent system performance results are presented. Findings support the ULM theory by documenting a viable computational simulation of the core ULM components of long-term memory, motivation, and working memory and the processes taking place among them. Implications for research into human learning, cognitive informatics, intelligent agent, and cognitive computing are presented.

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Badi’ah, Zahrotul. "Implikasi Teori Belajar Kognitif J. Piaget dalam Pembelajaran Bahasa Arab dengan Metode Audiolongual." Attractive : Innovative Education Journal 3, no. 1 (March 10, 2021): 76. http://dx.doi.org/10.51278/aj.v3i1.166.

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There are so many learning theories, one of which is the cognitive theory. This article aims to examine cognitive learning theory and its implications for learning Arabic. The cognitive learning theory would be explored in depth based on the perspective of J. Piaget's theory and Arabic learning using the audio lingual method. This article is characterized by literature review, data is extracted through literature study and analysed through content analysis. The results found that cognitive theory has implications for learning Arabic with the audio lingual method, which has several aspects, namely: aspects of learning objectives, aspects of learning materials, aspects of language environment, aspects of method use, aspects of learning levels, aspects of learning models and aspects of facilities. Keywords: Cognitive Learning Theory, Arabic Language Learning, Audio lingual Method

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Chen, Ke. "Functional Structure Design of English Learning Machine Based on Innovative Cognition." Advanced Materials Research 538-541 (June 2012): 2967–71. http://dx.doi.org/10.4028/www.scientific.net/amr.538-541.2967.

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In terms of cognitive psychology and innovative psychology, this paper establishes the innovative cognitive process of English learning from input of information to output of language acquisition result. Then combined with the theory of cognitive linguistics, the paper analyzes the main impact that innovative cognition produced on English learning process, and proposes the related English learning strategies. Based on the above theory, functional structure of English learning machine, which is made up of the man-machine interaction interface, the core function layer and the hardware base layer, is presented. The method proposed here should be helpful for further research on the model of English learning machine.

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Bahk, Hae-jin. "A Study on Teaching Methods of Sight Reading by Applying Cognitive Apprenticeship Theory -Focusing on Students Majoring in Piri at an Music High School." Korean Society of Music Education Technology 63 (April 30, 2025): 233–51. https://doi.org/10.30832/jmes.2025.63.233.

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The purpose of this study is to develop a guideline of teaching-learning using the cognitive apprentice theory and to verify the effect on learners' degree of musical knowledge acquisition, self-efficacy, musical self-efficacy, and meta-cognition by utilizing the theory of cognitive apprentice of piri’s sight reading class in music high schools. For this study, references on sight reading, piri, and the theory of cognitive apprentice were reviewed, and based on this, a teaching-learning guideline for sight reading of piri, which applied the theory of cognitive apprentice in a total of 5 sessions, was developed. The subject of the study of teaching-learning program of sight reading in piri, applied the theory of cognitive apprentice was 31 students majoring in piri in the 1st and 2nd grades of an art high school located in Gangnam-gu, Seoul, and it was applied to a total of 5 classes. In order to find out the effect of the program applied in this study, the results were quantitatively analyzed by conducting a pre-practice evaluation and a pre-questionnaire before the class of sight reading in piri to which the cognitive apprentice theory was applied, and a post-practice evaluation and post-questionnaire after the class. In addition, this research was qualitatively analyzed by integrating activity sheets, questionnaires of learners, and self-evaluation of teachers in order to understand the degree of emotional improvement of learners who are difficult to grasp by quantitative analysis. The results of qualitative study analysis are as follows. The teaching-learning program of sight reading used the cognitive apprentice theory was effective in the positive growth such as self-efficacy, musical self-efficacy, and meta-cognition of art high school students majoring in Piri. And, as the class was in progress, learners gained confidence in playing musical instruments in the process of caring for and interacting with each other. The teaching-learning program of sight reading in piri, which applied the cognitive apprenticeship theory through the analysis of these results, had an overall positive effect on the acquisition ability of musical knowledge, self-efficacy, musical self-efficacy, and meta-cognition improvement of learners majoring in piri.

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Xiaotian, Wang, Nirat Jantharajit, and Sarit Srikhao. "Fostering autonomy in vocational college students: A fusion of metacognitive strategies and social cognitive learning theory." Asian Journal of Contemporary Education 8, no. 1 (May 6, 2024): 42–51. http://dx.doi.org/10.55493/5052.v8i1.5065.

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The aim of this study is to investigate how to foster vocational college students' autonomy in learning by integrating metacognitive strategies and social cognitive learning theory. The study uses social cognitive learning theory to look at metacognitive strategies in a systmematic and thorough way. It looks for similarities and places where the two can be combined in order to come up with a new and effective way to teach. 1) The integration of metacognitive strategies and social cognitive learning theory offers innovative perspectives and strategies for educational practice, fostering students' autonomy and social adaptability; 2) Through dual monitoring of cognition, nurturing social cognition, and deep integration of metacognitive strategies, educational practices can enhance students' cognitive control and social interaction abilities. 3) Future educational endeavors should focus on eliciting metacognitive awareness, integrating metacognitive strategies into teaching practices, and emphasizing social cognitive elements in evaluation mechanisms to address the complex challenges of modern education. 4) The fusion of these theories presents challenges in theoretical integration, teaching practices, assessment systems, and professional development, requiring innovative solutions and comprehensive support for educators and students alike. This study emphasizes the importance of teaching students reflective learning practices and actively cultivating metacognitive regulation abilities through cooperative learning. Furthermore, it underscores the necessity of integrating social cognitive aspects into assessment practices, thereby proposing an innovative educational approach.

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Fox, Stephen. "Situated learning theory versus traditional cognitive learning theory: Why management education should not ignore management learning." Systems Practice 10, no. 6 (December 1997): 727–47. http://dx.doi.org/10.1007/bf02557922.

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Butarev, K. V. "Learning programming from the perspective of cognitive load theory." Informatics in school 23, no. 5 (November 7, 2024): 5–11. http://dx.doi.org/10.32517/2221-1993-2024-23-5-5-11.

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The article discusses the applications of Cognitive Load Theory in the design of tasks and educational materials for programming. It describes Cognitive Load Theory as a theory of instructional design, grounded in cognitive psychology, specifically the Atkinson—Shiffrin three-component model and Baddeley's working memory model. The article also defines cognitive load and its categories, as well as other important concepts. Key cognitive effects described by Cognitive Load Theory, such as the split-attention effect, modality effect, collective working memory effect, and worked-example effect, are examined. Practical examples of their application in the design of educational materials for programming are provided, demonstrating how they help reduce cognitive load through the use of visualization, commenting, and pair programming. Special attention is given to Parson's problems, which help reduce extraneous cognitive load and focus the student's attention on the key instructional aspects of the task.

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Daud Mahande, Ridwan, and Nurul Mukhlisah Abdal. "A HyFlex learning measurement model based on students’ cognitive learning styles to create equitable learning." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1485–97. http://dx.doi.org/10.18844/wjet.v14i5.7777.

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This article reports on a study that aims to develop and empirically test a measurement model of several constructs of cognitive learning styles, HyFlex learning modalities, and equitable learning with the assumptions of the indicators that build them. A total of 451 students from state universities and private universities in South Sulawesi, Indonesia, with previous online study experience, participated in the online survey. To investigate the interaction between cognitive learning style constructs and equitable HyFlex learning modalities, each used a set of indicators/items developed from Kirton's adaptation-innovation theory constructs, Felder-Silverman Learning Style with three HyFlex learning modalities, and equity pedagogy. Analysis of the measurement model was conducted using Smart-PLS software. The results of the measurement model analysis reveal the indicators that build the constructs of cognitive learning styles, HyFlex learning, and equity meet validity and reliability. The results of this study present alternative instruments to explain HyFlex learning constructs and indicators based on cognitive learning styles to create equitable learning in higher education. Keywords: HyFlex learning, Kirton’s cognitive theory, Felder-Silverman learning styles, equity pedagogy

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Ergasheva, Baxtiniso. "ANTHROPOCENTRIC PARADIGM OF HUMANITARIAN THEORY." SCHOLAR 1, no. 34 (December 20, 2023): 301–6. https://doi.org/10.5281/zenodo.10413297.

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<em> In modern linguistics the development of language is really connected with the human cognition. This article is dedicated the main concept of cultural linguistics –“concept”- and its key importance for learning and understanding language . It is mainly focused on linguistic personality, culture and cognitive linguistics. </em>

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Surbakti, Rudy, Satria Evans Umboh, Ming Pong, and Sokha Dara. "Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms." International Journal of Educational Narratives 2, no. 6 (December 28, 2024): 483–93. https://doi.org/10.70177/ijen.v2i6.1659.

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The rapid integration of digital tools in education has transformed classroom environments, creating new opportunities and challenges for instructional design. One key area of focus is the management of cognitive load, which refers to the mental effort required to process information during learning. Cognitive Load Theory (CLT) offers insights into how instructional materials can be optimized to improve learning outcomes. In digital classrooms, the effective design of instructional content becomes even more critical due to the increased multimedia elements and potential for cognitive overload. This study aims to explore the implications of Cognitive Load Theory (CLT) for instructional design in digital classrooms. It examines how digital tools, such as multimedia content and interactive activities, impact learners’ cognitive load and suggests strategies for reducing extraneous cognitive load to enhance learning efficiency and effectiveness. A mixed-methods approach was used, combining quantitative surveys to assess students’ cognitive load during digital learning activities and qualitative interviews with instructors to understand their perspectives on instructional design challenges. The study was conducted across several digital learning environments in higher education. The findings indicate that digital learning environments often lead to high cognitive load, particularly when multimedia content is poorly integrated. However, using principles from CLT, such as segmenting information and reducing unnecessary complexity, can significantly lower cognitive load and improve student learning outcomes. Both students and instructors reported that well-designed digital content led to better engagement and more efficient learning. The study concludes that applying Cognitive Load Theory to instructional design in digital classrooms can enhance learning by minimizing cognitive overload. Educators should be mindful of cognitive load when creating digital learning experiences to improve student performance and engagement.

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Liu, Xianyang. "The analysis of distance learning based on Vygotsky’s Learning Theory." SHS Web of Conferences 183 (2024): 03016. http://dx.doi.org/10.1051/shsconf/202418303016.

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This study aims to provide insight into the social interactions and cognitive development of students in a distance learning environment through the application of Vygotsky's theory to address possible barriers to learning in distance learning. The background introduction points out the importance of distance learning in today's education, whilst highlighting the challenges facing the field, such as declining student engagement and poor learning outcomes. The problem statement clarifies the central concern of the study, which is the possible impact of inadequate student social interaction on cognitive development in a distance learning environment. The purpose of the study clarifies the goal of analysing the social learning process in distance learning in depth through Vygotsky's theory and proposing solutions accordingly.

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Habsy, Bakhrudin All, Pingkan Duwi Lestari, Dinda Avrilia Maulidynan, and Najwa Anisah Karim. "Integrasi Teori Perkembangan Kognitif Jeanpiaget dan Perkembangan Bahasa Vygotsky dalam Pembelajaran: Pemahaman dan Penerapan di Sekolah." TSAQOFAH 4, no. 2 (December 19, 2023): 735–50. http://dx.doi.org/10.58578/tsaqofah.v4i2.2357.

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Education has an important role in shaping children's development, especially in terms of cognition and language. In the cognitive development literature, Jean Piaget's theory and Lev Vygotsky's theory of language development have become two significant approaches in understanding how children learn, think, and communicate. This article combines these two theories and discusses their application in the context of learning in schools. Jean Piaget's theory of cognitive development emphasizes the stages of intellectual development that play a role in children's understanding of the world. In a learning context, this understanding can help teachers develop a curriculum that is appropriate to students' cognitive development stages. Meanwhile, Vygotsky's theory of language development highlights the role of social interaction and the environment in children's language development. The application of this theory includes a collaborative approach to learning that encourages more effective communication and language interaction in the classroom.

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Jiya, Eli Adama, Obunadike N. Georgina, and Atomatofa Emmanuel O. "A Review of Fuzzy Cognitive Maps Extensions and Learning." Journal of Information Systems and Informatics 5, no. 1 (March 7, 2023): 300–323. http://dx.doi.org/10.51519/journalisi.v5i1.447.

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Fuzzy Cognitive Maps (FCM) is a soft computing technique whose vertices and edges are fuzzy values with an inference mechanism for solving modelling problems; it has been used in modelling complex systems like industrial and process control. The concept was first introduced in 1986, with an initial learning algorithm in 1996; several works have been published on FCM methodology, learnings and applications. Fuzzy cognitive maps continue to evolve both in theory, learning algorithms and application. Many theories like intuitionistic theory, hesitancy theory, grey system theory, wavelet theory, etc., are integrated with the conventional FCM. These extensions have improved Fuzzy cognitive Maps to handle problems of uncertainty, incomplete information, hesitancy, dynamic systems and probabilistic fuzzy events. They also strengthen fuzzy cognitive Maps’ modelling power for application in almost any domain. However, the compilation of the development in methodology and adaptation of FCM are either old or omitted some of the recent advances or focused on specific applications of FCM in some areas. This paper reports extension, learning and applications of FCM from the initial conventional FCM to recent extensions and some of the important features of those extensions and learning.

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Bozionelos, Nicholas. "Cognitive Spontaneity and Learning Style." Perceptual and Motor Skills 83, no. 1 (August 1996): 43–48. http://dx.doi.org/10.2466/pms.1996.83.1.43.

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The relationship between cognitive spontaneity and learning style was investigated ( N = 157; 23 women, 133 men). Kolb's experiential learning theory was employed. Scores on cognitive spontaneity correlated positively with those on a measure of learning style which emphasizes active experimentation over reflective observation. The 44 respondents classified as Accommodators reported significantly higher scores on cognitive spontaneity than the 34 respondents classified as Assimilators.

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Elizabeth, Guadalupe, Angel Garcia-Collantes, and Rafael Manuel. "Constructive Cognitive Assessment of Learning in a Course on the Computational Cognition in Psychology Students." European Journal of Educational Research 12, no. 2 (April 15, 2023): 837–50. http://dx.doi.org/10.12973/eu-jer.12.2.837.

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<p style="text-align: justify;">Learning evaluation is a complex task, and this study illustrates the Constructive Assessment of Learning as a complementary alternative to evaluate the computational cognition schema construction. The authors designed a mental representational task under the Chronometric Constructive Cognitive Learning Evaluation Model. Control and experimental groups performed a conceptual definition task based on the Natural Semantic Network technique (NSN). They defined ten target concepts related to computational cognition theory, using verbs, nouns, and adjectives as definers. Afterward, the participants rated the conceptual quality of each definer one by one, on a scale of one to ten; the higher the rating, the greater the quality of the definer to define the target concept. The results indicate that the NSN technique was sensitive to measuring and discriminating cognitive changes in knowledge structures produced by the specific learning of computational cognition theory. In contrast, the learning of broad psychology subjects produced general cognitive changes without organization related to the specific learning of the evaluated course. Data showed more sophisticated cognitive change patterns on the evaluated schema in the experimental group than in the control group. The findings of this study suggest that cognitive assessment techniques can be helpful in the formative assessment of learning and provide clear indicators of students' knowledge management skills.</p>

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Rana, Jasmine, and Susan Burgin. "Teaching & Learning Tips 2: Cognitive load theory." International Journal of Dermatology 56, no. 12 (November 13, 2017): 1438–41. http://dx.doi.org/10.1111/ijd.13707.

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Martin, Jack. "Self-Regulated Learning, Social Cognitive Theory, and Agency." Educational Psychologist 39, no. 2 (June 2004): 135–45. http://dx.doi.org/10.1207/s15326985ep3902_4.

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Schilling, Jim F. "Cognitive Load Theory of Learning: Underpinnings and Model." International Journal of Athletic Therapy and Training 21, no. 2 (March 2016): 12–16. http://dx.doi.org/10.1123/ijatt.2014-0074.

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Sweller, John. "Cognitive load theory, learning difficulty, and instructional design." Learning and Instruction 4, no. 4 (January 1994): 295–312. http://dx.doi.org/10.1016/0959-4752(94)90003-5.

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Brandt, Barbara Legrand. "Cognitive learning theory and continuing health professions education." Journal of Continuing Education in the Health Professions 16, no. 4 (1996): 197–202. http://dx.doi.org/10.1002/chp.4750160402.

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Rahim, Noor Raifana Ab, Nur Zaidani Wati Mohd Darwis, Narita Noh, Juwita Asfar, and Herda Balqis Ismail. "Exploring Learning Strategies through the Social Cognitive Theory." International Journal of Research and Innovation in Social Science IX, no. I (2025): 3476–89. https://doi.org/10.47772/ijriss.2025.9010276.

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Learning strategies were fundamental in the educational system as a guide for learners to achieve success in education. They referred to the methods and approaches used by individual learners to enhance their learning process, comprehension, and retention of new information. These strategies were categorized into three main types: cognitive, metacognitive, and resource management strategies. Understanding the acceptance and implementation of these strategies was important to ensure their relevancy and impact. This study aimed to investigate how learners perceived cognitive components, behavior, and environment in learning, as well as the relationship between these components. The quantitative study examined learning strategies among undergraduates, utilizing a purposive sample of 103 students from UiTM Cawangan Johor who responded to a survey instrument structured on a 5-point Likert scale. The survey, informed by theoretical frameworks from Bandura (1986) and Wenden and Rubin (1987), was designed with four distinct sections. Section A collected demographic data, while Sections B, C, and D focused on cognitive components, behavioral aspects (specifically metacognitive self-regulation), and environmental influences, respectively. The data obtained were further analyzed using SPSS. The results showed a strong correlation between the components, indicating a balanced approach to studying that combined these three elements as part of learning strategies. In terms of cognitive strategies, the findings revealed that students employed a variety of study methods integrating both traditional techniques and higher-order thinking skills. Additionally, students demonstrated proactive learning behaviors, including generating questions, clarifying confusion, and setting study goals. Regarding environmental factors, the findings indicated that students managed their study environments effectively. The study recommended future research incorporating actual student performance to explore its alignment with Social Cognitive Theory.

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Abduqahhorova, Muhayyoxon, and Ezoza Khazratkulova. "Cognitive load theory and its application for learning." Инновации в современной лингвистике и преподавании языков, no. 1 (April 11, 2025): 143–45. https://doi.org/10.47689/zttctoi-vol1-iss1-pp143-145.

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Why is learning effortful? Why do we struggle to learn calculus but easily learn our mother tongue? How can we make hard skills easier to learn? Cognitive load theory is a powerful framework from psychology for making sense of these questions. Cognitive load theory, developed in the 1980s by psychologist John Sweller, has become a dominant paradigm for the design of teaching materials. In this essay, I explain the theory, some of its key predictions, and potential applications for your learning.

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Miyauchi, Kenya, Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi, and Masayoshi Kanoh. "Learning Effects of Robots Teaching Based on Cognitive Apprenticeship Theory." Journal of Advanced Computational Intelligence and Intelligent Informatics 24, no. 1 (January 20, 2020): 101–12. http://dx.doi.org/10.20965/jaciii.2020.p0101.

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In recent years, educational support robots that assist learners have attracted attention. The main role of teacher-type robots in previous research has been to teach students how to solve problems and to explain learning material. Under such conditions, students may not learn the material adequately due to their reliance on the support of the robot; this paper utilizes the cognitive apprenticeship theory in order to prevent this problem. The cognitive apprenticeship theory asserts that the support provided to a student should change according to the student’s learning situation. Previous studies have reported that pedagogy based on the cognitive apprenticeship theory can improve students’ learning skills. Therefore, we hypothesize that students’ learning will improve when robots teach them how to solve questions based on the cognitive apprenticeship theory. In this paper, we investigate the learning effects of robot teaching based on the cognitive apprenticeship theory in collaborative learning with junior high-school and university students. The results of this experiment suggest that collaborative learning with robots that employ the cognitive apprenticeship theory improves the learning of high-school and university students.

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Hagen, Marcia, and Sunyoung Park. "We knew it all along! Using cognitive science to explain how andragogy works." European Journal of Training and Development 40, no. 3 (April 4, 2016): 171–90. http://dx.doi.org/10.1108/ejtd-10-2015-0081.

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Purpose – This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning. Design/methodology/approach – The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas. Findings – The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition. Research limitations/implications – First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory. Practical implications – First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques. Originality/value – The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

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Sundari, Susan, and Tarsono Tarsono. "Cognitive Learning Theory and Its Application in Learning Islamic Religious Education at SMK Muhmmadiyah 1 Sumedang." FONDATIA 7, no. 3 (September 1, 2023): 792–808. http://dx.doi.org/10.36088/fondatia.v7i3.3920.

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Cognitive theory is an important aspect of educational theory, but it is nevertheless misunderstood by some educators. Interestingly, by the beginning of the 15th century, Muslim scholars had begun to emphasize the importance of returning to Islamic teachings based on the Quran and Hadith. It could be that modern theories of learning are rooted in these Islamic teachings or at least have equivalents that can be found. By examining the theoretical concepts of cognitive learning through the lens of Islamic education, this study aims to compare and distinguish Western concepts from those sourced from the Qur'an and Hadith. The research methodology used is literature research, which involves searching for in-depth literature on cognitive learning theory and Islamic education. From the point of view of Islamic education, the findings of this study show that cognitive theory must prioritize the development of students' thinking abilities while still paying attention to their physical and psychological growth. In addition, the study emphasizes that the process of transmitting knowledge is integral, and educators hold an important responsibility in facilitating the cognitive expansion of their students.

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Pahru, Syaipul, Munawir Gazali, Made Ayu Pransisca, Ahmad Dedi Marzuki, and Nopi Nurpitasari. "TEORI BELAJAR KOGNITIVISTIK DAN IMPLIKASINYA DALAM PROSES PEMBELAJARAN DI SEKOLAH DASAR." NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 4, no. 4 (November 28, 2023): 1070–77. http://dx.doi.org/10.55681/nusra.v4i4.1745.

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Learning theory will make it easier for educators to carry out the form of learning that will be carried out. This article will review the theory of cognitive learning and will provide a complete understanding and explanation so that it can be applied in learning activities. This research is a literature study research, where in this research the writer tries to collect data related to the theory put forward by Ausubel and Gagne and then analyzes how the theory of the two figures is applied in learning in elementary schools. The results of this study are the first cognitive theory developed by Ausubel in his theory which states that cognitive processes are advanced organizers (initial arrangements), progressive differentiation, reconciliation reconciliation (integrative reconciliation), consolidation. Meanwhile, Gagne said that cognitive processes are through receptors, sensory registers, short-term memory, long-term memory, and response generators. In the learning process in elementary schools, cognitive theory is more directed and adapted to the age of students.

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Thayyibi, Muhammad Ilham, and Dwi Ratnasari. "COGNITIVE LEARNING THEORY IN THE PERSPECTIVE OF ISLAMIC EDUCATION." Sunan Kalijaga International Journal on Islamic Educational Research 6, no. 1 (December 27, 2022): 51–67. https://doi.org/10.14421/skijier.2022.61.04.

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Cognitive theory is classified as a theory that plays an important role in the development of educational theory, but there are still few educational practitioners who understand the concept of cognitive theory. At the beginning of the 15th century H , Muslim scientists strengthened the spirit to return to Islamic teachings based on the Al-Quran and Hadith. So it is not impossible if modern learning theories exist in the Qur'an and Hadith, or at least find their equivalent. So that western concepts can be juxtaposed with concepts based on the Qur'an and Hadith . The purpose of this study is to dissect the actual concept of cognitive learning theory in the perspective of Islamic education . The method used is library research , namely library research by collecting literature that talks about cognitive learning theory and Islamic education. The result of the research is that the cognitive theory of Islamic education perspective focuses on the ability to think, should pay attention to the physical and psychological development of students, focus their attention on the process of transmitting knowledge and educators play a very important role in the cognitive growth of students.

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Goodman, Amy, Youngjin Lee, Willard Elieson, and Gerald Knezek. "Using Self-Regulated Learning Theory and Learning Analytics to Identify Explanatory Variables Affecting Learning Outcomes in Online/Hybrid Undergraduate Calculus." Journal of Computers in Mathematics and Science Teaching 42, no. 2 (2023): 125–54. https://doi.org/10.70725/334335tyxwcw.

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Virtual learning environments give students more autonomy over their learning than traditional face-to-face classes and require that students adapt the ways they consume and assimilate new information. One theory of this process is self-regulated learning, which is illustrated in Efklides’ Metacognitive and Affective model of Self-Regulated Learning (MASRL). MASRL represents the interplay between cognition, metacognition, and affect, both within a learner and between a learner and a task. This study uses learning analytics to operationalize Efklides’ MASRL model in order to investigate the extent to which a combination of cognitive, metacognitive, and affective variables explains students’ learning outcomes. This research was conducted at a private American university with 119 undergraduate students enrolled in four sections of an online or hybrid Calculus I course in fall 2020 and spring 2021. Five cognitive variables were defined and measured according to the Cognitive Operational framework for Analytics (COPA). Three metacognitive variables measured students’ engagement with the course, and three affective variables measured students’ affective states, as evidenced by digital traces in the LMS. Learning outcomes in this study were measured by students’ final course grades. Binary logistic regression revealed that two cognitive, one metacognitive, and two affective variables were significant in explaining whether students’ learning outcomes would be above or below the median. The confusion matrix and the area under the Receiver Operating Characteristics (ROC) curve showed high accuracy and usefulness for this regression model. The implications of these findings for online/hybrid learners and Efklides’ MASRL model are subsequently explored.

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Mahande, Ridwan Daud, Wirawan Setialaksana, Nurul Mukhlisah Abdal, and Mustari Lamada. "Exploring HyFlex learning modality through adaption-innovation theory for student learning equity." Online Journal of Communication and Media Technologies 14, no. 1 (January 30, 2024): e202410. http://dx.doi.org/10.30935/ojcmt/14170.

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Equity is an important issue in student learning. HyFlex as a learning modality provides students an equitable opportunity to access learning through several modalities, which correlate with students’ cognitive styles. The study investigates the relationship between student learning and cognitive styles, student-preferred modalities, and their equity in learning. The digital survey was sent to students and 451 students filled out the survey voluntarily. A structural equation model was developed to investigate the relationship between variables. The results indicate that students with innovation styles had a higher impact than students with an adaption style on the choice of three HyFlex learning modalities. The findings also show that student-preferred modalities encourage them to have equity in their learning. The current research provides novel knowledge on fostering learning equity by developing and adjusting students’ cognitive styles to choose HyFlex learning modalities.

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Asmaa Abdoune, Majd El Meraoui, Mouradi Abderrahman, and Mohamed Khaldi. "Using multimedia learning theory in physics teaching and learning: Work methodology." Global Journal of Engineering and Technology Advances 21, no. 3 (December 30, 2024): 091–96. https://doi.org/10.30574/gjeta.2024.21.3.0230.

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Teaching physics is essential for developing students' analytical skills, but the discipline is often perceived as complex and difficult. Mayer's Multimedia Learning Theory (MLT) proposes integrating visual and auditory elements to make concepts more accessible. This study explores the application of TAM in physics teaching, integrating augmented reality (AR) to make phenomena more concrete. The aim is to design a multimedia model to improve student understanding and engagement, while reducing cognitive overload and enhancing knowledge retention. The methodology includes the creation of multimedia modules, followed by experimental evaluation with a control group. Expected results show that TAM can improve student performance, reduce cognitive overload and increase motivation.

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Mawson, Anthony R. "Toward a Theory of Childhood Learning Disorders, Hyperactivity, and Aggression." ISRN Psychiatry 2012 (September 27, 2012): 1–19. http://dx.doi.org/10.5402/2012/589792.

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Learning disorders are often associated with persistent hyperactivity and aggression and are part of a spectrum of neurodevelopmental disorders. A potential clue to understanding these linked phenomena is that physical exercise and passive forms of stimulation are calming, enhance cognitive functions and learning, and are recommended as complementary treatments for these problems. The theory is proposed that hyperactivity and aggression are intense stimulation-seeking behaviors (SSBs) driven by increased brain retinergic activity, and the stimulation thus obtained activates opposing nitrergic systems which inhibit retinergic activity, induce a state of calm, and enhance cognition and learning. In persons with cognitive deficits and associated behavioral disorders, the retinergic system may be chronically overactivated and the nitrergic system chronically underactivated due to environmental exposures occurring pre- and/or postnatally that affect retinoid metabolism or expression. For such individuals, the intensity of stimulation generated by SSB may be insufficient to activate the inhibitory nitrergic system. A multidisciplinary research program is needed to test the model and, in particular, to determine the extent to which applied physical treatments can activate the nitrergic system directly, providing the necessary level of intensity of sensory stimulation to substitute for that obtained in maladaptive and harmful ways by SSB, thereby reducing SSB and enhancing cognitive skills and performance.

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