Artykuły w czasopismach: „Cognitive learning”

1

Pimple, Omkar, Umesh Saravane i Neha Gavankar. "Cognitive Learning Using Distributed Artificial Intelligence". International Journal of Machine Learning and Computing 5, nr 1 (luty 2015): 7–11. http://dx.doi.org/10.7763/ijmlc.2015.v5.474.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

2

G. B., Najimova, i Kartbaeva N. "Cognitive Linguistics In Language Learning Process". American Journal of Social Science and Education Innovations 02, nr 12 (31.12.2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.

Pełny tekst źródła

Streszczenie:

Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.

Style APA, Harvard, Vancouver, ISO itp.

3

Buechel, Séverine D., Annika Boussard, Alexander Kotrschal, Wouter van der Bijl i Niclas Kolm. "Brain size affects performance in a reversal-learning test". Proceedings of the Royal Society B: Biological Sciences 285, nr 1871 (24.01.2018): 20172031. http://dx.doi.org/10.1098/rspb.2017.2031.

Pełny tekst źródła

Streszczenie:

It has become increasingly clear that a larger brain can confer cognitive benefits. Yet not all of the numerous aspects of cognition seem to be affected by brain size. Recent evidence suggests that some more basic forms of cognition, for instance colour vision, are not influenced by brain size. We therefore hypothesize that a larger brain is especially beneficial for distinct and gradually more complex aspects of cognition. To test this hypothesis, we assessed the performance of brain size selected female guppies ( Poecilia reticulata ) in two distinct aspects of cognition that differ in cognitive complexity. In a standard reversal-learning test we first investigated basic learning ability with a colour discrimination test, then reversed the reward contingency to specifically test for cognitive flexibility. We found that large-brained females outperformed small-brained females in the reversed-learning part of the test but not in the colour discrimination part of the test. Large-brained individuals are hence cognitively more flexible, which probably yields fitness benefits, as they may adapt more quickly to social and/or ecological cognitive challenges. Our results also suggest that a larger brain becomes especially advantageous with increasing cognitive complexity. These findings corroborate the significance of brain size for cognitive evolution.

Style APA, Harvard, Vancouver, ISO itp.

4

Cardona, Mario. "Apprendere le lingue nella terza età è possibile ed è salutare. Il cervello ci dice perchè". Revista Italiano UERJ 12, nr 2 (13.07.2022): 21. http://dx.doi.org/10.12957/italianouerj.2021.67581.

Pełny tekst źródła

Streszczenie:

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).

Style APA, Harvard, Vancouver, ISO itp.

5

Jacobson, Wayne. "Learning, Culture, and Learning Culture". Adult Education Quarterly 47, nr 1 (listopad 1996): 15–28. http://dx.doi.org/10.1177/074171369604700102.

Pełny tekst źródła

Streszczenie:

Though adults have long faced the experience of learning to function in new cultural contexts, very little is understood about the processes of this sort of learning. This paper approaches learning culture from the position that cultural knowledge is best understood in terms of situated cognition. Contexts do not simply provide useful information in support of thinking and learning, but are inseparable from cognitive processes. Viewing culture in this way carries specific implications for understanding how a new culture is learned and how it might be taught. In particular, processes of learning culture can be seen to parallel processes of gaining practitioner knowledge, while processes of teaching culture can be modeled on the notion of cognitive apprenticeship.

Style APA, Harvard, Vancouver, ISO itp.

6

Shi, Zhongzhi. "Cognitive Machine Learning". International Journal of Intelligence Science 09, nr 04 (2019): 111–21. http://dx.doi.org/10.4236/ijis.2019.94007.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

Paradis, Rosemary D., Jinhong K. Guo, John Olden-Stahl i Jack Moulton. "Cognitive Category Learning". Procedia Computer Science 12 (2012): 188–93. http://dx.doi.org/10.1016/j.procs.2012.09.052.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

Chiriacescu, Vlad, Leen-Kiat Soh i 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, nr 4 (październik 2013): 1–25. http://dx.doi.org/10.4018/ijcini.2013100101.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

9

Choi, Soonri, Soomin Kang, Kyungmin Lee, Hongjoo Ju i Jihoon Song. "The effect of an agent tutor’s integration of cognitive and emotional gestures on cognitive load, motivation, and achievement". Contemporary Educational Technology 16, nr 1 (5.01.2024): ep491. http://dx.doi.org/10.30935/cedtech/14101.

Pełny tekst źródła

Streszczenie:

This study proposes that the gestures of an agent tutor in a multimedia learning environment can generate positive and negative emotions in learners and influence their cognitive processes. To achieve this, we developed and integrated positive and negative agent tutor gestures in a multimedia learning environment directed by cognitive gestures. The effects of emotion type on cognition were examined in terms of cognitive load, learning motivation, and achievement. The subjects were 46 university students in Gyeonggi Province, South Korea. The students were divided into three learner groups: cognition, cognition + negative emotion, and cognition + positive emotion. The learners watched a tutorial lecture on the Notion note-taking app by an agent tutor. Data analysis was conducted using one-way ANOVA to determine the cognitive load, learning motivation, and achievement. The results showed that the positive emotion design was more effective in terms of intrinsic cognitive load, learning motivation, and achievement but had a higher extrinsic cognitive load. However, even the negative + passive group showed more positive learning than the cognition group. Although this study focused on gestures by an agent tutor, it implies that such gestures in multimedia learning contexts must be informed by emotional as well as cognitive design to provide a more meaningful learning experience.

Style APA, Harvard, Vancouver, ISO itp.

10

Kurniawati, Destriana, Ahmad Fauzi, Rini Budiharti i Fairusy F. Haryani. "Experimental Discovery Learning Model and TPACK-based Problem-Based Learning Supported Media Moodle Reviewed from Student Process Science Skills". Jurnal Penelitian Pendidikan IPA 9, nr 10 (25.10.2023): 8526–32. http://dx.doi.org/10.29303/jppipa.v9i10.5107.

Pełny tekst źródła

Streszczenie:

The research aims to find out whether or not there are: differences in the impact of the use of learning models discovery learning and problem-based learning supported by media Moodle on cognitive abilities; differences in the influence of students with high and low science process skills on cognitional capabilities; and interactions between learning models discovery learning and problem-based learning with the level of skills of science processes against cognitives on sound wave materials with the research subject being students of class XI SMAN 1 Surakarta teaching 2022–2023. The method used is the experimental method with a 2x2 factorial design. The data collection techniques used are the science process skills lift and the cognitive ability test of the learners. The data obtained was then analyzed using a two-way ANAVA test with cell frequencies not equal to the conclusion. It can be concluded that: there are differences in the impact of the use of discovery learning and problem-based learning supported by Moodle on cognitive abilities (Fobs = 18.606 > F0.05;1;67 = 3.98); there is a difference in the influence of learners who have high science process skills and low science process abilities on cognition abilities (Fobs = 15.65 > F0.05;1;67 = 3.98); and there is no interaction between the influences of learning models using discovery learning and problem-based learning in cognition (Fobs = 3.514 < F0.05;1;67 = 3.98).

Style APA, Harvard, Vancouver, ISO itp.

11

Price *, Linda. "Individual Differences in Learning: Cognitive control, cognitive style, and learning style". Educational Psychology 24, nr 5 (wrzesień 2004): 681–98. http://dx.doi.org/10.1080/0144341042000262971.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

12

Greenwood, John D. "Cognition, consciousness, and the cognitive revolution". Behavioral and Brain Sciences 32, nr 2 (kwiecień 2009): 209–10. http://dx.doi.org/10.1017/s0140525x09000971.

Pełny tekst źródła

Streszczenie:

AbstractIt is argued that the cognitive revolution provided general support for the view that associative learning requires cognitive processing, but only limited support for the view that it requires conscious processing. The point is illustrated by two studies of associative learning that played an important role in the development of the cognitive revolution, but which are surprisingly neglected by Mitchell et al. in the target article.

Style APA, Harvard, Vancouver, ISO itp.

13

Deegan, Robin. "Complex Mobile Learning that Adapts to Learners' Cognitive Load". International Journal of Mobile and Blended Learning 7, nr 1 (styczeń 2015): 13–24. http://dx.doi.org/10.4018/ijmbl.2015010102.

Pełny tekst źródła

Streszczenie:

Mobile learning is cognitively demanding and frequently the ubiquitous nature of mobile computing means that mobile devices are used in cognitively demanding environments. This paper examines the use of mobile devices from a Learning, Usability and Cognitive Load Theory perspective. It suggests scenarios where these fields interact and presents an experiment which determined that several sources of cognitive load can be measured simultaneously by the learner. The experiment also looked at the interaction between these cognitive load types and found that distraction did not affect the performance or cognitive load associated with a learning task but it did affect the perception of the cognitive load associated with using the application interface. This paper concludes by suggesting ways in which mobile learning can benefit by developing cognitive load aware systems that could detect and change the difficulty of the learning task based on the cognitive state of the learner.

Style APA, Harvard, Vancouver, ISO itp.

14

Christochevsky, S. A. "Cognitive e-learning resources". Informatics and education 37, nr 6 (21.01.2023): 45–51. http://dx.doi.org/10.32517/0234-0453-2022-37-6-45-51.

Pełny tekst źródła

Streszczenie:

The article presents an analysis of some of the possibilities of traditional textbooks and e-learning resources. The possibilities of constructing de facto individual educational trajectories of students using traditional textbooks, which are currently absent in e-learning resources, are considered. Some shortcomings of e-learning resources are shown, related to the dominance of the video sequence in e-learning resources over other channels of influence on students and to the exaggeration of the role of interactivity of e-learning resources when they are used in the educational process. On the example of the Stroop test, the obligatory integration of various media, in particular the text and color design of e-learning resources, was noted. Attention is drawn to the effectiveness of the use of e-learning resources in various educational situations.Many mistakes of developers of e-learning resources are based on insufficient interaction between developers and psychologists. The creators of e-learning resources often incorrectly interpret the results obtained by psychologists. The article provides relevant examples, including the use of the mythical number seven (the principle that a person can work simultaneously with no more than seven blocks of information). Developers do not always use in their activities the communicative postulates of G. P. Grice, as well as the theory of cognitive load, according to which the developed e-learning resources should not overload the student’s brain. In psychology, the cognitive resource is more associated with aspects of human information processing. In the article, the concept of “cognitive resource” extends to resources “external” in relation to a person, including e-learning resources. The degree of cognition of the resource characterizes the ease of transferring to the student the information necessary for the educational process and the perception of this information by him.Attention is drawn to the need to use modern usability principles when building “transparent” interfaces of e-learning resources. As a result of the analysis of modern e-learning resources, recommendations are proposed for developers of e-learning resources on the creation of cognitive presentational electronic resources to increase their effectiveness.

Style APA, Harvard, Vancouver, ISO itp.

15

Kolluru, Mythili. "Cognitive Style, Learning Preference and Performance: Theory and Empirics". International Journal of Psychosocial Rehabilitation 24, nr 4 (28.02.2020): 3678–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr201481.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

16

OH JU YOUNG. "Cognitive Learning of THROUGH". New Korean Journal of English Lnaguage & Literature 54, nr 1 (luty 2012): 179–98. http://dx.doi.org/10.25151/nkje.2012.54.1.010.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

17

Morenz, Barry M. "Learning Cognitive- Behavior Therapy". Journal of Clinical Psychiatry 68, nr 02 (15.02.2007): 342. http://dx.doi.org/10.4088/jcp.v68n0222e.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

18

Townsend, David. "Cognitive Science and Learning". Inquiry: Critical Thinking Across the Disciplines 4, nr 2 (1989): 10–11. http://dx.doi.org/10.5840/inquiryctnews19894261.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

19

Bada Math, Suresh. "Learning Cognitive-Behavior Therapy". Primary Care Companion to The Journal of Clinical Psychiatry 10, nr 03 (16.06.2008): 256. http://dx.doi.org/10.4088/pcc.v10n0313b.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

20

Dochy, Filip, Catherine de Rijdt i Walter Dyck. "Cognitive Prerequisites and Learning". Active Learning in Higher Education 3, nr 3 (listopad 2002): 265–84. http://dx.doi.org/10.1177/1469787402003003006.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

21

Shuell, Thomas J. "Cognitive Conceptions of Learning". Review of Educational Research 56, nr 4 (grudzień 1986): 411–36. http://dx.doi.org/10.3102/00346543056004411.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

22

Gumport, Nicole B., Joseph J. Williams i Allison G. Harvey. "Learning cognitive behavior therapy". Journal of Behavior Therapy and Experimental Psychiatry 48 (wrzesień 2015): 164–69. http://dx.doi.org/10.1016/j.jbtep.2015.03.015.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

23

Chacko, Anil, Jodi Uderman, Nicole Feirsen, Anne-Claude Bedard i David Marks. "Learning and Cognitive Disorders". Child and Adolescent Psychiatric Clinics of North America 22, nr 3 (lipiec 2013): 457–77. http://dx.doi.org/10.1016/j.chc.2013.03.006.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

24

Westby, Carol. "Cognitive Load and Learning". Word of Mouth 29, nr 4 (marzec 2018): 8–12. http://dx.doi.org/10.1177/1048395018759556b.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

25

Vega-Trejo, Regina, Annika Boussard, Lotta Wallander, Elisa Estival, Séverine D. Buechel, Alexander Kotrschal i Niclas Kolm. "Artificial selection for schooling behaviour and its effects on associative learning abilities". Journal of Experimental Biology 223, nr 23 (2.11.2020): jeb235093. http://dx.doi.org/10.1242/jeb.235093.

Pełny tekst źródła

Streszczenie:

ABSTRACTThe evolution of collective behaviour has been proposed to have important effects on individual cognitive abilities. Yet, in what way they are related remains enigmatic. In this context, the ‘distributed cognition’ hypothesis suggests that reliance on other group members relaxes selection for individual cognitive abilities. Here, we tested how cognitive processes respond to evolutionary changes in collective motion using replicate lines of guppies (Poecilia reticulata) artificially selected for the degree of schooling behaviour (group polarization) with >15% difference in schooling propensity. We assessed associative learning in females of these selection lines in a series of cognitive assays: colour associative learning, reversal learning, social associative learning, and individual and collective spatial associative learning. We found that control females were faster than polarization-selected females at fulfilling a learning criterion only in the colour associative learning assay, but they were also less likely to reach a learning criterion in the individual spatial associative learning assay. Hence, although testing several cognitive domains, we found weak support for the distributed cognition hypothesis. We propose that any cognitive implications of selection for collective behaviour lie outside of the cognitive abilities included in food-motivated associative learning for visual and spatial cues.

Style APA, Harvard, Vancouver, ISO itp.

26

Lara, Bruno, Dadai Astorga, Emmanuel Mendoza-Bock, Manuel Pardo, Esaú Escobar i Alejandra Ciria. "Embodied Cognitive Robotics and the learning of sensorimotor schemes". Adaptive Behavior 26, nr 5 (12.06.2018): 225–38. http://dx.doi.org/10.1177/1059712318780679.

Pełny tekst źródła

Streszczenie:

Embodied Cognitive Robotics focuses its attention on the design of artificial agents capable of performing cognitive tasks autonomously. A central issue in this consists in studying process by which agents learn through interaction with their environment. Embodied Cognitive Robotics aims to implement models of cognitive processes coming from Cognitive Sciences. The guidelines in this research area are a direct response to the shortcomings of Classical Artificial Intelligence, where high-level tasks and behaviors were studied. This article describes the work carried out in the Cognitive Robotics Laboratory at the Universidad Autónoma del Estado de Morelos (UAEM). Our work is based on the concept of low-level sensorimotor schemes coded by Internal Models, thus falling as a matter of course within the tenets of Embodied Cognition, particularly with the idea that cognition must be understood as occurring in agents that have a body with which they interact in a specific environment. It is through this interaction that learning emerges laying the ground for cognitive processes. Our research includes theoretical work laying the foundations of Embodied Cognitive Robotics, as well as work with artificial and with natural agents.

Style APA, Harvard, Vancouver, ISO itp.

27

Wang, Yingxu. "Cognitive Learning Methodologies for Brain-Inspired Cognitive Robotics". International Journal of Cognitive Informatics and Natural Intelligence 9, nr 2 (kwiecień 2015): 37–54. http://dx.doi.org/10.4018/ijcini.2015040103.

Pełny tekst źródła

Streszczenie:

Cognitive robots are brain-inspired robots that are capable of inference, perception, and learning mimicking the cognitive mechanisms of the brain. Cognitive learning theories and methodologies for knowledge and behavior acquisition are centric in cognitive robotics. This paper explores the cognitive foundations and denotational mathematical means of cognitive learning engines (CLE) and cognitive knowledge bases (CKB) for cognitive robots. The architectures and functions of CLE are formally presented. A content-addressed knowledge base access methodology for CKB is rigorously elaborated. The CLE and CKB methodologies are not only designed to explain the mechanisms of human knowledge acquisition and learning, but also applied in the development of cognitive robots, cognitive computers, and knowledge-based systems.

Style APA, Harvard, Vancouver, ISO itp.

28

Zhang, Zhidong, i Alice Yang Zhang. "Alternatively Assessing Conceptual Learning in an Emergency Clinical Environment—A Mixed Methods Design". Journal of Education and Development 4, nr 2 (8.06.2020): 27. http://dx.doi.org/10.20849/jed.v4i2.744.

Pełny tekst źródła

Streszczenie:

Modeling cognitive processes in clinical learning environments is a necessary first step towards improving learning assessment and medical practice by using an alternative assessment model. Verbal protocol and cognitive content analyses are effective methods of exploring such cognitive processes. For the purpose of simplifying the discussion, we have labeled these processes as Identification of Information, Advanced Cognition, and Medical Cognitive Action. Exploring problem solving processes with Bayesian network techniques can characterize students' dynamic learning processes quantitatively, identify differences in cognitive components at different stages of learning and better represent clinical problem solving features.We develop a hierarchical cognitive model as a cognitive assessment tool to describe the complex cognitive network relations, which can be applied to various clinical cognitive situations. The study concludes that the cognitive model was useful in identifying students' learning trajectories by representing the different cognitive features.

Style APA, Harvard, Vancouver, ISO itp.

29

Hennessy, Sara. "Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning". Studies in Science Education 22, nr 1 (styczeń 1993): 1–41. http://dx.doi.org/10.1080/03057269308560019.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

30

Jang, Nayoung. "Differences in Learning Engagement Depending on Need for Cognition and the Effect of Need for Cognition on Cognitive Competency through Self-Directed Learning Process among College Students". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 17 (15.09.2022): 301–18. http://dx.doi.org/10.22251/jlcci.2022.22.17.301.

Pełny tekst źródła

Streszczenie:

Objectives The purpose of this study was first to explore whether high/low need for cognition groups differ in the level of learning engagement, and second to examine the effect of the need for cognition on cognitive competency development through the self-directed learning process. Methods Using the data of 1,110 students in four-year colleges from the 9th-year (2014) Korean Education Longitudinal Study 2005, independent sample t-tests and three-step linear regression analysis suggested by Baron and Kenny (1986) were conducted. Results First, t-tests found that students with a high need for cognition showed higher mean scores for the self-directed learning process, classroom engagement, reading books, taking classes, and studying than those with low need for cognition. Second, after controlling for a variety of control variables, the higher need for cognition predicted a higher self-directed learning process and higher cognitive competency development. In addition, the self-directed learning process was found to have a partial mediation effect on the relationship between the need for cognition and cognitive competency. Conclusions This study found the significant role that the need for cognition, which has received limited attention in higher education research, plays in learning engagement and in cognitive competency development through self-directed learning process. The results added empirical evidence to the individual-level predictors that are important for college student learning and cognitive competency development among college students.

Style APA, Harvard, Vancouver, ISO itp.

31

Rodrigues, Humberto, Antonio Jesús Molina-Fernandez2, Richard Lamb, Ikeseon Choi i Tosha Owens. "Unravelling Student Learning: Exploring Nonlinear Dynamics in Science Education". International Journal of Psychology and Neuroscience 9, nr 3 (31.12.2023): 118–37. http://dx.doi.org/10.56769/ijpn09311.

Pełny tekst źródła

Streszczenie:

Abstract Background: Traditional education research often relies on static linear approaches to measure dynamic systems involved in student information processing, overlooking the complexity of learning. Emerging research in related fields acknowledges the highly dynamic and nonlinear nature of cognitive states and information processing. Current educational research methods, predominantly based on quantitative and qualitative "snapshot" examinations, inadequately capture the dynamic and nonlinear aspects of cognitive processing during learning. Objective: This study aims to explore nonlinear dynamics as a means to describe and understand student learning processes. Methods: This study analyzed actions of 158,000 high school students in science-based immersive video games, specifically focusing on task completion within a virtual setting. Students aged 14-18, enrolled in Earth Science, Biology, Chemistry, and Physics programs, participated. Tasks, resembling Piagetian tasks, centered on volume conservation within a chemistry classroom context, employing the Student Task and Cognition Model (STAC-M) to emphasize computational cognition modeling. Results: The study tracked alterations in cognitive activations during information processing using derivatives, modeled through parameters from the authors' cognitive dataset. Employing the STAC-M model, achaotic attractors depicted convergence and sensitivity to initial conditions, reflecting cognitive associations and stability. Random data lacked the observed dynamic properties found in cognitive data, while bifurcation plots illustrated transitions from stability to chaos in cognitive processing pathways, highlighting the system's intricate nature. Conclusion: Modern science education explores beyond conventional assessments, acknowledging teaching methods' impact on students' cognitive processing. Achaotic attractors depict shifts from stable to unstable mental activities, highlighting the potential for diverse teaching approaches to minimize misconceptions and enable quicker transitions to responsive, stable learning states, aligning with educational objectives. Keyword: Cognition, Nonlinear Dynamics, Student Learning, Science Education.

Style APA, Harvard, Vancouver, ISO itp.

32

Chapman, Silvia, Preeti Sunderaraman, Jillian L. Joyce, Martina Azar, Leigh E. Colvin, Megan S. Barker, Ian McKeague, William C. Kreisl i Stephanie Cosentino. "Optimizing Subjective Cognitive Decline to Detect Early Cognitive Dysfunction". Journal of Alzheimer's Disease 80, nr 3 (6.04.2021): 1185–96. http://dx.doi.org/10.3233/jad-201322.

Pełny tekst źródła

Streszczenie:

Background: The utility of subjective cognitive decline (SCD) as an indicator of preclinical AD is overshadowed by its inconsistent association with objective cognition. Objective: This study examines if manipulations of SCD measurement affect its association with early cognitive dysfunction characteristic of preclinical AD. Methods: Cognitively healthy older adults (n = 110) completed SCD questionnaires that elicited complaints in general, compared to 5 years ago (retrospective SCD) and compared to their peers (age-anchored SCD) in binary and Likert scales. Outcome cognitive tasks included an associative memory task (Face-Name Test), a visual short-term memory binding task (STMB test), and a clinical neuropsychological list learning test (Selective Reminder Test). Results: SCD complaints, when compared to age-matched peers (age-anchored SCD) were endorsed less frequently than complaints compared to 5 years ago (retrospective SCD) (p < 0.01). In demographically adjusted regressions, age-anchored ordinal-rated SCD was associated with short term memory binding (β= –0.22, p = 0.040, CI = –0.45, –0.01), associative memory (β= –0.26, p = 0.018, CI = –0.45, –0.06), and list learning (β= –0.31, p = 0.002, CI = –0.51, –0.12). Retrospective and general ordinal-rated SCD was associated with associative memory (β= –0.25, p = 0.012, CI = –0.44, –0.06; β= –0.29, p = 0.003, CI = –0.47, –0.10) and list learning only (β= –0.25, p = 0.014, CI = –0.45, –0.05; β= –0.28, p = 0.004, CI = –0.48, –0.09). Conclusion: Ordinal age-anchored SCD appears better suited than other SCD measurements to detect early cognitive dysfunction characteristic of preclinical AD.

Style APA, Harvard, Vancouver, ISO itp.

33

Poth, Nina. "Probabilistic Learning and Psychological Similarity". Entropy 25, nr 10 (30.09.2023): 1407. http://dx.doi.org/10.3390/e25101407.

Pełny tekst źródła

Streszczenie:

The notions of psychological similarity and probabilistic learning are key posits in cognitive, computational, and developmental psychology and in machine learning. However, their explanatory relationship is rarely made explicit within and across these research fields. This opinionated review critically evaluates how these notions can mutually inform each other within computational cognitive science. Using probabilistic models of concept learning as a case study, I argue that two notions of psychological similarity offer important normative constraints to guide modelers’ interpretations of representational primitives. In particular, the two notions furnish probabilistic models of cognition with meaningful interpretations of what the associated subjective probabilities in the model represent and how they attach to experiences from which the agent learns. Similarity representations thereby provide probabilistic models with cognitive, as opposed to purely mathematical, content.

Style APA, Harvard, Vancouver, ISO itp.

34

Prayekti. "The Influence of Cognitive Learning Style and Learning Independence on the Students’ Learning Outcomes". Higher Education Studies 8, nr 2 (6.04.2018): 37. http://dx.doi.org/10.5539/hes.v8n2p37.

Pełny tekst źródła

Streszczenie:

Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis employed a two-way ANOVA statistical analysis with the following findings. First, the significance value of the students’ cognitive learning styles variable equals to 0,000 < α =5%, so it was concluded that the students’ cognitive learning styles strongly influenced their learning outcomes in Thermodynamic Science course manifested in the form of either dependent or independent cognitive styles. Second, the students’ learning independence variable turned out to be not having any significant relationship with the students’ learning outcomes in Thermodynamic. The learning independence variable had no significant influence on the students’ learning outcomes with the level of significance of dependent cognitive style 0.007 < α =5%, so it was concluded that the dependent cognitive learning style influenced the learning outcomes, and the learning independence as well as cognitive learning styles, especially the dependent type, altogether influenced the students’ learning outcomes in Thermodynamic. The learning independence variable significantly had no influence on the learning outcomes, with 0.007 < α =5% meaning that the dependent cognitive learning style strongly influenced the learning outcomes.

Style APA, Harvard, Vancouver, ISO itp.

35

Brandt, Celia Finck, i Méricles Thadeu Moretti. "Aprendizagem da álgebra segundo Raymond Duval". Revista Brasileira de Educação em Ciências e Educação Matemática 2, nr 1 (3.05.2018): 1. http://dx.doi.org/10.33238/rebecem.2018.v.2.n.1.19419.

Pełny tekst źródła

Streszczenie:

Resumo: O artigo apresenta especificidades para o ensino da álgebra. Essas ideias contemplam uma abordagem cognitiva necessária para a aprendizagem da álgebra de acordo com Raymond Duval. Segundo o autor o ponto de vista cognitivo é incompatível com o ponto de vista matemático segundo o qual os objetivos globais são resolver equações e, para isso o importante é conhecer as letras. De acordo com o ponto de vista cognitivo o conhecimento das letras não é o objetivo principal. Para o autor a operação cognitiva de designação de objetos e relações é essencial. Também é preciso levar os alunos a elaborarem problemas, trabalhar com fórmulas, com tabelas de dupla entrada e com listas abertas para colocar em cena a função de condensação do padrão de regularidade na qual as letras entram para designar esse padrão. No texto são contemplados exemplos e dados empíricos resultantes de pesquisa desenvolvida pelos autores na aplicação das ideias em situações de ensino.Palavras-chave: Aprendizagem da álgebra; Operações de designação; Abordagem semio-cognitiva. Learning algebra, according to Raymond DuvalAbstract: This article presents certain aspects for the teaching of algebra. The following ideas contemplate a cognitive approach, which is necessary for learning algebra, according to Duval. The author defends that the cognitive perspective is incompatible with the mathematical perspective, whose global objective is to solve equations; to achieve that goal, the important thing is to know the given letters. According to the cognitive point of view, the knowledge of letters is not the main objective. For the author, the cognitive operation of designating objects and relations is essential. One must also get students to work out problems and work with formulas, double-entry tables, and open lists, in order to prioritize the function of condensing the regularity pattern, in which the letters come in to designate exactly this pattern. In the article, there are examples and empirical data, resulting from a research developed by the authors in the application of ideas in teaching situations.Keywords: Learning algebra; Designation operations; Semio-cognitive approach.

Style APA, Harvard, Vancouver, ISO itp.

36

Lima, Camila Santos de Castro e., Carla Galvão Spinillo, Katherine Marjorie Mendonça de Assis, Vital Amorim Vital, Ivana Figueiredo de Oliveira Aquino i Ana Emilia Figueiredo Oliveira. "Análise dos elementos gráfico-informacionais das animações educacionais em Saúde na Educação a Distância (EaD) | Analysis of the graphic-information elements of the educational animations in health in the distance education". InfoDesign - Revista Brasileira de Design da Informação 16, nr 3 (17.11.2019): 400–418. http://dx.doi.org/10.51358/id.v16i3.771.

Pełny tekst źródła

Streszczenie:

Com o crescimento da demanda de cursos à distância, percebe-se a importância de produzir objetos de aprendizagem de qualidade. Estes são materiais educacionais que servem para apoiar e aperfeiçoar o processo de ensino-aprendizagem, através do uso de recursos multimídia. Entre estes está a animação, que no contexto educacional é um objeto de aprendizagem utilizado para representar situações abstratas, instruções, conteúdos, processos e procedimentos, de uma forma mais confortável e que exija menos esforço cognitivo. Dessa forma, percebe-se que, com o aumento dos cursos na modalidade EaD, incluindo a área da saúde e do uso de animações no contexto da educação, é necessário que haja o aperfeiçoamento destes materiais e a necessidade de verificar se estes objetos educacionais, em seus aspectos gráficos-informacionais, obedecem a princípios e teorias cognitivas que tratem do processo de aprendizado. Este trabalho tem como objetivo verificar se os aspectos gráfico-informacionais das animações em saúde na modalidade EaD obedecem ao princípio da Teoria Cognitiva do Aprendizado Multimídia. Como metodologia, foi realizado um estudo analítico dos aspectos gráfico-informacionais de seis animações, utilizando um protocolo baseado nos princípios da Teoria Cognitiva do Aprendizado Multimídia e um protocolo de análise gráfica. Na análise foram observados os aspectos da animação voltados aos princípios da Teoria Cognitiva do Aprendizado Multimídia e as variáveis de apresentação da animação. Como resultados obtidos, foram geradas análises e sínteses das animações, propostas para implementação e foram observados padrões nas animações.*****As the demand for distance learning courses grows, the importance of developing quality learning objects is perceived. These are the educational materials that support and improve the teaching-learning process through the use of multimedia resources. Among these resources, it’s the animation which is a learning object that is used to represent abstract situations, instructions, contents, processes and procedures in learning context, through a more comfortable way and with less cognitive effort. In this way, with the growth of distance learning courses in the health area and the increase of educational animations uses its improvement and verify if those educational objects on their graphic-informational aspects obey the Cognitive Multimedia Learning Theory are necessary. As a methodology, an analytical study of graphic-informational aspects was made. In the analysis was observed aspects of Cognitive Multimedia Learning Theory in the animations and the variables of animation presentation. As results analysis and summary about the animations also proposals for improvements and animations pattern were observed.

Style APA, Harvard, Vancouver, ISO itp.

37

Mao, Hangyu, Wulong Liu, Jianye Hao, Jun Luo, Dong Li, Zhengchao Zhang, Jun Wang i Zhen Xiao. "Neighborhood Cognition Consistent Multi-Agent Reinforcement Learning". Proceedings of the AAAI Conference on Artificial Intelligence 34, nr 05 (3.04.2020): 7219–26. http://dx.doi.org/10.1609/aaai.v34i05.6212.

Pełny tekst źródła

Streszczenie:

Social psychology and real experiences show that cognitive consistency plays an important role to keep human society in order: if people have a more consistent cognition about their environments, they are more likely to achieve better cooperation. Meanwhile, only cognitive consistency within a neighborhood matters because humans only interact directly with their neighbors. Inspired by these observations, we take the first step to introduce neighborhood cognitive consistency (NCC) into multi-agent reinforcement learning (MARL). Our NCC design is quite general and can be easily combined with existing MARL methods. As examples, we propose neighborhood cognition consistent deep Q-learning and Actor-Critic to facilitate large-scale multi-agent cooperations. Extensive experiments on several challenging tasks (i.e., packet routing, wifi configuration and Google football player control) justify the superior performance of our methods compared with state-of-the-art MARL approaches.

Style APA, Harvard, Vancouver, ISO itp.

38

Koval, Natalia. "Cognitive Algorithms for Learning Foreign Languages: Psycholinguistics Approach". Educational Challenges 26, nr 1 (31.03.2021): 64–73. http://dx.doi.org/10.34142/2709-7986.2021.26.1.06.

Pełny tekst źródła

Streszczenie:

The relevance of the undertaken research consists in considering psycholinguistics an interdisciplinary field, which studies the interrelation between mind and language. It is important to perceive learning foreign language as an act of cognition, experience, and creativity in the psycholinguistic aspect of studying. Psycholinguistics concerns with the study of the cognitive process that supports the acquisition and use of language. The purpose of the paper is to reveal the importance of psycholinguistics approach and cognitive science for learning a foreign language in the context of psycholinguistic approach and cognitive methods for learning second language, based on achievements of the “Scientific School of A.V. Khutorsky”. Methodology is of an overview-analytical nature with an attempt to apply cognitive techniques to learning. Our observations on the psycholinguistic approach and the cognitive methods are based on the “Myth of Niels Bohr and the barometer question” by Alexander Calandra. Results. The analysis made it possible to determine how the logic of reflections has been explored from the lens of psycholinguistics and how the range of cognitive methods can be enlisted to learn a foreign language. It turns next to an overview of cognitive techniques used in psycholinguistics as applied to study. The verbal presentation of the idea is not only a form of compressed thought or interactive, creative cognition, but it also has a literary quality and makes use of a range of devices in a way. In the article, the solution formation reflects the features of transforming mental representations about the multidimensional space of life. Conclusions. According to the research, the paper concludes that cognitive methods are the ability to create judgments that are paradoxical in form and deep in content, perceived as deviating from the norm, and humor also presupposes the presence of the inverse ability to perceive such judgments in their entirety and depth and emotional brightness.

Style APA, Harvard, Vancouver, ISO itp.

39

Nam, Chang S., Hyung N. Kim, Tonya L. Smith-Jackson i Wayne A. Scales. "Culture and Cognition: Implications for Cognitive Design of Learning Resources". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, nr 15 (wrzesień 2005): 1444–48. http://dx.doi.org/10.1177/154193120504901505.

Pełny tekst źródła

Streszczenie:

The rapid growth of computer-based learning applications has generated the need for the consideration of learning styles of culturally diverse students. However, few attempts have been made to empirically study the influence of learner's cultural backgrounds on computer-based learning. Many studies have shown that mismatches between students' cultural learning preferences and pedagogy may negatively affect their academic performance and attitudes toward learning. The primary purpose of the study was to evaluate a Web-based tutorial for global positioning systems (GPS) designed by employing culture-centered interface design guidelines that would be compatible with cultural learning preferences of two ethnic groups -African- and European-Americans. Results of the study showed that AA students preferred a Web-based tutorial designed with interface design guidelines that were compatible with their cultural learning preferences. There are several implications for culture-centered cognitive design of learning resource.

Style APA, Harvard, Vancouver, ISO itp.

40

Yim, Daehyuk, Tae Young Yeo i Moon Ho Park. "Mild cognitive impairment, dementia, and cognitive dysfunction screening using machine learning". Journal of International Medical Research 48, nr 7 (lipiec 2020): 030006052093688. http://dx.doi.org/10.1177/0300060520936881.

Pełny tekst źródła

Streszczenie:

Objective To develop a machine learning algorithm to identify cognitive dysfunction based on neuropsychological screening test results. Methods This retrospective study included 955 participants: 341 participants with dementia (dementia), 333 participants with mild cognitive impairment (MCI), and 341 participants who were cognitively healthy. All participants underwent evaluations including the Mini-Mental State Examination and the Montreal Cognitive Assessment. Each participant’s caregiver or informant was surveyed using the Korean Dementia Screening Questionnaire at the same visit. Different machine learning algorithms were applied, and their overall accuracies, Cohen’s kappa, receiver operating characteristic curves, and areas under the curve (AUCs) were calculated. Results The overall screening accuracies for MCI, dementia, and cognitive dysfunction (MCI or dementia) using a machine learning algorithm were approximately 67.8% to 93.5%, 96.8% to 99.9%, and 75.8% to 99.9%, respectively. Their kappa statistics ranged from 0.351 to 1.000. The AUCs of the machine learning models were statistically superior to those of the competing screening model. Conclusion This study suggests that a machine learning algorithm can be used as a supportive tool in the screening of MCI, dementia, and cognitive dysfunction.

Style APA, Harvard, Vancouver, ISO itp.

41

Chan, Samantha W. T., Shardul Sapkota, Rebecca Mathews, Haimo Zhang i Suranga Nanayakkara. "Prompto". GetMobile: Mobile Computing and Communications 26, nr 2 (21.07.2022): 34–38. http://dx.doi.org/10.1145/3551670.3551681.

Pełny tekst źródła

Streszczenie:

Micro-learning [1], cognitive training, and even memory training [2] are a few examples of applications that have been made easier-to-use and more available with mobile, wearable, and ubiquitous technologies. Many of them are also presented through conversational interfaces. Current systems for learning and training focus on providing prompts via notifications to start the training sessions at times when we are available. They use timebased or activity-based reminders to prompt us to engage in the notified tasks, be it learning a new word or playing a cognition-enhancing game. A key challenge is that a well-timed prompt may not be effective if the user is not cognitively available to engage in the intervention [3]. Prompto [4] is a mobile system that opportunistically provides prompts when users are cognitively available: during moments of lowered cognitive load and emotional arousal; these are likely during calm and idle moments. At these moments, we are possibly more receptive to learning and remembering.

Style APA, Harvard, Vancouver, ISO itp.

42

Wang, Yingxu, Bernard Widrow, Lotfi A. Zadeh, Newton Howard, Sally Wood, Virendrakumar C. Bhavsar, Gerhard Budin i in. "Cognitive Intelligence". International Journal of Cognitive Informatics and Natural Intelligence 10, nr 4 (październik 2016): 1–20. http://dx.doi.org/10.4018/ijcini.2016100101.

Pełny tekst źródła

Streszczenie:

The theme of IEEE ICCI*CC'16 on Cognitive Informatics (CI) and Cognitive Computing (CC) was on cognitive computers, big data cognition, and machine learning. CI and CC are a contemporary field not only for basic studies on the brain, computational intelligence theories, and denotational mathematics, but also for engineering applications in cognitive systems towards deep learning, deep thinking, and deep reasoning. This paper reports a set of position statements presented in the plenary panel (Part I) in IEEE ICCI*CC'16 at Stanford University. The summary is contributed by invited panelists who are part of the world's renowned scholars in the transdisciplinary field of CI and CC.

Style APA, Harvard, Vancouver, ISO itp.

43

MUSTAPHA, BASSIR. "Learning styles of adults and metacognitive approach to E-Learning "... Towards a cognitive and social constructivist view of learning"". New Trends and Issues Proceedings on Humanities and Social Sciences 3, nr 1 (28.06.2017): 484–91. http://dx.doi.org/10.18844/gjhss.v3i1.1810.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

44

Yu-Chen Kuo, Yu-Chen Kuo, Hao-Chiang Koong Lin Yu-Chen Kuo, Yu-Hsuan Lin Hao-Chiang Koong Lin i Yi-Jia Li Yu-Hsuan Lin. "The Influence of Distance Learning Contracted Live Teaching Strategies on Learning Effectiveness, Learning Motivation, Self-efficacy, and Cognitive Load". 網際網路技術學刊 25, nr 3 (maj 2024): 403–13. http://dx.doi.org/10.53106/160792642024052503006.

Pełny tekst źródła

Streszczenie:

<p>Distance learning lacks person-to-person interaction, which makes learning less interesting. While peer interaction can gain the support, assistance, and discussion of peer empathy, which can effectively motivate learning. This study proposes a remote peer live learning strategy, which allows learners to conduct peer learning anytime and anywhere via the Internet and uses peer-to-peer video methods to conduct peer-to-peer live teaching. Explores the influence of adding peer factors on their learning effectiveness and learning motivation. The findings of this study are as follows: (1) The learners who use peer live teaching strategy, regardless of whether they are high or low achievement, can effectively improve their learning effectiveness, learning motivation and reduce their cognition compared with those who use general distance teaching. (2) Students who utilized the peer-to-peer live teaching platform exhibited notably higher levels of technology acceptance compared to their counterparts enrolled in the conventional distance learning system.</p> <p> </p>

Style APA, Harvard, Vancouver, ISO itp.

45

Nalini, V. Hema. "Cognitive Science Perspective: Synectics As a Model of Learning Metaphors". International Journal of Scientific Research 2, nr 6 (1.06.2012): 147–48. http://dx.doi.org/10.15373/22778179/june2013/47.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

46

Di Nuovo, Alessandro, i Angelo Cangelosi. "Abstract Concept Learning in Cognitive Robots". Current Robotics Reports 2, nr 1 (21.01.2021): 1–8. http://dx.doi.org/10.1007/s43154-020-00038-x.

Pełny tekst źródła

Streszczenie:

Abstract Purpose of Review Understanding and manipulating abstract concepts is a fundamental characteristic of human intelligence that is currently missing in artificial agents. Without it, the ability of these robots to interact socially with humans while performing their tasks would be hindered. However, what is needed to empower our robots with such a capability? In this article, we discuss some recent attempts on cognitive robot modeling of these concepts underpinned by some neurophysiological principles. Recent Findings For advanced learning of abstract concepts, an artificial agent needs a (robotic) body, because abstract and concrete concepts are considered a continuum, and abstract concepts can be learned by linking them to concrete embodied perceptions. Pioneering studies provided valuable information about the simulation of artificial learning and demonstrated the value of the cognitive robotics approach to study aspects of abstract cognition. Summary There are a few successful examples of cognitive models of abstract knowledge based on connectionist and probabilistic modeling techniques. However, the modeling of abstract concept learning in robots is currently limited at narrow tasks. To make further progress, we argue that closer collaboration among multiple disciplines is required to share expertise and co-design future studies. Particularly important is to create and share benchmark datasets of human learning behavior.

Style APA, Harvard, Vancouver, ISO itp.

47

Yoo, Aspen H., i Anne G. E. Collins. "How Working Memory and Reinforcement Learning Are Intertwined: A Cognitive, Neural, and Computational Perspective". Journal of Cognitive Neuroscience 34, nr 4 (5.03.2022): 551–68. http://dx.doi.org/10.1162/jocn_a_01808.

Pełny tekst źródła

Streszczenie:

Abstract Reinforcement learning and working memory are two core processes of human cognition and are often considered cognitively, neuroscientifically, and algorithmically distinct. Here, we show that the brain networks that support them actually overlap significantly and that they are less distinct cognitive processes than often assumed. We review literature demonstrating the benefits of considering each process to explain properties of the other and highlight recent work investigating their more complex interactions. We discuss how future research in both computational and cognitive sciences can benefit from one another, suggesting that a key missing piece for artificial agents to learn to behave with more human-like efficiency is taking working memory's role in learning seriously. This review highlights the risks of neglecting the interplay between different processes when studying human behavior (in particular when considering individual differences). We emphasize the importance of investigating these dynamics to build a comprehensive understanding of human cognition.

Style APA, Harvard, Vancouver, ISO itp.

48

Wang, Haoran. "How People Learn: Cognitive Monitoring". Lecture Notes in Education Psychology and Public Media 6, nr 1 (17.05.2023): 96–101. http://dx.doi.org/10.54254/2753-7048/6/20220189.

Pełny tekst źródła

Streszczenie:

Metacognition is the cognition of cognition. Metacognition is like an observer who is always watching the process of his or her learning, the cognitive process for any problems and errors. This article focuses on the study of metacognitive monitoring as one of the learning processes used to improve student learning. The article elaborates on how metacognitive learning is used to acquire knowledge through progressive learning, critiques the questionable practice of metacognitive learning, and provides a comparative analysis with other learning styles. An in-depth study of metacognition can help further correct and optimize our thinking styles and outcomes and is an essential advancement in our knowledge learning.

Style APA, Harvard, Vancouver, ISO itp.

49

Hagen, Marcia, i Sunyoung Park. "We knew it all along! Using cognitive science to explain how andragogy works". European Journal of Training and Development 40, nr 3 (4.04.2016): 171–90. http://dx.doi.org/10.1108/ejtd-10-2015-0081.

Pełny tekst źródła

Streszczenie:

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.

Style APA, Harvard, Vancouver, ISO itp.

50

Karpov, A. O. "Universities in the Knowledge Society: The Problem of Creativity Institutionalization". Russian Journal of Philosophical Sciences 62, nr 2 (12.05.2019): 77–95. http://dx.doi.org/10.30727/0235-1188-2019-62-2-77-95.

Pełny tekst źródła

Streszczenie:

The problem of creativity institutionalization at the university entails an identification and building a model of interrelated socio-epistemic structures (both internal and external), functionally ensuring creative activities of a heterogeneous subject of cognition in line with the university’s academic missions (educational, research, socio-economic). The paper gives a socio-philosophical analysis of transformation of the creative-type cognitive relationship (attitude) in the process of University 3.0 historical development. The author classifies the approaches to the definition of creative spaces and outlines the main provisions of the author’s concept of creativity institutionalization in a modern university. It is shown that the creative function of a modern university develops under the influence of public expectations, economic conditions and new technologies that call for effective educational environments, innovative learning methods, new forms of literacy. The author distinguishes four historical stages in the University 2.0, which differ in types of creative activity of a subject of cognition with respect to learning and research: education as the comprehension of truth, conjunction of research and teaching, conjunction of research and learning, learning through scientific researches. It is shown that University 3.0 takes its origin at the end of the 20th century as a result of commercialization of scientific researches, where scientific- and socialentrepreneurial creativities are added to various types of educational and scientific-research creativity. The paper presents the approaches to conceptualization of creative spaces at the University: environment model, model of cognitive processes, complex “environment as a mode of cognition” model. The concept of generativity is a core element of the author’s model of creative space, which is applied as a social-epistemological characteristic to the processes of learning and the environment of cognition. The creative space is deemed as a cognitive-generative system that interconnects creative-type cognitive processes with the cognitively active environment.

Style APA, Harvard, Vancouver, ISO itp.

Artykuły w czasopismach na temat „Cognitive learning”

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych