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--- learning_paradigms:cognitivism [2011/06/30 12:16]
jpetrovic [About cognitivism]
+++ learning_paradigms:cognitivism [2013/12/08 17:56]
btarabic
@@ Line 1: / Line 1: @@
-====== Cognitivism ======
+======  Kognitivizam  ======
-===== About cognitivism =====
+=====  Uvod (o kognitivizmu)  =====
-One of the first criticisms of [[learning_paradigms:behaviorism|behaviorist learning]] approach came from [[learning_theories:gestalt_psychology|gestalt psychologists]] during the first decades of the 20th century and was related to behaviorist dependencies exclusively on overt behavior. It was the [[:glossary#gestalt|gestalt]] views on learning that influenced **new approaches** extending beyond behaviorism and setting the **basic principles** of what is today known as **[[:glossary#cognition|cognitive]] theories**. In the 1960s behaviorism was as a dominant [[:learning_paradigms|learning paradigm]] slowly replaced by cognitivism.
+Jedna od prvih kritika [[hr:learning_paradigms:behaviorism|biheviorističkom pristupu učenja]], upućena početkom 20.-tog stoljeća, dolazi od strane [[hr:learning_theories:gestalt_psychology|gestaltista]] i odnosi se usmjerenost biheviorista isključivo na vidljivo ponašanje. Upravo je [[:hr:glossary#gestalt|gestaltistički]] pogled na učenje utjecao na **nove pristupe**, šire od biheviorizma, koji su postavili **temeljne principe** onoga što danas nazivamo **[[:hr:glossary#cognition|kognitivnim]] teorijama učenja**. Tako je 1960-ih biheviorizam, do tad dominantna [[:hr:learning_paradigms|paradigma učenja]], polako zamijenjen kognitivizmom.
-[[:glossary#cognition|Cognitive]] approach to learning, unlike behavioral,
+[[:hr:glossary#cognition|Kognitivni]] pristup učenju, za razliku od biheviorističkog,
-  * sees learning as the **active** acquisition of new knowledge and developing adequate **mental** constructions,
+  * učenje vidi kao **aktivno** usvajanje novog znanja i razvoj adekvatnih **kognitivnih** **(mental)** konstrukcija,
-  * sets the **learner** as the **locus of control** and not just as a passive participant in the process of learning,
+  *  **učenika** (osobu koja uči) postavlja kao **lokus kontrole** **(locus of control)**, a ne kao pasivnog sudionika u procesu učenja,
-  * attempts to open the "black box" of his mind and **explain** complex **cognitive processes**,
+  * pokušava otvoriti "crnu kutiju" **(black box)** uma, **objasniti** kompleksne ** kognitivne procese** i njegovu strukturu **(arhitecture)**,
-  * addresses learning with regard to **insight**, **information processing**, **memory**, **perception**,
+  * učenju se okreće u vidu **uvida** **(insight)**, **obrade informacija** **(information processing)**, **pamćenja** **(memory)** i **percepcije**,
-  * emphasizes the role of **prior knowledge** and experiences for learning outcomes, and
+  * naglašava ulogu **postojećeg znanja** **(prior knowledge)** i iskustva u ishodima učenja, te
-  * sees learner as an **organized information processor**.
+  * učenika vidi kao ** obrađivača i organizatora informacija**  **(organized information processor)**.
-===== Human memory system =====
+=====  Ljudsko pamćenje  =====
-**Memory** is often defined as "//an organism's ability to store, retain, and recall information and experiences//"(([[http://en.wikipedia.org/wiki/Memory|Wikipedia: Memory.]] Retrieved March 21, 2011.)). Since it has a crucial role in acquisition and retention of knowledge, it was the subject of many researches and an essential part of many cognitivist learning theories.
+Ako se ulazi u analizu kognitivne strukture **(human cognitive architecture)**, tada je nužno u obzir uzeti i svojstva ljudskog sustava pamćenja **(human memory system)**. **Pamćenje** **(Memory)** je često definirano kao "//sposobnost organizma da pohrani, zadrži i dozove informacije i iskustva//"(([[ http://hr.wikipedia.org/wiki/Pam%C4%87enje|Wikipedia: Pamćenje.]] Pribavljeno 21. ožujka, 2011.)). S obzirom da ima ključnu ulogu u stjecanju **(acquisition)** i zadržavanju **(retention)** znanja **(knowledge)**, objektom je mnogih istraživanja i esencijalni je dio brojnih kognitivističkih teorija učenja **(cognitivist learning theories)**.
-  * [[memory_models:A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]]
+  * [[hr:memory_models:A Brief History of Human Memory Systems|Kratka povijest istraživanja sustava ljudskog pamćenja]] **(Human Memory Systems Research)**
-  * [[memory_models:Human Working Memory]]
+  * [[hr:memory_models:Human Working Memory|Ljudsko radno pamćenje]] **(Human Working Memory)**
-===== Learning theories: =====
+=====  Teorije učenja:  =====
-  * [[learning_theories:Gestalt Psychology]] - [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer (1880 – 1943)]]
+  * [[hr:learning_theories:Gestalt Psychology|Gestalt psihologija]] **(Gestalt Psychology)** - [[http://en.wikipedia.org/wiki/Max_Wertheimer|Max Wertheimer (1880 – 1943)]]
-  * [[learning_theories:Assimilation Theory]] - [[http://www.davidausubel.org/|David  Ausubel (1918 - 2008)]]
+  * [[hr:learning_theories:Assimilation Theory|Teorija asimilacije]] **(Assimilation Theory)** - [[http://www.davidausubel.org/|David  Ausubel (1918 - 2008)]]
-  * [[learning_theories:Social Cognitive Learning Theory]] - [[http://en.wikipedia.org/wiki/Albert_Bandura|Albert Bandura (1925 - )]]
+  * [[hr:learning_theories:Social Cognitive Learning Theory|Socio-kognitivina teorija učenja]] **(Social Cognitive Learning Theory)** - [[http://hr.wikipedia.org/wiki/Albert_Bandura|Albert Bandura (1925 - )]]
-  * [[learning_theories:Conditions of Learning]] - [[http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf|Robert Gagné (1916 - 2002)]]
+  * [[hr:learning_theories:Conditions of Learning|Uvjeti učenja]] **(Conditions of Learning)** - [[http://www.ibstpi.org/Products/pdf/appendix_A-C.pdf|Robert Gagné (1916 - 2002)]]
-  * [[learning_theories:Schema Theory]] - [[http://www.education.com/reference/article/anderson-richard-chase-1934-/|Richard Anderson (1934 - )]]
+  * [[hr:learning_theories:Schema Theory|Teorija shema]] **(Schema Theory)** - [[http://www.education.com/reference/article/anderson-richard-chase-1934-/|Richard Anderson (1934 - )]]
-  * [[learning_theories:Script Theory]] - [[http://www.rogerschank.com/|Roger Schank]]
+  * [[hr:learning_theories:Script Theory|Teorija scenarija]] **(Script Theory)** - [[http://www.rogerschank.com/|Roger Schank]]
-  * [[learning_theories:Dual Coding Theory]] - [[http://en.wikipedia.org/wiki/Allan_Paivio|Allan Pavio (1925 - )]]
+  * [[hr:learning_theories:Dual Coding Theory|Teorija dvojnog kodiranja]] **(Dual Coding Theory)** - [[http://en.wikipedia.org/wiki/Allan_Paivio|Allan Pavio (1925 - )]]
-  * [[learning_theories:Cognitive Load Theory]] - [[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]]
+  * [[hr:learning_theories:Cognitive Load Theory|Teorija kognitivnog opterećenja]] (CLT) **(Cognitive Load Theory)** - [[http://education.arts.unsw.edu.au/staff/john-sweller-726.html|John Sweller]]
-  * [[learning_theories:Cognitive Theory of Multimedia Learning]] - [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]]
+  * [[hr:learning_theories:Cognitive Theory of Multimedia Learning|Kognitivna teorija multimedijalnog učenja]] (CTML) **(Cognitive Theory of Multimedia Learning)** - [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]]
-===== Instructional design theories and learning models: =====
+===== Teorije i modeli instrukcionalnog dizajna: **(Instructional design theories and learning models)**=====
-  *[[instructional_design:Cone of Experience]] - [[http://en.wikipedia.org/wiki/Edgar_Dale|Edgar Dale (1900 – 1985)]]
+  *[[hr:instructional_design:Cone of Experience|Stožac iskustva]] **(Cone of Experience)**- [[http://en.wikipedia.org/wiki/Edgar_Dale|Edgar Dale (1900 – 1985)]]
-  *[[instructional_design:Elaboration Theory]] - [[http://www.indiana.edu/~syschang/decatur/bios/biographies.html|Charles Reigeluth]]
+  *[[hr:instructional_design:Elaboration Theory|Teorija elaboracije]] **(Elaboration Theory)**- [[http://www.indiana.edu/~syschang/decatur/bios/biographies.html|Charles Reigeluth]]
-  *[[instructional_design:Concept Mapping]] - [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]]
+  *[[hr:instructional_design:Concept Mapping|Konceptualno mapiranje]] **(Concept Mapping)**- [[http://www.ihmc.us/groups/jnovak/|Joseph Novak]]
-  *[[instructional_design:Component Display Theory]] - [[http://mdavidmerrill.com/index.htm|Dave Merrill]]
+  *[[hr:instructional_design:Component Display Theory|Komponentni dizajn]] **(Component Display Theory)**- [[http://mdavidmerrill.com/index.htm|Dave Merrill]]
-  *[[instructional_design:structural_learning|Structural Learning Theory]] - [[http://www.scandura.com/|Joseph Scandura]]
+  *[[hr:instructional_design:structural_learning|Strukturalna teorija učenja]] **(Structural Learning)** - [[http://www.scandura.com/|Joseph Scandura]]
+  *[[hr:research_results:Principles and effects|Principi i efekti]] CLT-a i CTML-a - (razni istraživači)
+=====  Kritike  =====
-===== Criticisms =====
+Od početka njegovog brzog razvoja tijekom 1960.-ih kognitivizmu su upućene brojne kritike, osporavajući pretpostavku da se **kognitivni procesi mogu usporediti sa modelom obrade informacija** **(mental functions can be compared to an information processing model)**. Neki autori, poput Johna Searlea ili Rogera Penrosea tvrde da obrada podatka **(computation)**, s obzirom na urođena ograničenja, nikad ne može postići kompleksnost i mogućnosti ljudskih kognitivnih procesa **(mental functions)**, te da stoga ne može biti uspješna u njihovom opisivanju. Tipični primjeru su:
+  * **[[http://www.miskatonic.org/godel.html|Gödelovi teoremi nepotpunosti]]** **(Gödel's incompleteness theorems)** koji tvrde da "//će unutar svake grane matematike uvijek postojati neke propozicije koje ne mogu biti dokazane točnima ili pogrešnima putem pravila i aksioma… unutar te grane matematike. Svaku razumnu tvrdnju o brojevima je moguće dokazati izlaskom izvan sistema, kako bi se došlo do novih pravila i aksioma, ali ovim činom samo stvaramo veći sistem sa vlastitim nedokazivim tvrdnjama.//"(([[http://books.google.com/books?id=aNoEAAAAYAAJ|Jones, Judy, and William Wilson. An incomplete education. Ballantine Books, 1987.]])). Pojednostavljeno, računala, s obzirom da su određena ograničenim setom aksioma, nikad neće biti sposobna za kogniciju poput ljudske. Model obrade informacija **(information-processing model)**, stoga ima ograničenu primjenu u razumijevanju ljudske kognicije. [[http://kgs.logic.at/index.php?id=23|Kurt Gödel]] svoja dva teorema nepotpunosti predstavlja, 1931.
+  * **[[http://www.scientificamerican.com/article.cfm?id=why-is-turings-halting-pr|Turingov problem zaustavljanja]]** **(Turing's halting problem)** koji tvrdi da je za dani opis programa nemoguće odlučiti zaustavlja li se program ili se nastavlja izvršavati u nedogled za bilo koji ulaz. Ovaj teorem, koji [[http://www.alanturing.net/|Alan Turing]] dokazuje 1936, pokazuje kako neke stvari po svojoj prirodi nisu računljive.
-Since  the beginning of its intensive development during the 1960s various critics of cognitivism have emerged, challenging its assumption that **mental functions can be compared to an information processing model**. Some authors like John Searle  or Roger Penrose claim that computation, due to its inherent limitations, can never achieve the complexity and possibilities of human mental functions and therefore cannot be successfully used to describe them. Common examples for this are:
+Tijekom 1970-ih, [[hr:learning_paradigms:humanism|humanizam]] se kroz **holistički pristup** **(holistic approach)**, vjeru u snagu pojedinca i pogled na **učenje putem ispunjenja njegovih potencijala**, razvija kao oponent oboje biheviorizmu i kognitivizmu.
+===== Literatura =====
-  * **[[http://www.miskatonic.org/godel.html|Gödel's incompleteness theorems]]** which claim that "//within any given branch of mathematics, there would always be some propositions that couldn't be proven either true or false using the rules and axioms... of that mathematical branch itself. You might be able to prove every conceivable statement about numbers within a system by going outside the system in order to come up with new rules and axioms, but by doing so you'll only create a larger system with its own unprovable statements.//"((Jones & Wilson. An Incomplete Education. In [[http://www.miskatonic.org/godel.html|Denton, W. Gödel's Incompleteness Theorem. Miskatonic University Press.]])). Oversimplified, this means computers will never be capable of human-like cognition since they are limited to a limited set of axioms. The information-processing model should therefore have a limited application in case of humans. [[http://kgs.logic.at/index.php?id=23|Kurt Gödel]] proved his two theorems of incompleteness in 1931.
-  * **[[http://www.scientificamerican.com/article.cfm?id=why-is-turings-halting-pr|Turing's halting problem]]** which claims that given a description of a program, it is impossible to decide whether the program finishes running or continues to run forever for any given program input. This theorem proven by [[http://www.alanturing.net/|Alan Turing]] in 1936 shows how some things are naturally non-computable.
-During the 1970s **humanism** evolved as an opposing view to both behaviorism and cognitivism beginning with the **holistic approach**, belief in the power of an individual and view **learning as a way of fulfilling his potentials**.
-===== Bibliography =====
 [[http://arrow.dit.ie/cgi/viewcontent.cgi?article=1003&context=engscheleart|Ashworth, Frank et al. : Learning Theories and Higher Education. Level 3, Issue 2, June 2004.]]
-[[http://www.learning-theories.com/cognitivism.html|Cognitivism at Learning Theories.]] Retrieved February 21, 2011.
+[[http://www.learning-theories.com/cognitivism.html|Cognitivism at Learning Theories.]] Pribavljeno 21. veljače, 2011.
-[[http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm|Dabbagh, N. The Instructional Design Knowledge Base. George Mason University, Instructional Technology Program.]] Retrieved March 8, 2011.
+[[http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm|Dabbagh, N. The Instructional Design Knowledge Base. George Mason University, Instructional Technology Program.]] Pribavljeno 8. ožujka, 2011.
-===== Read more =====
+===== Dodatna literatura =====
 [[http://www.google.com/books?hl=hr&lr=&id=nbBjFvXL7BMC&oi=fnd&pg=PR7&dq=After+Cognitivism:+A+Reassessment+of+Cognitive+Science+and+Philosophy&ots=NfM4_aQlvU&sig=vLk7QZe2VFKLSHf0rsivSfTqoTE#v=onepage&q&f=false|Leidlmair, Karl. After Cognitivism: A Reassessment of Cognitive Science and Philosophy. Springer, 2009.]]
-[[http://web.mac.com/cranetim/Tims_website/Book_reviews_files/Descombes%20review.pdf|Crane, T. Book review of "The Mind’s Provisions" by Vincent Descombes. European Journal of Philosophy 12, no. 3: p399–406. 2004.]]
+[[http://books.google.hr/books?id=T_CDuCMkIYQC&printsec=frontcover&dq=Mind%E2%80%99s+Provisions:+A+Critique+of+Cognitivism&hl=hr&ei=1HIMTpGjEIeZ8QPotuzKDg&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCsQuwUwAA#v=onepage&q&f=false|Descombes, Vincent. The mind's provisions: a critique of cognitivism, 2001.]]

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