glossary
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| - | == Affect theory == | ||
| - | * "//a branch of psychoanalysis that attempts to organize affects into discrete categories and connect each one with its typical response//"(([[http://en.wikipedia.org/wiki/Affect_theory|Wikipedia: Affect theory. Retrieved 15. March 2011.]])) | ||
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| - | == Cognition == | ||
| - | * in psychology, the process by which one recognizes and understands things | ||
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| - | == Cognitive load == | ||
| - | * Load imposed on one's cognitive capacities due to performance of cognitive operations | ||
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| - | == Comprehension == | ||
| - | * an ability to understand the meaning or importance of something((Source: [[http://wordnetweb.princeton.edu/perl/webwn?s=comprehension]])) | ||
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| - | == Declarative knowledge == | ||
| - | * knowledge is often by instructional designers and philosophers divided into two categories: declarative (knowledge about things, //knowledge that//, for example knowledge about computers) and procedural (skills, //knowledge how//, for example knowledge how to use a computer) | ||
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| - | == Discrimination learning theory == | ||
| - | * a theory of the process by which animals or people learn to respond differently to different stimuli | ||
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| - | == Distributed representation == | ||
| - | * connectionist principle in which meaning is not contained within a single symbolic unit, but is formed by an interaction of a set of units(([[http://philosophy.uwaterloo.ca/MindDict/distributedrepresentation.html|Eliasmith C. Distributed representation. Dictionary of Philosophy of Mind. Last updated May 11, 2004.]])) | ||
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| - | == Doctrine of formal discipline == | ||
| - | * the belief that subjects like Latin language and mathematics improve learner's mind in general | ||
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| - | == Epistemology == | ||
| - | * "//is concerned with the nature, sources and limits of knowledge. Epistemology has been primarily concerned with propositional knowledge, that is, knowledge that such-and-such is true, rather than other forms of knowledge, for example, knowledge how to such-and-such.//"(([[http://www.rep.routledge.com/article/P059|Klein, Peter D. Epistemology. Routledge Encyclopedia of Philosophy. Updated March 31, 2005.]])) | ||
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| - | == Gestalt == | ||
| - | * a configuration or pattern of elements so unified as a whole that it cannot be described just as a sum of its parts | ||
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| - | == Human cognitive architecture == | ||
| - | * "//the manner in which structures and functions required for human cognitive processing are organized//"(([[http://www.csuchico.edu/~nschwartz/Sweller_2008.pdf|Sweller, J. Human Cognitive Architecture. In Handbook of research on educational communications and technology, 369-381. Taylor & Francis, 2008.]])) | ||
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| - | == Insightful learning == | ||
| - | * learning that results in perceiving the solution to a problem after a period of cognitive trial and error | ||
| - | * learner is required to have all elements of the problem available in order to be able to learn by insight | ||
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| - | == Journal == | ||
| - | * a scholarly periodical containing original research articles aimed at researchers or specialists | ||
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| - | == Magazine == | ||
| - | * a periodical aimed at the general public, which contains news, opinion and personal narratives | ||
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| - | == Paradigm == | ||
| - | * a set of ideas that are used for understanding or explaining something, especially in a particular subject | ||
| - | * a typical example or model of something | ||
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| - | == Procedural knowledge == | ||
| - | * knowledge on how to do something (see also: [[glossary#declarative_knowledge|declarative knowledge]]) | ||
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| - | == Schema == | ||
| - | * a mental framework humans use to represent and organize remembered information | ||
| - | * they enable us to recall, modify our behavior, or try to predict most likely outcomes of events | ||
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| - | == Script == | ||
| - | * "//a coherent sequence of events expected by an individual in a particular context, involving him either as participant or as an observer//"((Puto, C. P. Memory for scripts in advertisements. Advances in Consumer Research XII:404-409. Fifteenth Annual Conference. Association | ||
| - | for Consumer Research. 1985.)) | ||
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| - | == Structuralism == | ||
| - | * a theory founded by Edward Titchener in the end of 19th/beginning of 20th century focused on breaking down mental processes into simple elements | ||
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| - | == Theory == | ||
| - | * one or more ideas that explain how or why something happens | ||
| - | * the set of general principles that a particular subject is based on | ||
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| - | == Transfer of practice == | ||
| - | * (or //transfer of learning//) a term coined by Thorndike and Woodworth(([[http://psychclassics.yorku.ca/Thorndike/Transfer/transfer1.htm|Thorndike, E. L. and Woodworth, R. S. The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8, 247-261. 1901.]])), referring to the generalization of knowledge and transfer of it from one context to another | ||
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