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learning_paradigms:cognitivism [2011/06/30 12:27]
jpetrovic [Human memory system]
learning_paradigms:cognitivism [2023/06/19 18:03] (current)
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 ===== About cognitivism ===== ===== About cognitivism =====
  
-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.+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]] ​learning ​theories**. In the 1960s behaviorism was as a dominant [[:​learning_paradigms|learning paradigm]] slowly replaced by cognitivism.
  
 [[:​glossary#​cognition|Cognitive]] approach to learning, unlike behavioral, [[:​glossary#​cognition|Cognitive]] approach to learning, unlike behavioral,
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   * sees learning as the **active** acquisition of new knowledge and developing adequate **mental** constructions,​   * sees learning as the **active** acquisition of new knowledge and developing adequate **mental** constructions,​
   * sets the **learner** as the **locus of control** and not just as a passive participant in the process of learning,   * sets the **learner** as the **locus of control** and not just as a passive participant in the process of learning,
-  * attempts to open the "black box" of his mind and **explain** complex **cognitive processes**,​+  * attempts to open the "black box" of his mind and **explain** complex **cognitive processes** ​and architecture,
   * addresses learning with regard to **insight**,​ **information processing**,​ **memory**, **perception**,​   * addresses learning with regard to **insight**,​ **information processing**,​ **memory**, **perception**,​
   * emphasizes the role of **prior knowledge** and experiences for learning outcomes, and   * emphasizes the role of **prior knowledge** and experiences for learning outcomes, and
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 ===== Human memory =====  ===== Human memory ===== 
  
-**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.+If human cognitive architecture is to be analyzed, then the role and properties of human memory system should also be accounted for. **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.
  
   * [[memory_models:​A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]]   * [[memory_models:​A Brief History of Human Memory Systems|A Brief History of Human Memory Systems Research]]
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   * [[learning_theories:​Script Theory]] - [[http://​www.rogerschank.com/​|Roger Schank]]   * [[learning_theories:​Script Theory]] - [[http://​www.rogerschank.com/​|Roger Schank]]
   * [[learning_theories:​Dual Coding Theory]] - [[http://​en.wikipedia.org/​wiki/​Allan_Paivio|Allan Pavio (1925 - )]]   * [[learning_theories:​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]]  +  * [[learning_theories:​Cognitive Load Theory]] ​(CLT) - [[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]]+  * [[learning_theories:​Cognitive Theory of Multimedia Learning]] ​(CTML) ​- [[http://​www.psych.ucsb.edu/​people/​faculty/​mayer/​index.php|Richard Mayer]]
  
  
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   *[[instructional_design:​Component Display Theory]] - [[http://​mdavidmerrill.com/​index.htm|Dave Merrill]]   *[[instructional_design:​Component Display Theory]] - [[http://​mdavidmerrill.com/​index.htm|Dave Merrill]]
   *[[instructional_design:​structural_learning|Structural Learning Theory]] - [[http://​www.scandura.com/​|Joseph Scandura]]   *[[instructional_design:​structural_learning|Structural Learning Theory]] - [[http://​www.scandura.com/​|Joseph Scandura]]
 +  *[[research_results:​Principles and effects]] of CLT and CTML - (various researchers)
  
  
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 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: 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:
  
-  * **[[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|DentonWGödel'​s Incompleteness TheoremMiskatonic 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.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.//"​(([[http://​books.google.com/books?​id=aNoEAAAAYAAJ|JonesJudy, and William WilsonAn incomplete educationBallantine Books, 1987.]])). 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.   * **[[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**. ​+During the 1970s [[learning_paradigms:​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 ===== ===== Bibliography =====
  
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-[[http://web.mac.com/cranetim/​Tims_website/​Book_reviews_files/​Descombes%20review.pdf|CraneTBook review of "The Mind’Provisions"​ by Vincent Descombes. European Journal ​of Philosophy 12no. 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|DescombesVincent. The mind'provisions: a critique ​of cognitivism2001.]]
  
learning_paradigms/cognitivism.1309429674.txt.gz · Last modified: 2023/06/19 17:49 (external edit)