Cognitive Science Foundations Of Instruction
Download Cognitive Science Foundations Of Instruction full books in PDF, epub, and Kindle. Read online free Cognitive Science Foundations Of Instruction ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : Mitchell Rabinowitz |
| Publisher | : Routledge |
| Total Pages | : 277 |
| Release | : 2020-02-13 |
| Genre | : Education |
| ISBN | : 1135443734 |
This volume presents and discusses current research that makes the connection between cognitive theory and instructional application. Addressing two general issues, the first set of chapters specifies the relation between cognitive theory and the development and evaluation of instruction, while the second set deals with the questions involved in understanding and assessing cognitive skills. The outstanding feature of these chapters is that they all present in-depth discussions of the theoretical issues underlying instructional decisions. Many present specific implementations that provide examples of concrete applications of theory. In addition, the settings for implementing these examples span a broad range of instructional areas and environments, illustrating the generality and transferability of the application of theory to practice.
| Author | : Mitchell Rabinowitz |
| Publisher | : Routledge |
| Total Pages | : 250 |
| Release | : 2020-02-13 |
| Genre | : Education |
| ISBN | : 1135443661 |
This volume presents and discusses current research that makes the connection between cognitive theory and instructional application. Addressing two general issues, the first set of chapters specifies the relation between cognitive theory and the development and evaluation of instruction, while the second set deals with the questions involved in understanding and assessing cognitive skills. The outstanding feature of these chapters is that they all present in-depth discussions of the theoretical issues underlying instructional decisions. Many present specific implementations that provide examples of concrete applications of theory. In addition, the settings for implementing these examples span a broad range of instructional areas and environments, illustrating the generality and transferability of the application of theory to practice.
| Author | : Michael R. W. Dawson |
| Publisher | : Athabasca University Press |
| Total Pages | : 506 |
| Release | : 2013 |
| Genre | : Computers |
| ISBN | : 1927356172 |
Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field's immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science. Examples, cases, and research findings taken from the wide range of phenomena studied by cognitive scientists effectively explain and explore the relationship among the three perspectives. Intended to introduce both graduate and senior undergraduate students to the foundations of cognitive science, Mind, Body, World addresses a number of questions currently being asked by those practicing in the field: What are the core assumptions of the three different schools? What are the relationships between these different sets of core assumptions? Is there only one cognitive science, or are there many different cognitive sciences? Giving the schools equal treatment and displaying a broad and deep understanding of the field, Dawson highlights the fundamental tensions and lines of fragmentation that exist among the schools and provides a refreshing and unifying framework for students of cognitive science.
| Author | : Alan H. Schoenfeld |
| Publisher | : Routledge |
| Total Pages | : 316 |
| Release | : 2013-04-03 |
| Genre | : Education |
| ISBN | : 1136461841 |
This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in mathematics. In so doing, the contributors provide a general introduction to fundamental ideas in cognitive science, plus an overview of cognitive theory and its direct implications for mathematics education. A practical, no-nonsense attempt to bring recent research within reach for practicing teachers, this book also raises many issues for cognitive researchers to consider.
| Author | : Mitchell J. Nathan |
| Publisher | : Routledge |
| Total Pages | : 414 |
| Release | : 2021-09-27 |
| Genre | : Education |
| ISBN | : 1000430103 |
Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes—direct physical, social, and environmental interactions—are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book’s coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.
| Author | : Michael I. Posner |
| Publisher | : MIT Press (MA) |
| Total Pages | : 970 |
| Release | : 1989 |
| Genre | : Cognition |
| ISBN | : |
What is cognitive science? The Foundations of Cognitive Science answers this question in a way that gives a feeling for the excitement, ferment, and accomplishments of this new field. It is the first broad treatment of cognitive science at an advanced level. Complete and authoritative, The Foundations of Cognitive Science covers the major architectures; provides background in philosophy linguistics, cognitive psychology, and neuroscience; and deals with methods for studying both brain and mind. All of the chapters have been written especially for the book by the leading scholars in the field. The foundations of cognitive science are developed in seven chapters covering computation, symbolic architectures, parallel distributed processing, grammars, semantics and formal logic, experimental cognitive science, and brain and cognition. These are then applied to the major cognitive domains of language acquisition, reading, discourse, mental models, categories and induction, problem solving, vision, visual attention, memory, action and motor control. The Foundations of Cognitive Science concludes with an assessment by a philosopher and a cognitive anthropologist. Michael I. Posner is Professor of Psychology at the University of Oregon. A Bradford Book. Contributors: Herbert A. SimonCraig A. KaplanZenon W. PylyshynAllen NewellJohn E. LairdPaul S. RosenbloomDavid E. RumelhartThomas WasowJon BarwiseJohn EtchemendyGordon H. BawerJohn P. ClapperTerrence J. SejnowskiPatricia Smith ChurchlandSteven PinkerAlexander PollatsekKeith RaynerBarbara J. GroszCandace L. SidnerMartha E. PollackP. N. Johnson-LairdEdward E. SmithKurt VanLehnEllen C. HildrethShimon UllmanAlan AllportDaniel L. SchacterDavid A. RosenbaumMichael I. JordanE. BizziF. A. Mussa IvaldiRoy D'AndradeGilbert Harman Contents: Computation, Symbolic Architectures, Parallel Distributed Processing, Grammars, Semantics and Formal Logic, Experimental Cognitive Science, Brain and Cognition, Language Acquisition, Reading, Discourse, Mental Models, Categories and Induction, Problem Solving, Vision, Visual Attention, Memory, Action, Motor Control, Culture, Philosophical Critique
| Author | : Wesley A. Hoover |
| Publisher | : Springer Nature |
| Total Pages | : 279 |
| Release | : 2020-06-09 |
| Genre | : Education |
| ISBN | : 3030441954 |
This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.
| Author | : Mitchell Rabinowitz |
| Publisher | : Routledge |
| Total Pages | : 239 |
| Release | : 1993 |
| Genre | : Education |
| ISBN | : 9780805812794 |
This volume presents and discusses current research that makes the connection between cognitive theory and instructional application. Addressing two general issues, the first set of chapters specifies the relation between cognitive theory and the development and evaluation of instruction, while the second set deals with the questions involved in understanding and assessing cognitive skills. The outstanding feature of these chapters is that they all present in-depth discussions of the theoretical issues underlying instructional decisions. Many present specific implementations that provide examples of concrete applications of theory. In addition, the settings for implementing these examples span a broad range of instructional areas and environments, illustrating the generality and transferability of the application of theory to practice.
| Author | : John T. Bruer |
| Publisher | : MIT Press |
| Total Pages | : 342 |
| Release | : 1994 |
| Genre | : Education |
| ISBN | : 9780262521963 |
Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. If we want to improve educational opportunities and outcomes for all children, we must start applying what we know about mental functioning--how children think, learn, and remember in our schools. We must apply cognitive science in the classroom. Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, Bruer shows how applying cognitive research can dramatically improve students' transitions from lower-level rote skills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, he points out, is also beginning to suggest how we might better motivate students, design more effective tools for assessing them, and improve the training of teachers. He concludes with a chapter on how effective school reform demands that we expand our understanding of teaching and learning and that we think about education in new ways. Debates and discussions about the reform of American education suffer from a lack of appreciation of the complexity of learning and from a lack of understanding about the knowledge base that is available for the improvement of educational practice. Politicians, business leaders, and even many school superintendents, principals, and teachers think that educational problems can be solved by changing school management structures or by creating a market in educational services. Bruer argues that improvement depends instead on changing student-teacher interactions. It is these changes, guided by cognitive research, that will create more effective classroom environments. A Bradford Book
| Author | : David C. Geary |
| Publisher | : Academic Press |
| Total Pages | : 380 |
| Release | : 2019-01-03 |
| Genre | : Psychology |
| ISBN | : 0128159537 |
The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout. - Identifies the relative influence of school and family on math learning - Discusses the efficacy of numerical play for improvement in math - Features learning trajectories in math - Examines the role of math language in numeracy skills - Includes assessments of math skills - Explores the role of cognition in treating math-based learning difficulties
