Interaction Of Media Cognition And Learning
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| Author | : Gavriel Salomon |
| Publisher | : Jossey-Bass |
| Total Pages | : 320 |
| Release | : 1979 |
| Genre | : Education |
| ISBN | : |
Abstract: A reference text on cognition criteria and effects of communication media on the learning process advances an empirically-based theory relating basic symbolic modes of presentation to common thought processes and to learning. A number of propositions are offered concerning the particular kinds of mental processes required by and the specific mental skills enhanced by different symbol systems. A series of controlled experiments and field and cross-cultural studies to test these propositions are descibed and discussed, illustrating the kinds of learning and mental skill development that take place under various circumstances with different learner types. A general scheme of reciprocal interactions is advanced, between media symbol systems and the cognition, and mental activities of learners. The implications of these interactions for the design and use of instructional materials are explored. (wz).
| Author | : Gavriel Salomon |
| Publisher | : Routledge |
| Total Pages | : 305 |
| Release | : 2012-12-06 |
| Genre | : Education |
| ISBN | : 1136483306 |
The educational use of television, film, and related media has increased significantly in recent years, but our fundamental understanding of how media communicate information and which instructional purposes they best serve has grown very little. In this book, the author advances an empirically based theory relating media's most basic mode of presentation -- their symbol systems -- to common thought processes and to learning. Drawing on research in semiotics, cognition and cognitive development, psycholinguistics, and mass communication, the author offers a number of propositions concerning the particular kinds of mental processes required by, and the specific mental skills enhanced by, different symbol systems. He then describes a series of controlled experiments and field and cross-cultural studies designed to test these propositions. Based primarily on the symbol system elements of television and film, these studies illustrate under what circumstances and with what types of learners certain kinds of learning and mental skill development occur. These findings are incorporated into a general scheme of reciprocal interactions among symbol systems, learners' cognitions, and their mental activities; and the implications of these relationships for the design and use of instructional materials are explored.
| Author | : Kimberly Ann Eggerton |
| Publisher | : |
| Total Pages | : 126 |
| Release | : 2003 |
| Genre | : |
| ISBN | : |
| Author | : Wang, Haomin |
| Publisher | : IGI Global |
| Total Pages | : 409 |
| Release | : 2011-12-31 |
| Genre | : Education |
| ISBN | : 161350442X |
"This book provides a comprehensive examination of interactivity, combining key perspectives from communication and media studies, distributed cognition, system affordances, user control, and social interaction, intended for researchers working in the fields of communication and media, educational media, e-learning, and instructional technology"--Provided by publisher.
| Author | : Edwin Hutchins |
| Publisher | : MIT Press |
| Total Pages | : 403 |
| Release | : 1996-08-26 |
| Genre | : Psychology |
| ISBN | : 0262581469 |
Edwin Hutchins combines his background as an anthropologist and an open ocean racing sailor and navigator in this account of how anthropological methods can be combined with cognitive theory to produce a new reading of cognitive science. His theoretical insights are grounded in an extended analysis of ship navigation—its computational basis, its historical roots, its social organization, and the details of its implementation in actual practice aboard large ships. The result is an unusual interdisciplinary approach to cognition in culturally constituted activities outside the laboratory—"in the wild." Hutchins examines a set of phenomena that have fallen in the cracks between the established disciplines of psychology and anthropology, bringing to light a new set of relationships between culture and cognition. The standard view is that culture affects the cognition of individuals. Hutchins argues instead that cultural activity systems have cognitive properties of their own that are different from the cognitive properties of the individuals who participate in them. Each action for bringing a large naval vessel into port, for example, is informed by culture: the navigation team can be seen as a cognitive and computational system. Introducing Navy life and work on the bridge, Hutchins makes a clear distinction between the cognitive properties of an individual and the cognitive properties of a system. In striking contrast to the usual laboratory tasks of research in cognitive science, he applies the principal metaphor of cognitive science—cognition as computation (adopting David Marr's paradigm)—to the navigation task. After comparing modern Western navigation with the method practiced in Micronesia, Hutchins explores the computational and cognitive properties of systems that are larger than an individual. He then turns to an analysis of learning or change in the organization of cognitive systems at several scales. Hutchins's conclusion illustrates the costs of ignoring the cultural nature of cognition, pointing to the ways in which contemporary cognitive science can be transformed by new meanings and interpretations. A Bradford Book
| Author | : Myint Swe Khine |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 623 |
| Release | : 2010-06-16 |
| Genre | : Education |
| ISBN | : 1441957162 |
The earliest educational software simply transferred print material from the page to the monitor. Since then, the Internet and other digital media have brought students an ever-expanding, low-cost knowledge base and the opportunity to interact with minds around the globe—while running the risk of shortening their attention spans, isolating them from interpersonal contact, and subjecting them to information overload. The New Science of Learning: Cognition, Computers and Collaboration in Education deftly explores the multiple relationships found among these critical elements in students’ increasingly complex and multi-paced educational experience. Starting with instructors’ insights into the cognitive effects of digital media—a diverse range of viewpoints with little consensus—this cutting-edge resource acknowledges the double-edged potential inherent in computer-based education and its role in shaping students’ thinking capabilities. Accordingly, the emphasis is on strategies that maximize the strengths and compensate for the negative aspects of digital learning, including: Group cognition as a foundation for learning Metacognitive control of learning and remembering Higher education course development using open education resources Designing a technology-oriented teacher professional development model Supporting student collaboration with digital video tools Teaching and learning through social annotation practices The New Science of Learning: Cognition, Computers and Collaboration in Education brings emerging challenges and innovative ideas into sharp focus for researchers in educational psychology, instructional design, education technologies, and the learning sciences.
| Author | : Satinder P. Gill |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 610 |
| Release | : 2007-10-26 |
| Genre | : Computers |
| ISBN | : 1846289270 |
This book examines the theoretical and methodological research issues that underlie the design and use of interactive technology. The analysis directs attention to three human capacities: cognition, communication and interaction. The examination of these capacities is embedded in understanding concepts of communication and interaction and their application; conceptions of knowledge and cognition; and the role of aesthetics and ethics in design.
| Author | : Shin Yi Chew |
| Publisher | : Springer Nature |
| Total Pages | : 102 |
| Release | : 2021-04-13 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3030674258 |
This book takes as its starting point the assumption that interpersonal communication is a crucial aspect of successful language learning. Following an examination of different communicative models, the authors focus on traditional face-to-face (F2F) interactions, before going on to compare these with the forms of computer-mediated communication (CMC) enabled by recent developments in educational technology. They also address the question of individual differences, particularly learners' preferred participation styles, and explore how F2F and CMC formats might impact learners differently. This book will be of interest to students and scholars of computer-mediated communication (CMC), computer-assisted language learning (CALL), technology-enhanced language learning (TELL), language acquisition and language education more broadly.
| Author | : Andrea A. diSessa |
| Publisher | : Routledge |
| Total Pages | : 615 |
| Release | : 2015-12-07 |
| Genre | : Education |
| ISBN | : 1317632958 |
Decades of research in the cognitive and learning sciences have led to a growing recognition of the incredibly multi-faceted nature of human knowing and learning. Up to now, this multifaceted nature has been visible mostly in distinct and often competing communities of researchers. From a purely scientific perspective, "siloed" science—where different traditions refuse to speak with one another, or merely ignore one another—is unacceptable. This ambitious volume attempts to kick-start a serious, new line of work that merges, or properly articulates, different traditions with their divergent historical, theoretical, and methodological commitments that, nonetheless, both focus on the highly detailed analysis of processes of knowing and learning as they unfold in interactional contexts in real time. Knowledge and Interaction puts two traditions in dialogue with one another: Knowledge Analysis (KA), which draws on intellectual roots in developmental psychology and cognitive modeling and focuses on the nature and form of individual knowledge systems, and Interaction Analysis (IA), which has been prominent in approaches that seek to understand and explain learning as a sequence of real-time moves by individuals as they interact with interlocutors, learning environments, and the world around them. The volume’s four-part organization opens up space for both substantive contributions on areas of conceptual and empirical work as well as opportunities for reflection, integration, and coordination.
| Author | : Oliver Boyd-Barrett |
| Publisher | : Routledge |
| Total Pages | : 443 |
| Release | : 2013-12-16 |
| Genre | : Business & Economics |
| ISBN | : 1136116842 |
First Published in 1986. The readings reflect the current interest in the possible effects that such communications media may have upon children's studies and cognition and upon how children are likely to respond to education and educational media.
