...Kapag nagbabasa kasalukuyang pananaliksik, ang isa ay bumagsak sa pamamagitan ng paglaganap ng mga "bagong" teorya ng pagbabasa proseso. Ang layunin ng papel na ito ay upang ipakita ang nananaig theories ng pagbabasa-unawa, upang suriin ang kanilang pagkakatulad at pagkakaiba, at matukoy kung sila ay tiyakan iba't-ibang o kumakatawan sa isang pangkalahatang teorya ng cognitive development partikular inilalapat sa pagbabasa. KASANAYAN MODEL Ang tradisyunal na kahulugan ng pagbabasa-intindi bilang na ito ay naisalin na sa pamamagitan ng mga may-akda at mga manunulat ng basal mambabasa at panitikan anthologies, mga resulta sa ang pagtuturo ng pagbabasa sa pamamagitan ng "hiwalay na tinukoy" kasanayan-unawa, at maaaring tinatawag na isang "kasanayan model. "Skills, hiwalay na itinuro sa isang lohikal at sequential order, ay naisip na magreresulta sa pinabuting intindi ng text na materyal. Ang mga tradisyonal na view skills modelo ng pagbabasa ay isang ilalim up o data driven processing model. Sa ganitong view ng pagbabasa, mga titik ay pinaghihinalaang sa isang kaliwa upang right sequence hanggang isang salita ay pinaghihinalaang bilang isang buo, kahulugan...
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...processes (Fritscher, 2014). The main facet of cognitive theory involves the communications between mental components and the information that is processed through this intricate system. As individuals learn, they vigorously generate cognitive arraignments which determine their perceptions of environment and self. Concepts of Cognitive Theorists Cognitive theorists think that learning consists of the incorporation of events into an operating storage system contained within the organizational structures called schemata. This concept of schemata was introduced by Frederic C. Bartlett in the early 1930’s. We will discuss more about Frederic C. Bartlett later. Readers use schemata to make sense of events and descriptions by providing default background information for comprehension, as it is rare and often unnecessary for texts to contain all the detail required for them to be fully understood. Usually, many or even most of the details are omitted, and readers’ schemata compensate for any gaps in the text (Hühn, 2014). Thus, the mind...
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...saw the movie. 2. Does not feel like going to do anything. 3. Has other plans. c. Explain which of the schemata (see pages 34-36) led you to the first reaction you reported in a. Relational schemata (how you view relationships) because my friend is not answering the phone I assume that they are mad at me. d. Create a perception checking message with all three of the elements discussed on pages 45-46. Label each of the three elements just like example used in Course Content Section B. in this Module. “You seem to be avoiding going to the movies with me. (description of behavior) I know you have been busy with other things. (possible reasons) Have I done anything to make you not want to be around me? (question for clarification)” 2. You made an appointment with an instructor to go over some questions. The instructor has always encouraged this and has always been helpful in the past. During the appointment, the instructor is very impatient with you. a. What is your first reaction to this behavior? The teacher is in a hurry. b. List at least three other explanations for the behavior. 1. I am repeating questions. 2. I am taking up too much time. 3. Asking too many questions. c. Explain which of the schemata (see pages 34-36) led you to the first reaction you reported in a. States schemata (an individual’s physical or...
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...Jean Piaget’s Theory of Cognitive Development PIAGET’S BACKGROUND His was one of the most important, yet most controversial theories of cognitive development (Hetherington & Parke, 2000). In 1907 at age ten, he published his first scholarly article in a journal on a rare albino sparrow.1 The career of this philosopher, psychologist and observer of children began the day his wife said to him, “watch the children for a while, will you, Jean?”2 He is a philosopher, psychologist and observer of children.2 He studied in Paris with Alfred Binet. He began to focus on the relationship between psychology and biological science with particular emphasis on development. While assisting Binet to develop standardized IQ tests for children, Piaget noticed not only that children of the same age made similar errors but that these errors differed from those of older or younger children. His opinion about cognitive development began to form as he also observed that these differences in the types of children’s errors seemed to also show unique age-related thought style and understanding of the world. Thus, he opined that the study of what children know or do not know is an avenue to understand the changes in how they think.3 He adopted unstructured interviews with children, such that he would pose the children with a problem to solve or a question to answer. But he substituted detailed observations for formal interviews, and this approach led others to criticize his work. He later...
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...Chapter 1 feedforward; Information that is sent before a regular message telling the listener something about what to follow. Messages that are prefatory to more central messages. Feedback; Information that is given back to the source; may come from the sources own message (when you hear what you are saying) or from the reciever (applause, yawning, puzzled look, letters to the editor) Interpersonal Communication; Communication between two persons or among a small group of persons and distinguished from public or mass communications: Communication of a personal nature & distinguished from interpersonal communication between or among connected persons or those involved in a close relationship Interpersonal Competence; The knowledge of the ability to communicate effectively in interpersonal interactions Six Principles of interpersonal communication; 1) Interpersonal communication is a package of signals; > Packaging; Make your verbal & nonverbal messages consistent; Inconsistencies often create uncertainty and misunderstanding 2) Interpersonal communication involves content and relationship messages; > Content & relationship dimensions; two aspects to which messages may refer; the world external to both the speaker and listener (content) and the connections existing between individuals who are interacting (relationship) > relationship message; Messages that comment on the relationship between the...
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...Differences between stronger and weaker analytical performance are attributable in large measure to differences in the organization of data and experience in analysts' long-term memory. The contents of memory form a continuous input into the analytical process, and anything that influences what information is remembered or retrieved from memory also influences the outcome of analysis. This chapter discusses the capabilities and limitations of several components of the memory system. Sensory information storage and short-term memory are beset by severe limitations of capacity, while long-term memory, for all practical purposes, has a virtually infinite capacity. With long-term memory, the problems concern getting information into it and retrieving information once it is there, not physical limits on the amount of information that may be stored. Understanding how memory works provides insight into several analytical strengths and weaknesses. ******************* Components of the Memory System What is commonly called memory is not a single, simple function. It is an extraordinarily complex system of diverse components and processes. There are at least three, and very likely more, distinct memory processes. The most important from the standpoint of this discussion and best documented by scientific research are sensory information storage (SIS), short-term memory (STM), and long-term memory (LTM).29 Each differs with respect to function, the form of information held, the length...
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...LEARNING THEORIES - COGNITIVE LEARNING THEORIES l CHAPTER 5 CHAPTER 5 Learning Theories - Cognitive Learning Theories LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Explain what is cognitive revolution and the cognitive perspective on learning and how it differs from other theoretical perspective; Discuss the origins of the contemporary cognitive perspective including the Gestalt psychology and the role of perception; Describe the Information processing model to learning and distinguish the features of ‘Multistore model’; Explain what is schema theory; Link schema theory to cognitive structuralism and examine the role of insightful learning and meaningful learning; and Discuss application of cognitive theories in the classroom. 2. 3. 4. 5. 6. 104 CHAPTER 5 l LEARNING THEORIES - COGNITIVE LEARNING THEORIES INTRODUCTION Sometimes you wonder why the teacher use colourful chalk with some of the words written on the board. Sometimes the teacher write in capital letter with important words. These are useful as guides for the students to differentiate the important and unimportant facts. In other words, accurate perception is important in good learning. It is part of the Gestalt principles. Clearly, these principles are useful as guide for teachers as they organize their materials and learning activities. So in this chapter, we will discuss the origin and features of cognitive theory and relate them to...
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...b. List at least three other explanations for the behavior. c. Explain which of the schemata (see pages 34-36) led you to the first reaction you reported in a. d. Create a perception checking message with all three of the elements discussed on pages 45-46. Label each of the three elements just like example used in Course Content Section B. in this Module. 2. You made an appointment with an instructor to go over some questions. The instructor has always encouraged this and has always been helpful in the past. During the appointment, the instructor is very impatient with you. a. What is your first reaction to this behavior? b. List at least three other explanations for the behavior. c. Explain which of the schemata (see pages 34-36) led you to the first reaction you reported in a. d. Create a perception checking message with all three of the elements discussed on pages 45-46. Label each of the three elements just like example used in Course Content Section B. in this Module. 3. During the weekly staff meeting, you made several comments or suggestions which your boss seemed to ignore. a. What is your first reaction to this behavior? b. List at least three other explanations for the behavior. c. Explain which of the schemata (see pages 34-36) led you to the first reaction you reported in a. ...
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...The mental representation of objects that promotes of language during their preoperational period is to show how a child is saying that the object is another object of what they see through schemata, they keep on developing and expanding their language. This is because a child becomes capable to represent events/objects internally about they think it is and they become less dependent on his/her current sensorimotor actions for direction of behavior. For example, when the child sees a block for the first time and uses their schemata, they will say the block is a car instead. In other words, a child during the preoperational stage, is using his/her words to say that the block (they see) is being thought of as a car. For another example, a group...
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...A Unified Theory of Software Testing This paper presents a theory, or model, for analyzing and understanding software test techniques. It starts by developing a theory for describing analytical test techniques, such as equivalence classes, pair-wise coverage and state modeling. It then develops the theory to cover other, more heuristic test techniques. This theory states that all testing techniques are composed of a modeling schemata, one or more coverage objectives, a dispersal strategy and a theory of error. All testing techniques address a fundamental problem of testing: vastly more tests are conceivable than you could possibly run. Each technique therefore consists of a method for modeling the software in a way that allows a coverage measure to be specified and achieved and a dispersal strategy that allows this to done efficiently. Testing theory has traditionally focused on the issue of coverage and the different ways to think of it (Kaner, 101 methods for code coverage). The obverse concept is dispersal, or a method for identifying and reducing tests that are "redundant". Take, for example, the pair-wise coverage technique. This technique is often applicable when the interaction of several independent inputs or configuration parameters create more combinations than is practical to test. Suppose you have an application that supports each of the following components: DATABASE Oracle DB2 SQLServer WEB SERVER IIS Apache Netscape APP SERVER WebSphere ...
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...Cognitive Theorist -Jean Piaget Erika Rakes Psy- 390 November 24, 2014 Matthew Pearcy Cognitive Theorist - Jean Piaget Jean Piaget was a Swiss developmental psychologist & philosopher, when it came to his career of course, has had a profound conclusion on both education and psychology. Throughout his career, Jean Piaget worked to compose a plethora of contributions to learning and also to cognition. This model that has been developed by Piaget still has modern day relevancy. Olson, M. H. & Hergenhahn, B. R. (2013). An introduction to theories of learning (9th Ed.). Upper Saddle River, NJ: Pearson Contributions to learning and Cognition Piaget has created a plethora of contributions to learning and cognition by theories which in being beneficial to understanding the cognitive characteristics between adults and children. He has implemented as well as sustained for the idea of children and adults think differently. Piaget’s endeavors’ also bring about and increased interest in developmental and cognitive psychology. However when students in education and psychology, they study the theories of Piaget to understand learning and cognition. When we speak of implementing Piaget’s theories of cognitive development to education of children is yet another donation that enables the effective teaching of children (Kuhn, 1979). The last contribution of Piaget the creation of the International Center for Genetic Epistemology, this was created in 1955. ...
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...talk about the art of Decision Making. Different types of audience employ different types of decision criteria in different scenarios. It also touches base with the similarities & differences of the decision making criterias among the different types of audience members. Another very interesting factor that this chapter brings up is the Audience expectations. In the words of author – “Expert audiences expect professionals to address their decision criteria.” He illustrates & make his point using the smartphone MBA case. The first chapter also introduces the concept of Decision matrixes. That’s one tool using which audiences decide what information they want from professionals and the information that will fill their decision schemata. 2. Fill in a decision matrix that describes one of the schemas you use to make decisions on your job. I use the following decision matrix to make decisions on my job. Decision Criteria | Benchmark | 1. Meets the requirements | Proposed solution should meet the stated business needs within the stated boundaries. | 2. Operational feasibility | Proposed solution should fit in well in the organization. It is also a measure of how people feel about the system/project. | 3. Technical feasibility | Proposed solution should be practically considering a specific technical solution and the availability of technical resources and expertise. | 4. Schedule feasibility | Proposed solution should be reasonably achievable...
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...Brain Based Learning For many years science and education have concentrated on learning and the mind, but today’s neuroscientists and educators are seeing learning from a different scope – the brain. From this viewpoint, learning is creating links – by linking the information in which the student has prior knowledge or interest, the student is able to expand upon this and learn something else which he can relate it to. For example, in a history class when discussing Native Americans, a teacher may ask the students relate prior information they have on Native Americans. This can come from personal experiences - like seeing a burial ground, or finding an arrowhead; it can even be a movie the student relates it to. By doing this the teacher is making a personal connection between prior information the student has already attained and processed, and linking it to the information to be discussed in the class (Slavin, 2009) . Another learning stimulus that creates a learning link would finding something the student is interested in. This can be illustrated in the same scenario – students in the southern states often find Indian relics in their own backyards, piquing their interest in what happened right where they stood hundreds of years ago. By linking the information in which they have a personal interest with the information taught, once again a connection in learning within the brain is created (Watts, 2009). Importance of Meaningful Learning Innately the...
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...(Olson & Hergenhahn, 2009) It is an important part of all living organisms because they seek those conditions for survival. How intelligence manifests will vary as conditions vary. This theory is often referred to as genetic epistemology; it attempts to trace the development of intellectual capabilities. Schemata Children are born with a few highly organized reflexes (sucking, looking, grasping, reaching, etc.) Instead of discussing individual occurrences of the reflexes, he discussed the general potential to act. The potential to act in a certain way was labeled as schema (plural: schemata). (Olson & Hergenhahn, 2009) The schema is more than a single manifestation of the reflex. Schema is an element in the organism’s cognitive structure. When any particular manifestation is observed, it must be described in terms of a specific response to a specific stimulus. These aspects of any particular manifestation of a schema are called content; content describes the conditions that prevail during any particular manifestation of the general potential. (Olson & Hergenhahn, 2009) The schemata available determine how the organism responds to physical environment. The schemata can manifest themselves into overt behavior or covert manifestation. The way a child deals with their environment changes as (s)he gets older. Assimilation and...
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...Copyright © 1975 by the American Psychological Association, Inc. PSYCHOLOGICAL REVIEW JULY 1975 VOL. 82, No. 4 A Schema Theory of Discrete Motor Skill Learning Richard A. Schmidt Department of Physical Education, University of Southern California A number of closed-loop postulations to explain motor skills learning and performance phenomena have appeared recently, but each of these views suffers from either (a) logical problems in explaining the phenomena or (b) predictions that are not supported by the empirical evidence. After these difficulties are discussed, a new theory for discrete motor learning is proposed that seems capable of explaining the existing findings. The theory is based on the notion of the schema and uses a recall memory to produce movement and a recognition memory to evaluate response correctness. Some of the predictions are mentioned, research techniques and paradigms that can be used to test the predictions are listed, and data in support of the theory are presented. the individual that enabled him to perform or to learn the motor task. Since 1960, however, there has been a considerable shift in emphasis in motor skills research. Motor behaviorists have begun to ask questions about the kinds of processes occurring as the individual performs and learns the motor response. The tasks used have tended to shift from those that could only be scored with global measures to those that enabled the isolation of various processes and strategies and provided...
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