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1.
从个体认知到分布式认知的转变,是人类适应信息社会复杂性的重要思维特征。分布式认知是一个看待认知现象的系统化视角,"分布"不是认知结构的增强,而是认知功能的中介。分布式认知可以作为学习领域、人机交互设计、计算机支持的协作学习、人机协同工作设计的理论基础。认知分布现象是客观的,对分布式认知的背景、分布内涵、个体与人工制品的地位、交互等内容的系统化梳理,有助于把握分布式认知的研究脉络与趋向。目前,对分布式认知在时间、空间、群体、人工制品中的分布形态研究较多,已有成熟的研究案例出现。但是,对于分布式认知的心理结构模型、认知分布的过程性特征、认知任务的分布式表征方式等问题,还有待进一步探索。 相似文献
2.
AbstractIn this article we use a hybrid methodology to better understand the skilful performance of sports teams as an exemplar of distributed cognition. We highlight key differences between a team of individual experts (an aggregate system) and an expert team (an emergent system), and outline the kinds of shared characteristics likely to be found in an expert team. We focus on the way that shared knowledge contributes to expert team performance. In particular, we suggest that certain kinds of shared knowledge (both embodied and declarative) and shared skill, potentially developed through a team’s history of playing and training together, facilitate successful coordination. These kinds of shared knowledge and skill may be less developed in a team of experts without a shared history. Exploring the expert performance of sports teams informs our understanding of distributed cognition and collaboration more generally and creates avenues for further philosophical and empirical investigation. 相似文献
3.
Design Principles for Distributed Knowledge Building Processes 总被引：10，自引：0，他引：10
In this paper we explore various interpretations of the term distributed cognition, then turn our attention to communities grounded in the practice of collaborative knowledge building. We discuss CSILE (Computer-Supported Intentional Learning Environments), a technology designed to support contributions to a communal database. Shared responsibility for this community resource extends to aspects of school practice typically handled exclusively by teachers, and engagement in improving and connecting the contents of the database makes the process of knowledge building self-sustaining. We discuss knowledge building communities involving students and teachers, and end with discussion of design principles for distributed knowledge building processes. 相似文献
4.
曹译方 《和田师范专科学校学报》2007,27(5):154-155
本文在对认知风格的概念界定、研究沿革、分类等相关要素进行分析研究的基础上,进一步探讨了认知风格的个体差异对数学学习带来的影响,在个体认知风格差异必然存在的前提下,教师应在学生的数学学习中起到积极的引导作用,即将学生导向符合个体认知风格的学习行为,对帮助学生“学好知识”“学会学习”有着重要的意义。 相似文献
5.
The distinction between apophatic and cataphatic listening is defined and analyzed. Apophatic listening is more or less devoid of cognitivist claims, whereas cataphatic listening involves cognition and questioning. Many of the papers in this volume are discussed along the continuum determined
by these two types of listening. Haroutunian-Gordon’s claim is that every act of listening involves the listener in questioning,
thus listening is solely cataphatic. We discuss apophatic listening as a limiting ideal case and conclude that not every act of listening involves a question. Though in acknowledging
this limiting case we disagree with Haroutunian-Gordon’s assertion, we are indebted to her work and believe her model forms
an important part of any comprehensive theory of listening.
相似文献
| Jim GarrisonEmail: |
6.
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction 总被引：4，自引：3，他引：1
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation
between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can
enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical
frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition,
self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic
beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between
teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical
practices. The role of teachers’ education and professional development is discussed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
7.
Alison King 《Educational Psychology Review》1998,10(1):57-74
ASK to THINK—TEL WHY®© is an inquiry-based model of mutual peer tutoring in which tutoring partners mediate each others' learning in a transactive manner. This tutorial model is designed as a person-plus cognitive partnership that supports the distribution of cognition and metacognition in order to promote complex, higher-level learning. This article focuses on what is being distributed during ASK to THINK—TEL WHY®© (i.e., the cognitive tasks of questioning, explaining, thinking, problem solving, as well as monitoring and regulation of learning) and how these cognitions are distributed across the tutoring pair and various aspects of their learning environment. Results of research on the effectiveness of using this model in classroom contexts has shown that the model promotes students' construction of new knowledge. 相似文献
8.
Memory for action events: The power of enactment 总被引：1，自引：0，他引：1
Ronald L. Cohen 《Educational Psychology Review》1989,1(1):57-80
Memory researchers have traditionally made use of verbal materials in their empirical studies. During the last decade or so, there has been a burgeoning interest in memory for other classes of materials — in particular, memory for action events. This report reviews briefly some of the research in this area. The emphasis is on the recall of series of instructions, such aslift the pen, put on the ring. The core finding in those studies is that enactment of the instructions during the study phase, either by the subject or by the experimenter, improves performance on a subsequent recall test. Some explanations for the mnemonic effect of enactment are examined, as also are subsidiary issues, such as population and individual differences in the recall of action events. Implications for education are discussed, including the possibility of a two-way interaction between enactment and cognition. 相似文献
9.
内隐认知:认识人类认知与学习的新窗口 总被引：1，自引：0，他引：1
内隐认知是人类认知系统的重要组成部分.对内隐认知的发现和研究打破了仅仅重视外显认知的单一局面,为更加全面、深入地认识人类认知系统的多重性和认知过程及其发展的内在规律提供了新的角度.当前的内隐认知研究广泛涉及了感知、记忆、语言理解、规则抽取、动作技能、情感反应等多个方面,揭示出内隐认知的多样性和复杂性.已有研究指出,内隐认知在种系发展和个体发展中均具有独特的重要地位.充分利用内隐认知将有助于促进认知效率的提高以及认知发展,并可为外显认知功能受损个体的功能康复带来希望.进一步揭示内隐认知与外显认知的相互联系与促进问题,对于揭示人类认知本质及促进人类认知发展与认知功能康复具有重要意义. 相似文献
10.
Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology 总被引：2，自引：0，他引：2
In this article, we review modern work on interference and inhibition in cognition and behavior. We begin by briefly reviewing the historical and conceptual roots of this new body of work. Next we discuss five new theoretical frameworks that use the concepts of interference and inhibition to explain cognitive and behavioral phenomena. In the section that follows, we review evidence of individual and developmental differences in inhibition and susceptibility to interference in at-risk students. We then consider the implications of this new body of work for research on educational psychology by discussing six selected areas of research: intelligence, strategies, reading comprehension, logical and mathematical reasoning, self-regulated learning, and retention. In the next section, we explore four critical issues that pose significant challenges to research in inhibition and interference. Finally, we discuss the relevance of this work to educational practice by focusing on its implications for the curriculum and instruction. Throughout, our principal goal is to bring this new body of work to the attention of the readers of this journal and to show how it might be useful in guiding research and theory in educational psychology. 相似文献
11.
In this work we use research from science education on teacher framing and work from mathematics education on teacher noticing to develop new approaches to modeling teacher cognition. The framing literature proposes a dynamic cognitive model of teaching in which teacher epistemological framing, or moment‐to‐moment understanding of what is going on with respect to knowledge and learning in the classroom, drives much of teacher practice. The teacher noticing literature documents patterns and trends in teachers' attention during instruction. We suggest first that noticing patterns, particularly local noticing patterns, can be leveraged to make inferences about teacher framing that maintain sensitivity to its dynamics but are also more reliable than existing analytic approaches. Second, we suggest that understanding noticing as driven by framing requires researchers to anticipate, allow for, and capitalize on the fact that teachers are capable of multiple, internally consistent variations in noticing at any given time. To illustrate these claims we present an analysis of one high school biology teacher who implemented a new digital recording technology in her classroom. Using the data from that implementation we identify two distinct local patterns in the teacher's noticing and from those patterns infer two different epistemological frames, one that she adopts during lab work and another during class discussions. We also discuss implications of these multiple framings for the study and training of teacher noticing more broadly. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:284–314, 2013 相似文献
12.
In this paper we compare the representation of texts in a sample of Advanced Level English Language examination papers set over the past decade in order to explore the changes in ‘what constitutes English and its assessment’. Prior to the year 2000, texts used in most A Level Language examination papers were usually typeset in a word processed format stripped of original font, layout, accompanying images, and colour, and devoid of the material marks of the texts' ‘history’ and materiality. From 2001, the texts for AQA B examination papers1 have been reproduced in facsimile form to include the original graphology used. This shift in production in the materiality of embodiment has led to a corresponding shift in assessment in the codes of recognition of what constitutes English text, and what counts as English response. The sample of texts that we discuss present an ‘ecology of text’ and an ‘ecology of texts and literacy practices’ on a ‘continuum of multimodality’: from the heavily edited, word processed, linguistically circumscribed texts of the 1990s examination papers, through to the more visually‐dependent texts of 2004 with their manner of writing, typographic detail, colour, and sometimes even complete with creases and stains. Taking a multimodal approach to these texts, we discuss the implications of this change for what is being required of students analysing texts for examination assessment and more broadly for the subject ‘English’ ‐ ‘what English is’. We also consider how this shift problematizes the English work of students, teachers, examiners, and the institutions in which these agents operate. 相似文献
13.
Jacquelyn Bessell Patricia Riddell 《Changing English: An International Journal of English Teaching》2016,23(4):326-334
ABSTRACTEvidence suggests that some cognitive processes are based on sensorimotor systems in the brain (embodied cognition). The premise of this is that ‘Biological brains are first and foremost the control systems for biological bodies’. It has therefore been suggested that both online cognition (processing as we move through the world) and offline cognition (processing through reflection) might be body-based. We tested whether acting out or thinking movements relevant to a poem would therefore improve memory for the poem. Here, we discuss the results of this study in relation to embodied cognition. 相似文献
14.
阐释认知对情绪影响、情绪对认知影响的相互作用,提出认知与情绪之间的关系是相互依赖、相互作用的。指出对认知与情绪的关系、现有情绪研究方法的总结以及对二者关系的未来研究趋向的探讨具有重要意义。 相似文献
15.
Troy D. Sadler 《Cultural Studies of Science Education》2009,4(3):697-703
This paper provides a critical analysis of some of the issues raised in Simonneaux and Simonneaux’s analysis of socioscientific
reasoning among a group of university level students negotiating three socioscientific issues. I first discuss the labels
used to reference approaches in science education that prioritize socially relevant issues and the science related to these
issues. I draw distinctions between approaches labeled science-technology-society (STS), the socioscientific issues framework,
and les questions socialement vives (socially acute questions), which Simonneaux and Simonneaux introduce. Next, I discuss ways in which Simonneaux and Simonneaux’s
use socioscientific reasoning as an analytic construct varies with respect to its initial conceptualization. The primary distinctions
include linguistic inconsistencies and the conceptual differences these language choices confer, expansion of the construct
to subsume a broader range of practices, and issues related to unit of analysis (i.e., applying socioscientific reasoning
as an analytic resource for assessing individual practice vs. group patterns). Finally, the issue of transfer of socioscientific
reasoning is addressed. When considering the extent to which and how students leverage experiences and practice relative to
the exploration of one socioscientific issue to inform their negotiation of another, I suggest that researchers and practitioners
consider the distinction between the content of arguments advanced and underlying reasoning patterns. The tension between
embedding science in meaningful, specific contexts and promoting forms of scientific literacy applicable to diverse, socially-relevant
issues emerges as an important point of emphasis for educators interested in the socioscientific issues (or socially acute
questions) movement.
相似文献
| Troy D. SadlerEmail: |
16.
Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K–12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and social-familial influences. We then categorize the first two variables as personal factors and the latter two as social-contextual factors. We document empirical findings that have shown particular relationships between the reviewed personal and social-contextual factors and academic achievement, mainly in the areas of reading and mathematics. Based on our conceptualization, we propose an integrated perspective that students’ personal factors in the domains of behavior, affect, attitude, and cognition as well as their social-contextual environment have to work in concert to produce optimal school performance. We conclude with a discussion on educational implications and future research to be addressed. 相似文献
17.
In our target article (Dempster & Corkill, 1999a) we presented an overview of recent work on interference and inhibition in cognition and behavior. The commentators provided highly informative feedback about a range of implications of this new body of work for educational psychology, including learning disabilities. In our response to the commentators, we reply to two relatively broad topics they touch on: consciousness and the functionalist tradition of American psychology. We also remark on two relatively narrow issues raised by the commentators: what constitutes irrelevant information and perseveration in the missing addend task. 相似文献
18.
李焱林 《邵阳学院学报(社会科学版)》2010,9(1):30-33
从价值认知和期望认知两个方面探讨了农民工对子女教育的认知及其影响因素.在对子女教育的价值认知方面,农民工普遍重视子女的教育;在对子女教育的期望认知方面,农民工对子女教育的期望一般较高,而影响农民工对子女教育期望的主要因素有农民工的年龄、文化程度以及子女的成绩.虽然农民工重视子女的教育且对子女教育的期望也较高,然而,经济的贫乏决定了他们为子女选择优质教育资源的困窘;知识的有限决定了他们对于如何正确地引导子女,如何理性地设计子女教育计划的盲目. 相似文献
19.
内隐社会认知研究新进展 总被引：1，自引：0，他引：1
徐大真 《信阳师范学院学报(哲学社会科学版)》2002,22(4):53-55
内隐社会认知是指在社会认知过程中虽然个体不能回忆某一过去经验，但这一经验潜在地对个体的行为和判断产生影响。内隐社会认知研究采用的是内隐记忆的间接测量技术和方法；已有的研究揭示出社会知觉，刻板印象，性别差异，印象形成中存在内隐社会认知，与学习其他材料比较，社会认知学习具有更强的内隐性。目前，内隐社会认知已成为社会认知领域的研究热点之一。 相似文献
20.
In this paper, we discuss issues in planning and conducting research into mathematics learning. We emphasize two central themes: (a) the learners mathematics (especially the issues and ideas, in given problem situations, that learners choose to think about and to present) and (b) the kinds of knowledge that learners may be building (including their ideas about what mathematics is, and how people do, learn, use, communicate and understand it). While the first theme is at least partly mathematical, the second interweaves cognition and epistemology. Anchored in student data from an extended classroom teaching experiment in the mathematics of change, we focus on key choices needed to build narratives to help researchers capture, in detail, how students engage with mathematics in extended problem explorations. 相似文献