Cognitive Development & Reading

American Educational Research Journal, 1979

2007

In the Venezuelan Primary Education (MPPE, 2007) the environment was inserted as an integrating axis that connects with the disciplines of the area of mathematics and natural sciences, from this perspective the learning of this concept is fundamental for the understanding of the associated scientific concepts. In order to describe the cognitive dynamics involved in their learning, it was considered necessary to investigate the development of the same in third grade students, from their previous notions to the conceptualization of the environment as a complex system. The study was framed in a Field Investigation, under an action research design. In order to gather the necessary information from 20 selected informants, an open response questionnaire was applied at the beginning and end of the period. For the analysis of the information, the individual and group temporal triangulation was used, identifying the conceptual operators used and the convergent aspects among them. From the analysis made five (5) categories emerged that bring together all the ways of conceptualizing the environment for the moment 1 and Five (5) categories for the moment 2, of these, the latter makes reference to the systemic-complex vision where they were located 11 of the 20 informants. It is concluded that the method used allowed to contrast the advances of the students in the development of their conceptualizations and the cognitive dynamics involved.

2021

A number of definitions exist for the term “learning” and these definitions differ in the way they are put forward in different theories. However, the fundamental is the same. Learning refers to the process of increasing ones knowledge through the process of reading and the use of senses. The major debate that existed is whether learning is a product or a process. For us, learning is not an end; it is a process through which an individual increases his stock of knowledge and uses that knowledge to adapt into new environments and in defining a set of principles that he uses in his life.

International Journal for Cross-Disciplinary Subjects in Education

The immense role of language in concept formation abilities of children has been explored in the paper. In context of various contemporary cognitive theories where interactionist approach is predominant it becomes relevant that the word meanings available to the child at any stage are understood critically. The changed use of language is mediated by social processes. Concept formation and language are so intricately interwoven that it is difficult to establish their precise relationship. Science as a discipline is dynamic in nature and imparts analytical thinking ability to learners. Unfortunately, past research has indicated that the students are uncomfortable with science concepts and terminologies. The reluctance on part of the learners fosters memorization rather than an understanding of concepts. The significant role of teachers in providing explanations to enhance student understanding in most of the cases remains inadequate Language is thus denied the crucial role that it performs in concept attainment The Concept Attainment Model views concept formation in a stepwise manner and concepts are taught in such a way that they are evolved rather than presented preformed to the students. The importance of the role of language in mental development and its vast potential in facilitating concept attainment has been the guiding principle for this model The model links the existing ideas in the learners' cognitive structures linguistically. The study was significant at 0.05 level of confidence.. The experimental group scored significantly higher on the various facets of attained concept like flexibility, applicability and retention.

International Journal of Publication and Social Studies

Cognitive or mental architectures are models made up of input-output type modules of the central nervous system activity, formed with the help of white, black or grey cybernetic "boxed" and of the determination connection. Despite the great existing differences between the biochemical and electronic processing of information, the mental architectures aid in comparing the human intelligence with the artificial one and even contribute to the creation of a common language between the human and the animal intelligence (taking into account static and dynamic representations). Based on that cultural and social representations share a "situational"semiotics, we use a common language with connection to referentiality or not, for physical or social representations. In this work I will create the formal model as a representation more or less simplified of a "material world". We will, therefore, admit the presence of some physical-mathematical, psychic and semiotic models (depending on the language). The physical-mathematical models refer to the image of the world starting from the 4 th dimensional continuum perceived by our senses. The models are referential rather than imaginary because physics inhibits the mathematical tendency of generating too many possible worlds. On the contrary, the psychological models can be also reported to imaginary luxurious worlds due to the outcome of our imagination which can be hardly quelled. Contribution/ Originality: This study contributes in the existing literature by creating the formal model as a representation more or less simplified of a "material world". 1. INTRODUCTION In a proper motivational frame, sensorial stimulation transforms into conscious, psychic facts, communicated through the language. As an instrument of information transmission between people, the language appears to be a code, a system of linguistics signs (morphemes and words), orally transmitted or in written form. The word, as Ferdinand de Saussure said, is distinguished both by acoustic image (signifier) and by concept (signified) having a cognitive value only in a well-connected system. In contrast with the richness of meanings of natural languages, the formalized ones have high expression accuracy, thus they are sometimes preferred in science. The depth of the ideas expressed by language is the result of an evolved thinking, carried out by analysis and synthesis, comparison, abstraction, generalization, concretization, induction and deduction. The analysis (mental separation of features and parts of an object) and synthesis (mental integration of features or parts separated in a whole) are opposed psychic processes that are mutually integrated in the knowledge evolution. By comparison, the resemblances and differences of things are set based on some comparison criteria allowing the division on groups, classes or categories. Abstraction takes out from an assembly certain features and makes possible generalization which extends common

ICERI, 2012

A schema (plural schemata) is a hypothetical structure of cognition for representing concepts stored in memory i.e. a framework, plan or script. Schemata dates back as far as Plato but was formalized by Kant. Schemata are constructed in the process of learning in our interaction with people, objects and events in the natural world. Schemata can be seen as a structural organization of our knowledge-base, which in turn facilitate our construction of expectations and predictions in our interaction with discourse. When confronted with new knowledge we search through our known universe of schemata that act as stimuli to deal with this new knowledge. It is when we encounter such stimuli that our minds race to make connections to prior knowledge and call upon them in our construction of new knowledge in to process to make "sense" of it all i.e. to comprehend or interpret what is at hand. In this process of construction we either alter or expand current schemata or we construct new schemata thus schemata are dynamic structures that provide for both creativity and flexibility. This paper proposes to re-invent these principles as well as change theories for the purpose of learning as: Learning occurs through processes of change and when learning occurs it compels the learner to change to a new state of equilibrium.

1988

When we learn to make an origami pigeon or memorize a poem, we acquire behavior .... The stimuli which take control are generated by the behavior itself That may seem like an inferior kind of knowledge, but verbal behavior is brought under the control of other kinds of stimuli in the same way. We teach a very young child to speak a word by priming it. We say "Dada" or "Mama" and reinforce any reasonable approximation. We bring verbal response under the control of an object by showing the object, speaking the word, and reinforcing a fair approximation. We hold up a spoon, say "spoon", and reinforce any reasonable response. Later we wait for a response to be made to the spoon alone. We teach what a word means by speaking the word and holding up an object. Later, we reinforce pointing to the object when we have spoken the word. Children do not need such explicit instruction, of course. They learn to talk, but much more slowly, under the contingencies of reinforcement maintained by a verbal environment. (B91) 2. Theory of Knowledge: Cognitive psychologists have turned to brain science and computer science to confirm their theories. Brain Science, they say, will eventually tell us what cognitive processes really are. They will answer, once and for all, the old questions about monism, dualism, and interactionism. By building machines that do what people do, computer science will demonstrate how the mind works. We can trace a small part of human behavior and a much larger part of the behavior of other species, to natural selection and the evaluation of the species, but the greater part of human behavior must be traced to contingencies of reinforcement, especially to the very complex social contingencies we call cultures. (B24) 3. Theory of Human Nature: Actions consists of the structures and processes by which human beings form meaningful intentions and, more or less successfully, implement them to concrete situations. The word "meaningful" implies the symbolic or cultural level of representation and reference. Intentions and implementation taken together imply a disposition of the action system-individual or collective-to modify its relation to its situation or environment in an intended direction. (A199) 4. Theory of Learning: