Category: Research

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Cognitive Theory - Cognitive Theory research papers provide an understanding process of human education. Dramatic play is an example of children using and repeating the language they hear in everyday life from adults and their parents. This basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLT). Read a chapter from Universal Design for Learning: Theory and Practice Learners are highly variable, but that variation is not chaotic. Are we born with fixed abilities, or are these too developed over time in increments depending on the amount of effort we put in and the persistence we maintain?

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Franken (2006) provides an additional component in his definition: While still not widespread in terms of introductory psychology textbooks, many researchers are now beginning to acknowledge that the factors that energize behavior are likely different from the factors that provide for its persistence. Likewise, the ultimate goal of today's lesson ought to be raising student achievement. These background conditions are also not simply matters of choice, and they impinge upon the dialogical relation in ways that may shape or limit the possibilities of communication and understanding.

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When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience.... [tags: learning, the role of the teacher] Traditional Learning and Adult Learning - Learning environments that effectively meet the needs of adult students build upon the wealth of knowledge in the classroom, are student-driven, and have direct application to the problems of the adult's everyday life.

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However, while the theories suggest different ways in which all people learn, they do not automatically tell teachers or instructors how to teach. Wang et al. (1997) concluded that "the direct intervention in the psychological determinants of learning promise the most effective avenues for reform" (p. 210). A learning style should not be thought of as an absolute, nor should it be considered the main determinant of intelligence, ability or competence.

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Students often comment that it is hard to add linking words onto the “lines” of their concept map. Researchers: Craig Steel & David Angell, University of Reading Responses to music (07/10/15). Researchers generate their living-theories as their values-based ‘explanations for their educational influences in their own learning, the learning of others and the learning of social formations’ ( Whitehead, 1989 ) in the process of researching questions such as, 'How do I improve what I am doing'.

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Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life: “One of the most persuasive factors is the shrinking half-life of knowledge. Progressive differentiation is a characteristic of a cognitive structure that describes how it is organized with the more abstract concepts at the top and the more distinct concepts at lower levels. Educators who allow learning to occur for the variety of experiences that learners bring into the classroom allow knowledge acquisition and the ability for learners to be able to transfer that knowledge from context to context.

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Instead of assuming bipolar dichotomies where desired knowledge replaces prior knowledge, designers should expect learning to occur through a transformative, restructuring process that produces integrative wholes that coordinate pre-existing parts. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences.

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This would be an example of a ratio schedule of reinforcement because it is based on providing reinforcement after certain number of responses. Restrictions to normal physiologic motion are sensed through mechanotransduction and lead to altered functioning of the cell. With a knowledge of alternative theoretical approaches, teachers and instructors are in a better position to make choices about how to approach their teaching in ways that will best fit the perceived needs of their students, within the very many different learning contexts that teachers and instructors face.

Read "The Brain Controls Everything": Children's Ideas About the Body (Cognition, Equity & Society: International Perspectives) PDF

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The Baby Tender Skinner built a heated crib with a Plexiglass window where a baby could sleep without suffocating in blankets or getting caught in the bars of a crib. Another option is to maintain a passive presence, being as unobtrusive as possible and not interacting with participants. Upon a first listening, one might hear the music as ugly, chaotic, and meaningless- "its just a lot of notes." His categorization system includes the following areas: philosophy and theory of distance education; Over the years a number of reviews of distance education literature have been published in which the authors developed categorization schemes of research areas that they mapped onto the articles under review: Scriven (1991, p. 141) used the following nine headings to classify articles that were published in the first ten years of the journal Distance Education: (1) students and their characteristics; (2) specific programmes and courses; (3) telecommunications and media; (4) specific countries – practices and procedures; (5) theory; (6) course design and development; (7) economics and management; (8) counselling and student support; and (9) tutors, staff development, staff involvement.

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As people solve problems and discover the consequences of their actions–through reflecting on past and immediate experiences–they construct their own understanding. Luckily, in trying to make sense of our work and the sorts of indicators that might be useful in evaluation, we can draw upon wisdom about practice, broader research findings, and our values. Descriptive theories are concerned with providing a description of what people actually do. “Descriptive learning theories make statements about how learning occurs and devise models that can be used to explain and predict learning results.” (Ullrich, 2008, p.37).