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Sternberg, Robert. "Applying Psychological Theories to Educational Practice." American Educational Research Journal 45, no. 1 (March 2008): 150–65. http://dx.doi.org/10.3102/0002831207312910.
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Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as reading or mathematics. The latter approach is more widely used. But it fails to provide a unified model of learning and instruction. One of the greatest challenges facing modern research in learning and instruction is devising and then empirically testing domain-general theories. This article describes efforts to devise and test one such model, the theory of successful intelligence.
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Hatano, Giyoo, and Kayoko Inagaki. "Domain-specific constraints of conceptual development." International Journal of Behavioral Development 24, no. 3 (September 2000): 267–75. http://dx.doi.org/10.1080/01650250050118240.
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Although we have made much progress in understanding the growth of mind by shifting from Piagetian theory to a variety of views of conceptual development as the domain-specific construction of knowledge under constraints, the key notion of “constraints” is not yet well articulated. As a result, the views have not yet constituted a coherent theory that replaces Piagetian theory. In this article, after summarising “dominant” views of conceptual development, we reconceptualise the notion of “innate constraints”, more specifically as preferences and biases that serve as learning mechanisms, not as innate knowledge or representational contents. We then propose to expand the notion of “constraints” to include interactive, sociocultural constraints as well as internal, cognitive ones, which enable even young children to acquire knowledge in uniquely human ways. We believe that these formulations make the current views of conceptual development better specified and more comprehensive. Finally we offer our prospect for the future of conceptual development theories.
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Das, Kaushik. "Realistic Mathematics & Vygotsky’s Theories in Mathematics Education." Shanlax International Journal of Education 9, no. 1 (December 1, 2020): 104–8. http://dx.doi.org/10.34293/education.v9i1.3346.
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Mathematics education is not mathematics, it makes a basic use of highly specialized kinds of mathematical knowledge. The modern world feels a crisis of proper mathematics education in any nation. Realistic Mathematics Education is a domain-specific instruction theory for mathematics. This paper introduces realistic mathematics education (RME) and Vygotskian impacts on mathematics education for learning mathematics. This article describes the development of teaching-learning mathematics & learning theories from a socio-cultural perspective. The methodology of the study is based on qualitative type.
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Donoho, S. K., and L. A. Rendell. "Rerepresenting and Restructuring Domain Theories: A Constructive Induction Approach." Journal of Artificial Intelligence Research 2 (April 1, 1995): 411–46. http://dx.doi.org/10.1613/jair.129.
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Theory revision integrates inductive learning and background knowledge by combining training examples with a coarse domain theory to produce a more accurate theory. There are two challenges that theory revision and other theory-guided systems face. First, a representation language appropriate for the initial theory may be inappropriate for an improved theory. While the original representation may concisely express the initial theory, a more accurate theory forced to use that same representation may be bulky, cumbersome, and difficult to reach. Second, a theory structure suitable for a coarse domain theory may be insufficient for a fine-tuned theory. Systems that produce only small, local changes to a theory have limited value for accomplishing complex structural alterations that may be required. Consequently, advanced theory-guided learning systems require flexible representation and flexible structure. An analysis of various theory revision systems and theory-guided learning systems reveals specific strengths and weaknesses in terms of these two desired properties. Designed to capture the underlying qualities of each system, a new system uses theory-guided constructive induction. Experiments in three domains show improvement over previous theory-guided systems. This leads to a study of the behavior, limitations, and potential of theory-guided constructive induction.
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Zhang, Qian, Lin Li, Xiuyan Guo, Li Zheng, Yuyan Wu, and Chu Zhou. "Implicit learning of symmetry of human movement and gray matter density: Evidence against pure domain general and pure domain specific theories of implicit learning." International Journal of Psychophysiology 147 (January 2020): 60–71. http://dx.doi.org/10.1016/j.ijpsycho.2019.10.008.
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Chen, Yi-Chun, Fang-Ying Yang, and Cheng-Chieh Chang. "CONCEPTUALIZING SPATIAL ABILITIES AND THEIR RELATION TO SCIENCE LEARNING FROM A COGNITIVE PERSPECTIVE." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 50–63. http://dx.doi.org/10.33225/jbse/20.19.50.
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Science learning requires visuospatial thinking. Accordingly, spatial ability is regarded as the key to learning science well, but its effects are sometimes not as significant as expected. To this end, this research aims to conceptualize spatial abilities and to clarify their relation to science learning based on an analysis of empirical studies. Content analysis of 39 studies showed that (1) intrinsic-dynamic skills are the most frequently measured, (2) the explored science topics mostly involve well-established knowledge, (3) the effects of spatial ability on science achievement are inconsistent, and (4) educational interventions are not always effective in improving students’ spatial abilities or science achievement. It is argued that domain knowledge interferes with the study results and that domain-specific spatial ability exists, referring to apply spatial-type and domain-specific knowledge. Supported by cognitive theories and empirical evidence, a model is constructed to exhibit the relations between domain-general and domain-specific spatial ability as well as their effects on science achievement. According to the model, the two spatial abilities functionally partially overlap in the operations of spatial skills, and educational experience and malleable spatial skills are reciprocal; however, improvement in general spatial ability, involving the function of the central executive system, is likely limited. Keywords: domain-generality, domain-specificity, spatial ability, domain knowledge, science learning, educational intervention
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Evans, Jonathan St B. T., and David E. Over. "The role of language in the dual process theory of thinking." Behavioral and Brain Sciences 25, no. 6 (December 2002): 684–85. http://dx.doi.org/10.1017/s0140525x02330127.
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Carruthers’proposals would seem to implicate language in what is known as System 2 thinking (explicit) rather than System 1 thinking (implicit) in contemporary dual process theories of thinking and reasoning. We provide outline description of these theories and show that while Carruthers’characterization of non-verbal processes as domain-specific identifies one critical feature of System 1 thinking, he appears to overlook the fact that much cognition of this type results from domain-general learning processes. We also review cognitive psychological evidence that shows that language and the explicit representations it supports are heavily involved in supporting System 1 thinking, but falls short of supporting his claim that it is the medium in which domain-general thinking occurs.
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Hamrick, Phillip, Carine Graff, and Brittany Finch. "Contributions of episodic memory to novel word learning." Mental Lexicon 14, no. 3 (December 31, 2019): 381–98. http://dx.doi.org/10.1075/ml.19019.ham.
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Abstract Multiple theories predict that word learning is intimately linked to episodic memory, at least in the early phases of learning. However, it is unclear to what degree this link reflects more domain-specific (i.e., those dedicated to language or the lexicon) or more domain-general episodic memory processes that operate outside of language. One way to address this possibility is by using a behavioral individual differences design. This study examined whether behavioral individual differences in episodic memory abilities predicted adult word learning abilities. If behavioral performance in a nonlinguistic episodic memory task is predictive of behavioral performance in word learning, then it is likely that they share a common underlying nonlinguistic, memory-based mechanism. The results revealed that individual differences in episodic memory abilities predicted word learning abilities shortly after learning but not two days later. These behavioral results are consistent with prior neuropsychological observations (e.g., in amnesia: Kensinger, Ullman, & Corkin, 2001) as well as with theories positing a shift in reliance in lexical development from episodic memory to a distributed neocortical memory system after a period of sleep (e.g., Davis & Gaskell, 2009).
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Poulin-Dubois, Diane. "How to build a baby: A new toolkit?" Behavioral and Brain Sciences 34, no. 3 (May 19, 2011): 144–45. http://dx.doi.org/10.1017/s0140525x11000070.
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AbstractCarey proposes a theory of conceptual development that specifies innate conceptual representations that get learning started. Those representations are the output of innate domain-specific input analyzers. I contend that innate core cognition about agency is itself a gradual construction and that the role of Quinian bootstrapping needs elaboration to account for the development of intuitive theories of psychology.
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Kohnert, Kathryn, and Kerry Danahy Ebert. "Beyond morphosyntax in developing bilinguals and “specific” language impairment." Applied Psycholinguistics 31, no. 2 (March 11, 2010): 303–10. http://dx.doi.org/10.1017/s0142716409990464.
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In the Keynote Article, “The Interface Between Bilingual Development and Specific Language Impairment,” Johanne Paradis considers issues and evidence at the intersection of children learning two languages and primary or specific language impairment (SLI). The review focuses on morphosyntactic evidence and the fit of this evidence with maturational (domain-specific) and limited processing capacity (LPC; domain-general) theories of language impairment. We agree with Paradis that studies that systematically and simultaneously investigate the behavioral profile of dual-language learners and children with language impairment are of significant theoretical and practical value. In our commentary we aim to broaden the behavioral profile to be considered in these populations, beyond the level of morphosyntax. In line with this aim we use the term primary language impairment (PLI) for the same population referred to as SLI by Paradis.
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MacCallum, Kathryn, Stephanie Day, David Skelton, and Michael Verhaart. "Mobile Affordances and Learning Theories in Supporting and Enhancing Learning." International Journal of Mobile and Blended Learning 9, no. 2 (April 2017): 61–73. http://dx.doi.org/10.4018/ijmbl.2017040104.
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Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning activities. In particular, there are a number of learning theories that have been identified which particularly lend themselves to the specific affordances of mobile learning. This paper examines how mobile technology was incorporated within three different computing courses. These case studies explore how specific learning approaches (collaborative learning, connectivism and experiential learning) were adopted to frame the use of the technology within each course and how the affordances of mobile technology were harnessed to enhance and better support existing learning practices.
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Wilkinson, Hannah R., Claire Smid, Su Morris, Emily K. Farran, Iroise Dumontheil, Sveta Mayer, Andrew Tolmie, et al. "Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science." Journal of Cognitive Enhancement 4, no. 3 (December 12, 2019): 296–314. http://dx.doi.org/10.1007/s41465-019-00161-4.
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AbstractEvidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, ηp2 = .067) and STP (p < .01, ηp2 = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, ηp2 = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children.
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Marvel, Matthew R., and G. T. Lumpkin. "Domain Learning and Opportunity Development in a High-Tech Context." Journal of Enterprising Culture 25, no. 01 (March 2017): 67–96. http://dx.doi.org/10.1142/s0218495817500030.
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This study draws from learning and opportunity development theories to develop and test a conceptual model of opportunity development. Using a sample of technology entrepreneurs in university incubators we explore the unique and joint effects of prior knowledge and learning on sales expectations and product innovativeness. Results suggest that domain knowledge of technology and demand are of unequal value to opportunity development. Domains of prior knowledge relate differently to outcomes but demand learning relates to sales expectations and product innovativeness. Findings suggest the types and sequence of knowledge are important to understanding opportunity development.
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Mooney, Raymond J. "Induction over the unexplained: Using overly-general domain theories to aid concept learning." Machine Learning 10, no. 1 (January 1993): 79–110. http://dx.doi.org/10.1007/bf00993482.
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Rosyad, Ali Miftakhu. "THE IMPLEMENTATION OF INDUCTIVE TEACHING AND LEARNING METHODS IN ISLAMIC EDUCATION LEARNING." Risâlah, Jurnal Pendidikan dan Studi Islam 6, no. 1 (September 5, 2019): 60–75. http://dx.doi.org/10.31943/jurnal_risalah.v6i1.107.
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The article aims to describe the essence of inductive method in Islamic education learning. The learning will run optimally if the teacher utilize the suitable approach and method.Traditional engineering instruction is deductive, beginning with theories and progressing to applications of those theories. Alternative teaching approaches are more inductive. The Islamic education learning should be utilized the inductive method. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. Factually, in modern era the Islamic education learning must be innovated for answering the globalization demand.
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Amado, Leonardo, and Felipe Meneguzzi. "LatRec: Recognizing Goals in Latent Space (Student Abstract)." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 10 (April 3, 2020): 13747–48. http://dx.doi.org/10.1609/aaai.v34i10.7145.
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Recent approaches to goal recognition have progressively relaxed the requirements about the amount of domain knowledge and available observations, yielding accurate and efficient algorithms. These approaches, however, assume that there is a domain expert capable of building complete and correct domain knowledge to successfully recognize an agent's goal. This is too strong for most real-world applications. We overcome these limitations by combining goal recognition techniques from automated planning, and deep autoencoders to carry out unsupervised learning to generate domain theories from data streams and use the resulting domain theories to deal with incomplete and noisy observations. Moving forward, we aim to develop a new data-driven goal recognition technique that infers the domain model using the same set of observations used in recognition itself.
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Perlaki, Ivan. "Organizational Development in Eastern Europe: Learning to Build Culture-Specific OD Theories." Journal of Applied Behavioral Science 30, no. 3 (September 1994): 297–312. http://dx.doi.org/10.1177/0021886394303003.
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Balsemão Pires, Edmundo. "Counselling and Ethical Theories." Acta Europeana Systemica 8 (July 10, 2020): 315–26. http://dx.doi.org/10.14428/aes.v8i1.56503.
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The multiplication of counseling interventions, therapeutic models, advisory practices, couching expertise or “think tanks” is a characteristic of the increasing social awareness to the need for control or to the observation of learning in psychological and social contexts. Such trends put under a special focus the contribution of Science and Technology to the best design of the self-observation of organizations. Appropriate answers to specific ethical issues resulting from conflict or stress in the interpenetration of psychic (actions, perceptions and beliefs) and communicative schemes (decision-making sequences, interactional patterns and communicative themes) are also today’s concerns. In my paper, I propose a redefinition of second-order Ethics (after Heinz von Foerster’s Second-Order Cybernetics). Second-order Ethics proves to be a valid answer to the needs for an ethical theory able to address the theme of responsibility in personal processes where learning to learn is crucial and also a good tool to face concrete situations requiring therapeutic intervention or counselling in learning organisations.
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Hammad, Rawad, Zaheer Khan, Fadi Safieddine, and Allam Ahmed. "A review of learning theories and models underpinning technology-enhanced learning artefacts." World Journal of Science, Technology and Sustainable Development 17, no. 4 (October 5, 2020): 341–54. http://dx.doi.org/10.1108/wjstsd-06-2020-0062.
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PurposeVarious technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.Design/methodology/approachTo achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.FindingsThe authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.Originality/valueThe authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.
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Viberg, Olga, and Åke Grönlund. "Systematising the Field of Mobile Assisted Language Learning." International Journal of Mobile and Blended Learning 5, no. 4 (October 2013): 72–90. http://dx.doi.org/10.4018/ijmbl.2013100105.
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This study provides a systematic review of mobile assisted language (MALL) research within the specific area of second language acquisition (SLA) during the period of 2005-2012 in terms of research approaches, theories and methods, technology, and the linguistic knowledge and skills’ results. The findings show a shift from the prevailing SMS-based language learning in 2005-2008 towards the use of more advanced multimedia and intelligent learning systems in the last years. Many highly cited studies focus on design of mobile language learning systems and experimental evaluation of their effectiveness. Studies often draw on mature pedagogic models and methods. However, descriptive and small-scale experimental studies dominate. In terms of theoretical approaches and frameworks, there is a lack of specific reference to mobile learning conceptual and theoretical models, which makes it difficult to distinguish any specific mobile learning theories from other learning theories. Research has so far paid most attention to learners’ vocabulary acquisition.
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Mukhalalati, Banan Abdulrzaq, and Andrea Taylor. "Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051984033. http://dx.doi.org/10.1177/2382120519840332.
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Background: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. Method and results: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. Outcome: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.
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Savitz, Ryan, and Fred R. Savitz. "A Constructivist Approach to Infusing Learning Domain and Multiple Intelligence Theories into Mathematics Instruction." International Journal of Learning: Annual Review 12, no. 2 (2006): 31–36. http://dx.doi.org/10.18848/1447-9494/cgp/v12i02/47251.
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Sarabadani, Jalal, Hamed Jafarzadeh, and Mahdi ShamiZanjani. "Towards Understanding the Determinants of Employees' E -Learning Adoption in Workplace." International Journal of Enterprise Information Systems 13, no. 1 (January 2017): 38–49. http://dx.doi.org/10.4018/ijeis.2017010103.
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E-learning has been widely used as a prominent solution to provide on demand learning opportunities to reduce training time and cost. While e-learning acceptance has received a significant attention in academic/student domain, little research has been conducted in organizational setting. This paper aims to contribute to understanding the underlying factors which influence employees' intention towards using e-learning systems, through developing and proposing a conceptual research model based on one of the most comprehensive behavioral theory, the Unified Theory of Acceptance and Use of Technology (UTAUT). The proposed conceptual model first examines the native UTAUT constructs and then, by borrowing insight from other theories in the literature, expands the UTAUT theory to account for more context-specific e-learning factors in a workplace setting, namely, perceived organizational support, e-learning self-efficacy, perceived e-learning content quality and e-learning satisfaction. The paper also identifies directions for an empirical examination of the proposed research model in future.
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Kwon, H. Y., H. G. Yoon, C. Lee, G. Chen, K. Liu, A. K. Schmid, Y. Z. Wu, J. W. Choi, and C. Won. "Magnetic Hamiltonian parameter estimation using deep learning techniques." Science Advances 6, no. 39 (September 2020): eabb0872. http://dx.doi.org/10.1126/sciadv.abb0872.
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Understanding spin textures in magnetic systems is extremely important to the spintronics and it is vital to extrapolate the magnetic Hamiltonian parameters through the experimentally determined spin. It can provide a better complementary link between theories and experimental results. We demonstrate deep learning can quantify the magnetic Hamiltonian from magnetic domain images. To train the deep neural network, we generated domain configurations with Monte Carlo method. The errors from the estimations was analyzed with statistical methods and confirmed the network was successfully trained to relate the Hamiltonian parameters with magnetic structure characteristics. The network was applied to estimate experimentally observed domain images. The results are consistent with the reported results, which verifies the effectiveness of our methods. On the basis of our study, we anticipate that the deep learning techniques make a bridge to connect the experimental and theoretical approaches not only in magnetism but also throughout any scientific research.
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Johansson, Tobias. "Strengthening the Case for Stimulus-Specificity in Artificial Grammar Learning." Experimental Psychology 56, no. 3 (January 2009): 188–97. http://dx.doi.org/10.1027/1618-3169.56.3.188.
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Different theories have been proposed regarding the nature of the mental representations formed as a result of implicit learning of sequential regularities. Some theories postulate abstract surface-independent representations, while other theories postulate stimulus-specific representations. This article reports three experiments investigating the development of abstract representations in artificial grammar learning (AGL), using a methodological approach developed by Conway and Christiansen (2006). In all the experiments, the number of blocks during the exposure phase was manipulated (6 blocks vs. 18 blocks of exposure to sequences). Experiments 1 and 2 investigated both visual and auditory learning where sequences were presented element-by-element. Experiment 3 investigated visual learning using a sequence-by-sequence presentation technique more commonly used in visual AGL studies. Extending previous research (Conway & Christiansen, 2006) and in support of stimulus-specific accounts, the results of the experiments showed that extended observational learning results in increased stimulus-specific knowledge rather than abstraction towards surface-independent representations.
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Plaut, David C. "Giving theories of reading a sporting chance." Behavioral and Brain Sciences 35, no. 5 (August 29, 2012): 301–2. http://dx.doi.org/10.1017/s0140525x12000301.
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AbstractThe search for a universal theory of reading is misguided. Instead, theories should articulate general principles of neural computation that interact with language-specific learning environments to explain the full diversity of observed reading-related phenomena across the world's languages.
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Wang, Jinjing (Jenny), Yang Yang, Carla Macias, and Elizabeth Bonawitz. "Children With More Uncertainty in Their Intuitive Theories Seek Domain-Relevant Information." Psychological Science 32, no. 7 (June 28, 2021): 1147–56. http://dx.doi.org/10.1177/0956797621994230.
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How do changes in learners’ knowledge influence information seeking? We showed preschoolers ( N = 100) uncertain outcomes for events and let them choose which event to resolve. We found that children whose intuitive theories were at immature stages were more likely to seek information to resolve uncertainty about an outcome in the related domains, but children with more mature knowledge were not. This result was replicated in a second experiment but with the nuance that children at intermediate stages of belief development—when the causal outcome would be most ambiguous—were the most motivated to resolve the uncertainty. This effect was not driven by general uncertainty at the framework level but, rather, by the impact that framework knowledge has in accessing uncertainty at the model level. These results are the first to show the relationship between a learning preference and the developmental stage of a child’s intuitive theory.
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Stanhope, Daniel S., and Eric A. Surface. "Examining the Incremental Validity and Relative Importance of Specific Cognitive Abilities in a Training Context." Journal of Personnel Psychology 13, no. 3 (January 2014): 146–56. http://dx.doi.org/10.1027/1866-5888/a000116.
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We examine the extent to which g and specific abilities predict learning in a training context by juxtaposing contrasting theories of cognitive ability (i.e., Spearmanian theory and nested-factors theory) and using an analytical strategy (i.e., multidimensional importance analysis) that aligns with underlying theoretical assumptions of both theories. When conducting incremental validity analysis (Spearmanian approach), specific abilities did not add much to the prediction of learning. However, when conducting relative weights analysis (nested-factors approach), specific abilities were the dominant predictors of learning. Results suggest different theoretical and analytical approaches can lead to different results. Results also suggest specific abilities may provide predictive utility beyond g in the training context, but recognizing this utility depends on one’s theoretical assumptions and methodological approach.
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Pavičić Takać, Višnja, and Nives Berka. "Motivation in foreign language learning: a look at type of school environment as a contextual variable." ExELL 2, no. 2 (December 1, 2014): 77–103. http://dx.doi.org/10.1515/exell-2016-0004.
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Abstract Impelled by the observation that motivation might be one of the most important factors within the affective domain influencing foreign language learning (FLL), the field of second language acquisition (SLA) has seen an intense worldwide interest in empirical research in motivational issues. The studies have been rooted in different theories and methodologies, (most notably those advanced by Gardner and Dörnyei and their respective associates) that have given precedence to a number of variables assumed to play an important role in understanding the phenomenon of FLL motivation. The present study is set between the macroperspective of the social-psychological period–by giving a general view of second language motivation–and the situation-specific period–by taking into consideration the immediate learning context. It focuses on exploring the nature of FLL motivation in Croatia at secondary education level where FLL is part of core curriculum. In particular, it explores the role of one specific contextual variable that has been largely ignored in SLA motivational research, i.e. type of school environment, and its interaction with gender and success in FLL.
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Lu, Helen Shiyang, and Toben H. Mintz. "Learning non-adjacent rules and non-adjacent dependencies from human actions in 9-month-old infants." PLOS ONE 16, no. 6 (June 9, 2021): e0252959. http://dx.doi.org/10.1371/journal.pone.0252959.
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Seven month old infants can learn simple repetition patterns, such as we-fo-we, and generalize the rules to sequences of new syllables, such as ga-ti-ga. However, repetition rule learning in visual sequences seems more challenging, leading some researchers to claim that this type of rule learning applies preferentially to communicative stimuli. Here we demonstrate that 9-month-old infants can learn repetition rules in sequences of non-communicative dynamic human actions. We also show that when primed with these non-adjacent repetition patterns, infants can learn non-adjacent dependencies that involve memorizing the dependencies between specific human actions—patterns that prior research has shown to be difficult for infants in the visual domain and in speech. We discuss several possible mechanisms that account for the apparent advantage stimuli involving human action sequences has over other kinds of stimuli in supporting non-adjacent dependency learning. We also discuss possible implications for theories of language acquisition.
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Prevett, Pauline S., Maria Pampaka, Valerie L. Farnsworth, Afroditi Kalambouka, and Xin Shi. "A Situated Learning Approach to Measuring Financial Literacy Self-Efficacy of Youth." Journal of Financial Counseling and Planning 31, no. 2 (March 16, 2020): 229–50. http://dx.doi.org/10.1891/jfcp-18-00038.
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In setting a new direction for the field by highlighting the importance of measure development, this article offers an original approach to modeling financial literacy, in which theories of situated learning meet self-efficacy: an approach that we claim fits well with the aims of program evaluation. It presents results from the validation of a new set of measures, intended for use with 16- to 19-year-olds, of financial literacy self-efficacy pertaining to contexts such as the classroom or the everyday activity of personal banking. Self-efficacy implies a domain in which confidence is measured specific to that context—in this case financial literacy. The data were collected in the United Kingdom from high school and college students enrolled in an optional certificate course in personal financial management. The measures were validated on a subset (n = 171) of a larger sample and was an off-shoot project of a larger 3-year evaluation study of the financial literacy certificate course (n = 2,000), which provided additional mixed-methods data used in validation. Correlation analysis supports the contention—incorporated within the framework presented—that self-efficacy is context-specific and so measures of self-efficacy must adequately reflect the contexts in which the associated literacies reside.
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Gregg, Kevin R. "The state of emergentism in second language acquisition." Second Language Research 19, no. 2 (April 2003): 95–128. http://dx.doi.org/10.1191/0267658303sr213oa.
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‘Emergentism’ is the name that has recently been given to a general approach to cognition that stresses the interaction between organism and environment and that denies the existence of pre-determined, domain-specific faculties or capacities. Emergentism thus offers itself as an alternative to modular, ‘special nativist’ theories of the mind, such as theories of Universal Grammar (UG). In language acquisition, emergentists claim that simple learning mechanisms, of the kind attested elsewhere in cognition, are sufficient to bring about the emergence of complex language representations. In this article, I consider, and reject, several a priori arguments often raised against ‘special nativism’. I then look at some of the arguments and evidence for an emergentist account of second language acquisition (SLA), and show that emergentists have so far failed to take into account, let alone defeat, standard Poverty of the Stimulus arguments for ‘special nativism’, and have equally failed to show how language competence could ‘emerge’.
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Thorp, Elias B., Konrad P. Kording, and Ferdinando A. Mussa-Ivaldi. "Using noise to shape motor learning." Journal of Neurophysiology 117, no. 2 (February 1, 2017): 728–37. http://dx.doi.org/10.1152/jn.00493.2016.
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Each of our movements is selected from any number of alternative movements. Some studies have shown evidence that the central nervous system (CNS) chooses to make the specific movements that are least affected by motor noise. Previous results showing that the CNS has a natural tendency to minimize the effects of noise make the direct prediction that if the relationship between movements and noise were to change, the specific movements people learn to make would also change in a predictable manner. Indeed, this has been shown for well-practiced movements such as reaching. Here, we artificially manipulated the relationship between movements and visuomotor noise by adding noise to a motor task in a novel redundant geometry such that there arose a single control policy that minimized the noise. This allowed us to see whether, for a novel motor task, people could learn the specific control policy that minimized noise or would need to employ other compensation strategies to overcome the added noise. As predicted, subjects were able to learn movements that were biased toward the specific ones that minimized the noise, suggesting not only that the CNS can learn to minimize the effects of noise in a novel motor task but also that artificial visuomotor noise can be a useful tool for teaching people to make specific movements. Using noise as a teaching signal promises to be useful for rehabilitative therapies and movement training with human-machine interfaces. NEW & NOTEWORTHY Many theories argue that we choose to make the specific movements that minimize motor noise. Here, by changing the relationship between movements and noise, we show that people actively learn to make movements that minimize noise. This not only provides direct evidence for the theories of noise minimization but presents a way to use noise to teach specific movements to improve rehabilitative therapies and human-machine interface control.
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Shettleworth, Sara J. "Modularity, comparative cognition and human uniqueness." Philosophical Transactions of the Royal Society B: Biological Sciences 367, no. 1603 (October 5, 2012): 2794–802. http://dx.doi.org/10.1098/rstb.2012.0211.
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Darwin's claim ‘that the difference in mind between man and the higher animals … is certainly one of degree and not of kind’ is at the core of the comparative study of cognition. Recent research provides unprecedented support for Darwin's claim as well as new reasons to question it, stimulating new theories of human cognitive uniqueness. This article compares and evaluates approaches to such theories. Some prominent theories propose sweeping domain-general characterizations of the difference in cognitive capabilities and/or mechanisms between adult humans and other animals. Dual-process theories for some cognitive domains propose that adult human cognition shares simple basic processes with that of other animals while additionally including slower-developing and more explicit uniquely human processes. These theories are consistent with a modular account of cognition and the ‘core knowledge’ account of children's cognitive development. A complementary proposal is that human infants have unique social and/or cognitive adaptations for uniquely human learning. A view of human cognitive architecture as a mosaic of unique and species-general modular and domain-general processes together with a focus on uniquely human developmental mechanisms is consistent with modern evolutionary-developmental biology and suggests new questions for comparative research.
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Schultz, Wolfram. "Neuronal Reward and Decision Signals: From Theories to Data." Physiological Reviews 95, no. 3 (July 2015): 853–951. http://dx.doi.org/10.1152/physrev.00023.2014.
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Rewards are crucial objects that induce learning, approach behavior, choices, and emotions. Whereas emotions are difficult to investigate in animals, the learning function is mediated by neuronal reward prediction error signals which implement basic constructs of reinforcement learning theory. These signals are found in dopamine neurons, which emit a global reward signal to striatum and frontal cortex, and in specific neurons in striatum, amygdala, and frontal cortex projecting to select neuronal populations. The approach and choice functions involve subjective value, which is objectively assessed by behavioral choices eliciting internal, subjective reward preferences. Utility is the formal mathematical characterization of subjective value and a prime decision variable in economic choice theory. It is coded as utility prediction error by phasic dopamine responses. Utility can incorporate various influences, including risk, delay, effort, and social interaction. Appropriate for formal decision mechanisms, rewards are coded as object value, action value, difference value, and chosen value by specific neurons. Although all reward, reinforcement, and decision variables are theoretical constructs, their neuronal signals constitute measurable physical implementations and as such confirm the validity of these concepts. The neuronal reward signals provide guidance for behavior while constraining the free will to act.
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De Maere, Koen, Steven De Haes, and Michael von Kutzschenbach. "CIO Perspectives on Organizational Learning within the Context of IT Governance." International Journal of IT/Business Alignment and Governance 8, no. 1 (January 2017): 32–47. http://dx.doi.org/10.4018/ijitbag.2017010103.
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Why is it that, despite the large amount of studies on IT governance, many professionals still fail to put these theories into practice? Building on the previous question, we reviewed the literature to examine how organizational learning theories can help in understanding the gap between the ‘theory' and ‘practice' of IT governance. Thereafter, a focus group discussed this gap within the context of Industry 4.0. The findings indicate important concerns that might hinder learning in organizations, including: lack of shared domain knowledge between business and IT stakeholders, lack of shared understanding and poor diffusion of IT governance practices in the organization. Unless these concerns are successfully resolved, executives will experience difficulties to govern IT successfully within the context of Industry 4.0. We provide recommendations to practitioners with regards to the capabilities which should be present in the organisation to overcome such concerns. These capabilities represent a T-shaped portfolio of skills.
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Orams, Mark. "Creating Effective Interpretation for Managing Interaction Between Tourists and Wildlife." Australian Journal of Environmental Education 10 (1994): 21–34. http://dx.doi.org/10.1017/s0814062600003062.
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AbstractEcotourism associated with wildlife is becoming increasingly popular. The effects on wildlife of this increasing popularity are causing concern. Environmental interpretation programs may be a means of minimising negative effects if they are able to change tourists' behaviour. A review of cognitive psychology literature and theories of learning shows that simply increasing information and understanding does not necessarily result in more appropriate human behaviour. However, there are several techniques, such as the creation and resolution of cognitive dissonance and the use of the affective domain, which may create more effective interpretation. This paper reviews relevant theories of learning and offers guidelines for the creation of effective interpretation programs in the context of tourist - wildlife interaction.
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Mengesha, Niguissie. "The Role of Open Source Software in Mastering Technologies of an Information System and Its Implication to Technology Transfer." International Journal of Information Systems and Social Change 12, no. 3 (July 2021): 58–78. http://dx.doi.org/10.4018/ijissc.2021070105.
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The philosophy and practice of open source software (OSS) affected not only software production but also implementation and use. However, little is known about the intricacies of implementation and use of domain-specific, frontend information systems compared to production. Especially, empirical studies that examine the learning mechanisms in OSS implementation in developing countries are scant. This paper fills the gap by investigating the implementation of an OSS in a resource-constrained setting. Drawing upon communities of practice and networks of practice theories, the paper examines the mechanisms of the OSS approach that enable knowledge circulation, technology transfer, innovation, and sustainability, and interrogates the technology transfer conceptualization in the light of the approach. It also highlights the measures practitioners and policymakers should take to benefit from OSS.
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Beghetto, Ronald A. "Creative Learning: A Fresh Look." Journal of Cognitive Education and Psychology 15, no. 1 (2016): 6–23. http://dx.doi.org/10.1891/1945-8959.15.1.6.
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That creativity can play a role in learning seems clear. Indeed, creativity researchers and educational scholars have long asserted that theories of learning need to be broadened to include creative cognition. What is less clear, however, is the specific nature of that role. The purpose of this article is to introduce a new model of creative learning. The article opens with a brief discussion of previous work on learning and creativity. Next, a model of creative learning is introduced, specific assertions based on the model are discussed, and an example of how the model might be applied to classroom learning is presented. The article closes with a discussion of implications for future research on creative learning.
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Bordonaro, Karen. "Adult education and academic libraries." Information and Learning Science 119, no. 7/8 (July 9, 2018): 422–31. http://dx.doi.org/10.1108/ils-04-2018-0030.
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Purpose The purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries. Design/methodology/approach This paper is a literature review. Findings This review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners. Originality/value This literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.
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ETTLINGER, MARC, ANN R. BRADLOW, and PATRICK C. M. WONG. "Variability in the learning of complex morphophonology." Applied Psycholinguistics 35, no. 4 (December 10, 2012): 807–31. http://dx.doi.org/10.1017/s0142716412000586.
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ABSTRACTThis paper explores how theories on the relationship between language and domain-general cognitive capabilities might account for individual variation in second language learning. We investigated the acquisition of a morphophonological grammar paired with standardized tests of memory function. The language learned had simple and complex morphophonological patterns of word formation, which are hypothesized to correlate with standardized measures of procedural and declarative memory, respectively. The results show a significant amount of variation in learning success is accounted for by these measures of memory in accordance with the hypothesis. These findings help explain why some adults are able to learn a second language more easily than others while also advancing a model of second language learning motivated by linguistic theory.
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Saidvalieva, D. "Teaching Methods of English for Specific Purposes." Bulletin of Science and Practice 7, no. 6 (June 15, 2021): 481–85. http://dx.doi.org/10.33619/2414-2948/67/62.
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Foreign Language Teachers for Specific Purposes have a lot in common with teachers of general foreign language. For both it is necessary to consider linguistic development and teaching theories, to have insights in contemporary ideas regarding their own position and role as well as the position and role of foreign language learners in education and to face new technologies offered as an aid to improve their methodology. The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required.
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Da Lio, Elisa. "Digital and Multimodal Literacies in Foreign Language Learning: theories and application." Studia universitatis hereditati, znanstvena revija za raziskave in teorijo kulturne dediščine 8, no. 2 (November 21, 2020): 65–79. http://dx.doi.org/10.26493/2350-5443.8(2)65-79.
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This article traces the evolution of the term literacy in the plurality of its branches, analysing its strong points as much as the critical aspects highlighted by research in the field of language education. The emphasis is placed on the relationship between literacy and language classrooms, where the promotion of plural, multimodal and digital literacies still seems difficult to achieve. This article calls attention to the comparison between the most recent case studies in the language education field and the specific learning objectives for literacy teaching and learning. It concludes by suggesting new directions for further research. Keywords: Literacy, Multimodality, Digital Literacy, EFL, Teaching
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Chad, Hoggan. "Defining and Analyzing Transformative Learning." Labor et Educatio 8 (2020): 109–24. http://dx.doi.org/10.4467/25439561le.20.007.12998.
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There is an important difference between the phenomena we study and the names we call them or theories we use to explain them. Transformative learning theory is a human construction designed to describe a phenomenon, but it is imperfect at best. The author advocates a delineation of the terms. Namely, the term perspective transformation should be used to refer to Mezirow’s theory because it has only ever been used for his specific theory. The term transformative learning should be used to refer to the broad range of theories (including Mezirow’s) that attempt to describe and explain dramatic changes in how people experience, conceptualize, and interact with the world. The author uses transformative learning in adult education investigations to understand the experiences of military veterans transitioning from combat to civilian life, of breast cancer survivors navigating the psycho-social transition of their disease, of students from backgrounds of poverty attending community college, and even the negative transformation of people becoming radicalized into violent terrorism. There are many more situations that cause people to change, and those specific situations shape the processes that lead to change and therefore shape the eventual outcomes of that change. All of the theories and constructs in the transformative learning literature are nothing more than human creations designed to explain the phenomena associatedwith dramatic learning and change in adulthood. The value of transformative learning as a metatheory is to provide constructs in the form of analytic tools that scholars from disparate disciplines can use in working together to create better, more useful constructs for understanding that phenomena. There are identified and presented the analytic tools (definition, criteria, typology) to provide a framework for scholars to think carefully and with clarity about what they mean when using the word “transformation”. The need in more holistic, interdisciplinary understandings of transformative learning is substantiated, thus promoting the use of transformative learning as a metatheory.
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Jones, Colin, Kathryn Penaluna, and Andy Penaluna. "The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy." Education + Training 61, no. 9 (October 3, 2019): 1170–86. http://dx.doi.org/10.1108/et-10-2018-0211.
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Purpose The purpose of this paper is to address the recent development of heutagogy in the domain of enterprise and entrepreneurship education (EE). Responding to recent thinking within our domain of education, this paper discusses the origins of heutagogy, its adoption within enterprise and EE and offers suggestions as to the further development of such thinking in this domain. Design/methodology/approach This conceptual paper revisits the original thinking that developed the process of heutagogy, or self-determined learning. Revisiting the conceptual foundations of heutagogy, comparing it to andragogy and to the idea of academagogy enables the process of academagogical process knowledge (APK) to be outlined. Through this process, the authors argue it is possible to envisage the real potential value of heutagogy to enterprise and EE. Findings In advocating for the development of APK, the authors highlight the importance of six specific knowledge bases; knowledge of self, knowledge of entrepreneurship theories, knowledge of transformational learning approaches, knowledge of authentic assessment processes, knowledge of student engagement and knowledge of how to scholarly lead. The authors argue that the development of scholarship of teaching and learning for enterprise and EE can be advanced through these six knowledge bases. Practical implications There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here, especially if we consider entrepreneurial approaches within disciplines and interests that anchor the studies, as opposed to more generic approaches found in entrepreneurship courses. Most importantly, that heutagogy must be evaluated alongside the blended contributions of pedagogy, andragogy and academagogy. Originality/value This paper advances the readers’ understanding of the potential role of heutagogy in enterprise and EE. In doing so, differing opinions related to the use of heutagogy in the domain have been addressed, and a developmental pathway outlined.
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Walker, Jennie L. "Do Methods Matter in Global Leadership Development? Testing the Global Leadership Development Ecosystem Conceptual Model." Journal of Management Education 42, no. 2 (October 6, 2017): 239–64. http://dx.doi.org/10.1177/1052562917734891.
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As world communication, technology, and trade become increasingly integrated through globalization, multinational corporations seek employees with global leadership skills. However, the demand for these skills currently outweighs the supply. Given the rarity of globally ready leaders, global competency development should be emphasized in business education programs. Global leadership competence requires moving beyond the cognitive domain of learning to create socially responsible and culturally connected global leaders. This requires greater attention to understanding the impact of specific learning methods, the dynamics between them, and their effect on intended outcomes. A new conceptual model, the Global Leadership Development Ecosystem, was introduced in this study to test the impact of learning methods in developing global leadership competencies. It was based on four theories of learning including cognitive, social, experiential, and humanist. This study quantitatively tested the model using PASW statistics software, and hierarchical regression showed the individual effect of each development method and their combined effect on graduate student scores on the Global Mindset Inventory assessment. The analysis revealed that each methodology played a distinct and important role in developing different competencies of global leadership. This model provides a useful framework for global leadership development in higher education business programs.
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Halpern, Rebecca, and Chimene Tucker. "Leveraging adult learning theory with online tutorials." Reference Services Review 43, no. 1 (February 9, 2015): 112–24. http://dx.doi.org/10.1108/rsr-10-2014-0042.
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Purpose – The purpose of this paper is to apply adult-centered learning theories to online information literacy tutorials. Design/methodology/approach – This is a conceptual paper that examines the application of adult learning theories to online information literacy tutorials. The application is supported by examples from the literature of libraries and higher education, and from the writers’ own experiences with designing online tutorials informed by adult learning theories. Findings – As online learners continue to be a growing population on our campuses, and as those online learners continue to be older than our traditional students, librarians must be prepared to design information literacy objects tailored to the unique learning styles of adults. Building from Knowles’ theory of andragogy, online tutorials that are informed by adult-centered strategies can be powerful tools for engaging with the adult online learner. Practical implications – This article gives a useful and comprehensive overview of adult learning theory as applied by education and library researchers. It also provides a specific example of how those theories can be implemented in online tutorials through the Information Literacy Toolkit the authors created. Originality/value – While there is literature on applying adult learning theory to library environments, little of it addresses how to do so in an asynchronous, self-paced tutorial. This is a contribution to the literature on asynchronous learning environments and suggests concrete ways to incorporate an adult-centered approach to digital learning objects.
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Kaimara, Polyxeni, Ioannis Deliyannis, Andreas Oikonomou, and Emmanuel Fokides. "Waking Up in the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties." Technologies 9, no. 3 (July 16, 2021): 50. http://dx.doi.org/10.3390/technologies9030050.
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Effectiveness, efficiency, scalability, autonomy, engagement, flexibility, adaptiveness, personalization, conversationality, reflectiveness, innovation, and self-organization are some of the fundamental features of smart environments. Smart environments are considered a good learning practice for formal and informal education; however, it is important to point out the pedagogical approaches on which they are based. Smart learning environments (SLEs) underline the flexibility of eclectic pedagogy that places students at the center of any educational process and takes into account the diversity in classrooms. Thus, SLEs incorporate pedagogical principles derived from (1) traditional learning theories, e.g., behaviorism and constructivism, (2) contemporary pedagogical philosophy, e.g., differentiated teaching and universal design for learning, (3) theories that provide specific instructions for educational design, e.g., cognitive theory of multimedia learning and gamification of learning. The innovative concept of transmedia learning is an eclectic pedagogical approach, which in addition to learning principles, blends all available media so far. WUIM is a transmedia program for training independent living skills aimed primarily at children with learning disabilities, which emerged from the composition of pedagogical theories, traditional educational materials and cutting-edge technologies such as augmented and virtual reality, and art-based production methodologies. This paper outlines the development of WUIM, from the prototyping presented at the 4th International Conference in Creative Writing (2019) to the Alpha and Beta stages, including user and expert evaluations.
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Candy, Val, and Jean Gordon. "The Historical Development Of Strategic Planning Theories." International Journal of Management & Information Systems (IJMIS) 15, no. 4 (September 12, 2011): 71. http://dx.doi.org/10.19030/ijmis.v15i4.5803.
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This paper discusses both broad historical and philosophical theories of strategic management, as well as specific communication and human resource management theories and practices. It concludes with an application chapter emphasizing how the Roman Catholic Church needs to develop a strategy to integrate learning and innovation in order to reconcile and communicate its central message locally. Although built upon a hierarchical and organizational culture, where strict obedience to institutional directives dominates the communities it serves, the diversity within the Church is forcing the Vatican to ensure specialized sub-cultures are not polarized.
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Lindmeier, Anke, Selma Seemann, Andrea Wullschleger, Anuschka Meyer-Wyder, Miriam Leuchter, Franziska Vogt, Elisabeth Moser Opitz, and Aiso Heinze. "Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support." Zetetike 29 (June 8, 2021): e021002. http://dx.doi.org/10.20396/zet.v29i00.8661896.
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Teacher expertise research uses different approaches, among them competence models. The model of mathematics-specific professional competence in this study differentiates action-related and reflective competence, which pertain to different types of professional demands according to dual processing theories and should positively impact teaching quality. The cross-sectional study with early childhood teachers investigates the structure of teacher competence and its relations to the quality of learning support in line with the notion of adaptive teaching when playing board games. The findings support a differentiation of competences according to the model (structural validity evidence). Expected relations between competences and the quality of the learning support are partially supported (predictive validity evidence). The study hence adds to research on teacher expertise by developing a specific understanding of competence in line with existing theories. Affordances of using competence models, as well as difficulties and open questions with relation to the emerging approach are discussed.