Journal articles: 'Instruction cognitive'

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Mohan, Shiwali, and John Laird. "Exploring Mixed-Initiative Interaction for Learning with Situated Instruction in Cognitive Agents." Proceedings of the AAAI Conference on Artificial Intelligence 26, no. 1 (September 20, 2021): 2445–46. http://dx.doi.org/10.1609/aaai.v26i1.8424.

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Human-agent interaction for learning with instruction canbe viewed on a continuum of instructor/agent control. At one extreme are systems that learn by instructor-driveninteractions, such as learning by demonstration, examples,or imitation. The other extreme of the continuum isoccupied by systems where instructor interaction is limited to responding to the questions posed by the agent or toproviding feedback on agent’s performance. There are advantages to an approach that explores a mixed-initiative instructional dialog. We describe an approach to mixed-initiative interaction based on collaborative discourse theory that allows Soar agents to learn from situated instruction.

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Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.

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Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.

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Lee Swanson, H. "Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis." Educational and Child Psychology 17, no. 3 (2000): 101–21. http://dx.doi.org/10.53841/bpsecp.2000.17.3.101.

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The purpose of this paper is to identify the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on an exploratory analysis, eight models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualised remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The results indicated that explicit strategy instruction (explicit practice, elaboration, strategy cuing) and small group interactive settings best predicted the magnitude of treatment outcomes. Although direct instruction also positively predicted the magnitude of effect size, its effects were mitigated when an explicit strategy model was entered into the equation. The results support the robust effects of strategy training as a general heuristic for instructing students with learning disabilities.

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Sierra, Edmundo A., Arthur D. Fisk, and Wendy A. Rogers. "Matching Instructional Media with Instructional Demands." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 25 (September 2002): 2089–93. http://dx.doi.org/10.1177/154193120204602520.

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Video instruction is an effective support for audio instruction of visuospatial tasks; but how is effectiveness of this type of instruction moderated? We investigated the effects of age-related cognitive changes, audio versus audio-plus-video instructions, differential working memory instruction demands, and differential task difficulty on assembly task performance. Forty-eight young adults and 48 older adults completed an assembly task where accuracy, use of additional time, repetition of steps, and subjective mental workload were measured. Results indicated that participants receiving audio plus video instruction benefited most as task difficulty increased. Older adults performed more poorly compared to young adults; however, the findings indicate that video-based instruction was beneficial for both young and older adults for this class of task. Results are discussed from a training perspective in general and as they relate to telemedicine specifically. Guidelines for applying the correct instructional media as a function of the instructional demands are discussed.

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Ellis, Edwin S. "AN INSTRUCTIONAL MODEL FOR INTEGRATING CONTENT‐AREA INSTRUCTION WITH COGNITIVE STRATEGY INSTRUCTION." Reading & Writing Quarterly 10, no. 1 (January 1994): 63–90. http://dx.doi.org/10.1080/1057356940100105.

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Bourguignon, Nicolas J., Senne Braem, Egbert Hartstra, Jan De Houwer, and Marcel Brass. "Encoding of Novel Verbal Instructions for Prospective Action in the Lateral Prefrontal Cortex: Evidence from Univariate and Multivariate Functional Magnetic Resonance Imaging Analysis." Journal of Cognitive Neuroscience 30, no. 8 (August 2018): 1170–84. http://dx.doi.org/10.1162/jocn_a_01270.

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Verbal instructions are central to humans' capacity to learn new behaviors with minimal training, but the neurocognitive mechanisms involved in verbally instructed behaviors remain puzzling. Recent functional magnetic resonance imaging (fMRI) evidence suggests that the right middle frontal gyrus and dorsal premotor cortex (rMFG-dPMC) supports the translation of symbolic stimulus–response mappings into sensorimotor representations. Here, we set out to (1) replicate this finding, (2) investigate whether this region's involvement is specific to novel (vs. trained) instructions, and (3) study whether rMFG-dPMC also shows differences in its (voxel) pattern response indicative of general cognitive processes of instruction implementation. Participants were shown instructions, which they either had to perform later or merely memorize. Orthogonal to this manipulation, the instructions were either entirely novel or had been trained before the fMRI session. Results replicate higher rMFG-dPMC activation levels during instruction implementation versus memorization and show how this difference is restricted to novel, but not trained, instruction presentations. Pattern similarity analyses at the voxel level further reveal more consistent neural pattern responses in rMFG-dPMC during the implementation of novel versus trained instructions. In fact, this more consistent neural pattern response seemed to be specific to the first instruction presentation and disappeared after the instruction had been applied once. These results further support a role of rMFG-dPMC in the implementation of novel task instructions and highlight potentially important differences in studying this region's gross activation levels versus (the consistency of) its response patterns.

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Mayer, Richard E. "Incorporating Individual Differences Into the Science of Learning: Commentary on Sternberg et al. (2008)." Perspectives on Psychological Science 3, no. 6 (November 2008): 507–8. http://dx.doi.org/10.1111/j.1745-6924.2008.00093.x.

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Sternberg, Grigorenko, and Zhang (2008, this issue) make a valiant effort to reinvigorate the somewhat dormant field of cognitive style by showing the implications of cognitive style for instruction and assessment. In support of their call to differentiate instruction for different kinds of learners, they summarize evidence showing that people learn better from a broad instructional method that is sensitive to multiple cognitive styles than they do from a narrow instructional method that is mainly addressed to one cognitive style. In support of their call for using multiple measures of learning potential, they summarize evidence showing that learning outcomes are better predicted by multiple measures of learning potential than by a single measure. In this commentary, I briefly examine Sternberg et al.'s claim that cognitive styles matter for instruction and assessment.

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Farley, Sally D., and Mark F. Stasson. "Relative Influences of Affect and Cognition on Behavior: Are Feelings or Beliefs More Related to Blood Donation Intentions?" Experimental Psychology 50, no. 1 (January 2003): 55–62. http://dx.doi.org/10.1027//1618-3169.50.1.55.

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This study tested the relative predictive power of affect and cognition on global attitude and behavioral intention within the tripartite model of attitude structure. Participants (N = 264) completed questionnaires that included an item regarding blood donation experience, five semantic differential items, four behavioral intention items, and one global attitude item. Participants were randomly assigned to either an affective or cognitive instruction set for the semantic differential items. As predicted, semantic differentials were more highly correlated with both global attitude and behavioral intention when completed under the affective instructions than under the cognitive instructions. In addition, donors’ and non-donors’ attitudes on the semantic differential scales were distinguished from one another only when they were elicited under the affective instruction set. Results provide support for the tripartite model of attitude structure. Future research should examine the relative importance of affect and cognition in less emotion-laden domains.

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Hsu, Hui-Yu, and Edward A. Silver. "Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom: An Examination of Task Sources." Journal for Research in Mathematics Education 45, no. 4 (July 2014): 460–96. http://dx.doi.org/10.5951/jresematheduc.45.4.0460.

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We examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. We found that instructional tasks were drawn from multiple sources, including textbooks, tests, supplemental materials, and the teacher. Our analysis of cognitive complexity indicated that the instructional tasks frequently involved both diagram complexity and problem-solving complexity. Moreover, the geometric calculation with number tasks from nontextbook sources tended to be more cognitively demanding than those found in the textbooks. Implications of task analysis on geometry domain and textbook analysis studies are discussed.

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Henderson, Charles, José P. Mestre, and Linda L. Slakey. "Cognitive Science Research Can Improve Undergraduate STEM Instruction." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (August 13, 2015): 51–60. http://dx.doi.org/10.1177/2372732215601115.

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This article explores the directions needed to facilitate widespread adoption of the findings of cognitive science (CS) into undergraduate instruction in the disciplines of science, technology, engineering, and mathematics (STEM). The emerging research tradition of STEM discipline-based education research (DBER) is introduced briefly, with a focus on physics education research (PER). Examples of cognitive science research that are beginning to affect classroom practice are introduced, as well as examples that have direct implications for improving STEM instructional practices, yet remain largely unknown in the STEM community. Two barriers slow the implementation of CS findings in undergraduate STEM instruction. The first is lack of communication between cognitive science and STEM DBER researchers. The second is that, even when strong curricula and instructional practices are developed, there are many structural obstacles that make it difficult for STEM instructors to implement new instructional strategies. We provide an overview of current efforts to overcome these structural obstacles, and suggest policy implications for the cognitive science and DBER research communities that could facilitate the development, evaluation, and adoption of research-based instructional strategies in STEM undergraduate education.

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Frase, Lawrence T., and Robert Glaser. "Cognitive Analysis and Instruction." Educational Researcher 19, no. 1 (January 1990): 34. http://dx.doi.org/10.2307/1176535.

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Guzel-Ozmen, Ruya. "Modified Cognitive Strategy Instruction." Intervention in School and Clinic 44, no. 4 (March 2009): 216–22. http://dx.doi.org/10.1177/1053451208328829.

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Dalbey, John, and Marcia C. Linn. "Cognitive Consequences of Programming: Augmentations to Basic Instruction." Journal of Educational Computing Research 2, no. 1 (February 1986): 75–93. http://dx.doi.org/10.2190/8q3h-cvb1-88br-vv2q.

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A study of junior high students was undertaken to investigate the cognitive outcomes of a first course in computer programming. A model for understanding the learning outcomes is presented, called the chain of cognitive consequences. This model describes the knowledge and skills that potentially can be gained from programming. The model suggests how programming instruction could be augmented so as to focus on higher cognitive skills. An experimental design was implemented which compared two “augmentations” to traditional BASIC instruction. Three important findings were modest achievement scores, large between-site variation, and significant effect of augmentations. The limitations of current instruction for producing cognitive outcomes are discussed, and the instructional implications of this study are presented.

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Rojewski, Jay W., and John W. Schell. "Cognitive Apprenticeship for Learners with Special Needs." Remedial and Special Education 15, no. 4 (July 1994): 234–43. http://dx.doi.org/10.1177/074193259401500405.

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Cognitive apprenticeship emphasizes a combination of authentic problem-solving experiences with expert guidance in lieu of decontextualized instruction. As an instructional approach, cognitive apprenticeship can support the acquisition, use, and transfer of basic and advanced cognitive skills required in school and adult life by learners with special needs. This article first examines assumptions of teaching and learning that may have a negative impact on the education and postschool success of special populations. From this overview, several emerging aspects of cognitive science considered germane to advanced thinking are identified and reviewed. A model of cognitive apprenticeship is then described as a practical means of providing academic instruction to students with special learning needs. Lastly, implications of adopting this instructional approach with special populations are discussed.

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Turnure, James E. "Instruction and Cognitive Development: Coordinating Communication and Cues." Exceptional Children 53, no. 2 (October 1986): 109–17. http://dx.doi.org/10.1177/001440298605300202.

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A major new premise guiding much of contemporary cognitive instructional research is that the development of “cognition” is in many ways a social phenomenon. Therefore, the development of any higher mental process should be analyzed in terms of social influences on its expressions both in general experience and everyday life as well as in schools and experimental situations. The centrality of communication in social affairs indicates that insights into instruction and learning could emerge from research on language and communication, examples of which are provided.

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Jabbour, Khayrazad Kari. "Presents Spoken Texts in Multimedia Instructions as an Alternative to Printed Texts." Journal of Education and Vocational Research 3, no. 9 (September 15, 2012): 297–302. http://dx.doi.org/10.22610/jevr.v3i9.81.

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Multimedia instructions refer to presentations that contain graphics and texts information. The graphics can include pictures, drawings, diagram, chart, animation, video, or simulations. In addition, texts can include printed texts or spoken texts. Multimedia education occurs when learners create mental representations caused by combining texts and relevant graphics simultaneously in lessons. Research evidence shows that not all multimedia instructions are equally useful. How can we use multimedia instructional to help learners to grasp knowledge? Do learners learn better when multimedia instructions present spoken text in multimedia instructions as an alternative to printed text principle? This article examines whether there is any benefit on supplementing spoken text with multimedia. Specifically, do learners learn more from spoken text and graphics, rather than from printed text and graphics? Meaningful learning engages the learner into excessive cognitive load processing during learning; on the other hand, the learnerâ€™s cognitive capacity is limited. For that, reasons multimedia instructional designers must take into account the learner's cognitive load processing. One of the obstacles of multimedia instructions is the possibility of overloading the learnersâ€™ cognitive capacity. Multimedia instructional designers must design multimedia instruction in ways that minimize the possibility of overloading the learnersâ€™ cognitive capacity. Also will examines the limitations of presenting spoken rather than printed texts; Reasons for presenting spoken rather than printed texts; Evidence for Using Spoken Rather Than Printed Text; And when this principle applies.

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Lehrer, Richard, Laura D. Harckham, Philip Archer, and Robert M. Pruzek. "Microcomputer-Based Instruction in Special Education." Journal of Educational Computing Research 2, no. 3 (August 1986): 337–55. http://dx.doi.org/10.2190/cr5t-yfnl-w4tx-ln3a.

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This article reports findings of an evaluation study examining the instructional effectiveness of varying software environments for 120 preschool special needs children. Cognitive distancing principles were applied to classify children according to symbolic competence prior to instruction and to classify child-software interactions during instruction. An aptitude-by-treatment interaction design contrasted children's learning in either Logo or instructional software contexts with a control condition. Dependent measures included indicators of preschool problem solving, skill acquisition, language development, cognitive development and affective development. Results indicated that a Logo-based environment enhanced children's problem-solving skills and their acquisition of linguistic pragmatics as compared to counterparts in a control condition. In contrast, an instructional software condition promoted children's acquisition of specific skills. Neither software environment enhanced children's global levels of cognitive or of affective development. We conclude with a caution that the medium is not the message.

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Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder, and W. Thomas Hawley. "Cognitive Styles and Feedback in Computer-Assisted Instruction." Journal of Educational Computing Research 12, no. 2 (March 1995): 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.

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Nurhalimah, Nunun, Muhammad Reza Pahlevi, and Acep Bahrum Kamil. "Vocational Students’ Cognitive Engagement in CALLA-Based Instruction in Reading Classroom." Jurnal Educatio FKIP UNMA 8, no. 3 (September 25, 2022): 1065–76. http://dx.doi.org/10.31949/educatio.v8i3.2871.

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Learning to read is one of the important factors in teaching English. Therefore, students need instructions and strategies that can help them carry out reading learning activities. It resulted several views regarding reading teaching learning instruction in the context of language learning. This study focused on how the students' cognitive engagement in reading narrative texts with the help of CALLA instructions. The participants of the study were five vocational students at one of vocational school in Karawang. This research was conducted using narrative inquiry design and the data were collected through interviews, observation and documentation. To conduct the analysis, this study employed thematic analysis suggested by Braun and Clarke. This study showed that (1) Students have attention on learning classroom, (2) Using dictionary builds students’ resource management learning, (3) Repetition strategy reinforce students’ reading comprehension, (4) Students’ self-elaboration creates them to connect the reading passage. It indicates that CALLA-based instruction engages students cognitively in reading teaching and learning classroom.

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Schloss, Patrick J., Paul T. Sindelar, G. Phillip Cartwright, and Cynthia N. Schloss. "The Influence of Error Correction Procedures and Question Type on Student Achievement in Computer Assisted Instruction." Journal of Educational Technology Systems 16, no. 1 (September 1987): 17–27. http://dx.doi.org/10.2190/vb2c-lwcx-gpap-fptn.

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Recent research investigating the effectiveness of computer assisted instructional modules with varying ratios of higher cognitive and factual questions has shown that the ratio of higher cognitive to factual questions in and of itself may not influence student achievement. Whether higher cognitive and factual questions interact with error correction procedures to enhance achievement remains unanswered. In the present investigation, 2 (question type, Le., higher cognitive vs. factual) X 2 (error response, i.e., re-presentation of instruction vs. instructions to try again) X 4 (test, i.e., higher cognitive items included in module, novel higher cognitive items, factual questions included in module, and novel factual items) split plot factorial (two within and one between factor) analyses of variance were used to determine whether question type and/or error response differentially affected subsequent responses to factual and higher cognitive questions. The results indicated that simply allowing a student to try again was superior to re-presenting content for the factual question modules. This finding is discussed with reference to the cognitive demands of the tasks, both anticipated and observed.

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Kleinkorres, Ruben, Boris Forthmann, and Heinz Holling. "An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking." Journal of Intelligence 9, no. 1 (January 7, 2021): 3. http://dx.doi.org/10.3390/jintelligence9010003.

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Up to now, support for the idea that a controlled component exists in creative thought has mainly been supported by correlational studies; to further shed light on this issue, we employed an experimental approach. We used four alternate uses tasks that differed in instruction type (“be fluent” vs. “be creative”) and concurrent secondary workload (load vs. no load). A total of 51 participants (39 female) went through all tasks and generated ideas for a total of 16 different objects; their responses were scored in terms of fluency (number of responses generated), creative quality, and flexibility. We did find, as expected, that the be-creative instruction resulted in fewer and more creative ideas, as well as more flexible idea sets, but neither of the expected interaction effects became significant. Specifically, fluency was not affected more strongly by secondary workload in the be-fluent instruction condition than in the be-creative instruction condition. Further, the performance drop evoked by the secondary workload was not stronger in the be-creative instruction condition compared to the be-fluent instruction condition when creative quality or flexibility were examined as dependent variable. Altogether, our results do not confirm that be-creative instructions involve more cognitive load than be-fluent instructions. Nevertheless, the analysis of the serial order effect and additional correlational examinations revealed some promising results. Methodological limitations which may have influenced the results are discussed in light of the inherent suspense between internal and external validity (i.e., most likely the applied self-paced dual-task approach increased external validity, but undermined internal validity) and potentially guide future research.

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Kleinkorres, Ruben, Boris Forthmann, and Heinz Holling. "An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking." Journal of Intelligence 9, no. 1 (January 7, 2021): 3. http://dx.doi.org/10.3390/jintelligence9010003.

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Up to now, support for the idea that a controlled component exists in creative thought has mainly been supported by correlational studies; to further shed light on this issue, we employed an experimental approach. We used four alternate uses tasks that differed in instruction type (“be fluent” vs. “be creative”) and concurrent secondary workload (load vs. no load). A total of 51 participants (39 female) went through all tasks and generated ideas for a total of 16 different objects; their responses were scored in terms of fluency (number of responses generated), creative quality, and flexibility. We did find, as expected, that the be-creative instruction resulted in fewer and more creative ideas, as well as more flexible idea sets, but neither of the expected interaction effects became significant. Specifically, fluency was not affected more strongly by secondary workload in the be-fluent instruction condition than in the be-creative instruction condition. Further, the performance drop evoked by the secondary workload was not stronger in the be-creative instruction condition compared to the be-fluent instruction condition when creative quality or flexibility were examined as dependent variable. Altogether, our results do not confirm that be-creative instructions involve more cognitive load than be-fluent instructions. Nevertheless, the analysis of the serial order effect and additional correlational examinations revealed some promising results. Methodological limitations which may have influenced the results are discussed in light of the inherent suspense between internal and external validity (i.e., most likely the applied self-paced dual-task approach increased external validity, but undermined internal validity) and potentially guide future research.

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Atchison, Drew, Michael S. Garet, Toni M. Smith, and Mengli Song. "The Validity of Measures of Instructional Alignment With State Standards Based on Surveys of Enacted Curriculum." AERA Open 8 (January 2022): 233285842210987. http://dx.doi.org/10.1177/23328584221098761.

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This paper uses a validity argument approach to examine the validity evidence for measures of instructional alignment based on an instrument adapted from the Surveys of Enacted Curriculum (SEC). Using the instrument, Grade 4 math and Grade 5 English language arts teachers reported the level of emphasis they gave to subject-specific topics and cognitive demands in their instruction, which provided the data for measuring instructional alignment—both overall and by topic and by cognitive demand—with state standards. We found that (a) teachers differentiated topics but not cognitive demands when reporting on the content of their instruction, (b) teachers likely overreported levels of emphasis on topics and cognitive demands, and (c) overall alignment and alignment by cognitive demand were not significantly associated with teachers’ value-added scores. Although this study examined a specific version of the SEC, we believe the findings apply more broadly to SEC-based measures of instructional alignment.

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Pressley, Michael, and Karen R. Harris. "Cognitive Strategies Instruction: From Basic Research to Classroom Instruction." Journal of Education 189, no. 1-2 (January 2009): 77–94. http://dx.doi.org/10.1177/0022057409189001-206.

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Linn, Marcia C., and John Dalbey. "Cognitive consequences of Programming Instruction: Instruction, Access, and Ability." Educational Psychologist 20, no. 4 (September 1985): 191–206. http://dx.doi.org/10.1207/s15326985ep2004_4.

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Yoon, Gwan-Sik. "The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction." Journal of Educational Technology Systems 22, no. 4 (June 1994): 357–70. http://dx.doi.org/10.2190/8avp-req0-hahc-1yjh.

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Computer-based instruction (CBI) is the powerful tool to teach arithmetic skills for elementary school students. The purpose of this study is to investigate the effects on achievement of instructional control strategies (program control, learner control, and learner control with advisement) and cognitive style (field independence and field dependence) in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. Subjects were eighty-six Dongsung Elementary School students in Pusan, Korea. The possible interactive effects between cognitive style and instructional control strategy on CBI were analyzed. Differences in achievement and time spent on the lessons were compared. A significant interaction effect was found between types of instructional control strategies and types of cognitive styles on and students achievement scores and time-on-task.

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Carlson, Crystal, Steven A. Jacobs, Michelle Perry, and Ruth Breckinridge Church. "The effect of gestured instruction on the learning of physical causality problems." Gesture 14, no. 1 (December 31, 2014): 26–45. http://dx.doi.org/10.1075/gest.14.1.02car.

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Recent research has demonstrated instruction that includes gesture can greatly impact the learning of certain mathematics tasks for children and much of this work relies on face-to-face instruction. We extend the work on this problem by asking how gesture in instruction impacts adult learning from a video production for a science concept. Borrowing from research by Perry and Elder (1997), the research presented here examines what role adding gesture to instruction plays for adults learning about gear movement. In this pretest-instruction-posttest design, 56 college-aged participants were asked to complete problems relating to gear movement. Participants viewed either an instructional video in which an instructor used speech only (control) or speech-plus-gesture (experimental) to explain a fundamental principle in the physics of gear movement. Results showed that adults who knew less actually learned more and that instruction was effective, but significantly more effective when gesture was added. These findings shed light on the role of gesture input in adult learning and carry implications for how gesture may be utilized in asynchronous instruction with adults.

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Albinet, C., and K. Fezzani. "Instruction in Learning a Temporal Pattern on an Anticipation-Coincidence Task." Perceptual and Motor Skills 97, no. 1 (August 2003): 71–79. http://dx.doi.org/10.2466/pms.2003.97.1.71.

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Using a computer-simulated anticipation-coincidence task, the main aim of the study was to examine the effect of the type of instruction on learning a temporal pattern. For this task, participants must learn to anticipate the appropriate time to launch a projectile to hit a moving target. The experiment involved three instructional conditions. In the Explicit-rule Discover Instruction Condition participants were informed that target speed could change from trial to trial and that change is controlled by a regular pattern. Their task was then to search, to identify, and to use such pattern to enhance their anticipation. In the Explicit-Informative Instruction Condition, participants were, however, allowed before practice to examine attentively the regular pattern. Participants were also explicitly urged to use the pattern they observed to ensure a better interception of the target. Finally, in the Implicit Instruction Condition, participants were only informed that their task was to hit, or at least, to place the projectile as near as possible to the target. No additional information was provided about the target's behaviour. Analysis indicated that learning the temporal pattern was more important in Implicit than in Explicit-rule Discover Instruction Condition. However, the Explicit-Informative Instruction Condition produced unambiguously the highest learning. Overall, the study highlights the role of information over guidance in the understanding of the effect of the instructions on learning. Finally, we discussed the implications of these results on the comprehension of the variability of the effects of the instruction on learning.

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Frye, Douglas. "Cognitive development, intention, and instruction." Cognitive Development 12, no. 3 (July 1997): 315–21. http://dx.doi.org/10.1016/s0885-2014(97)90003-4.

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Wong, Bernice Y. L. "On Cognitive Process-Based Instruction." Journal of Learning Disabilities 25, no. 3 (March 1992): 150–52. http://dx.doi.org/10.1177/002221949202500302.

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Firdausi, Indrianti Azhar. "Komunikasi Instruksional Di Kelas Yoga Club Health Fatimah Kota Serang." LONTAR: Jurnal Ilmu Komunikasi 6, no. 2 (December 26, 2018): 139. http://dx.doi.org/10.30656/lontar.v6i2.952.

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Yoga is a sport that is much in demand by sports lovers today even though yoga is always identified with meditation and religious rituals. Moreover, the emergence of yoga in the city of Serang could bring concern to the local community which is thick with a devout Islamic religion, but over time yoga was accepted and had space by opening a yoga class at the Fatimah Health Club in Serang City. The implementation of the vinyasa yoga exercise instruction prioritizes breathing arrangements with the aim of harmony of body and soul. This study uses the concept of instructional communication and cognitive learning theory to find out how to think, instruction to interpret yoga and the implementation of yoga instruction through breathing, posture of movement to the use of the language of yoga instruction. Use The research method is a case study with data collection techniques through interviews, observation and documentationKeywords: Yoga, Instructional communication, cognitive learning

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Talip, Saiful Bahri, Zul Izhar Mohd Ismail, and Siti Nurma Hanim Hadie. "Investigating the Benefits of Integrated Anatomy Instruction: A Cognitive Load Theory Perspective." Education in Medicine Journal 13, no. 3 (September 30, 2021): 1–14. http://dx.doi.org/10.21315/eimj2021.13.3.1.

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Declining anatomy knowledge of junior doctors has been linked to clinical error judgement and medicolegal litigation. To overcome the problem, anatomy educators have introduced many teaching initiatives during undergraduate study that might promote anatomy knowledge acquisition and retention, including anatomy teaching using integrated instruction. Anatomy instruction can be integrated in terms of its contents and teaching approach. Learning from integrated anatomy instruction allows students to relate anatomy subjects with different subdisciplines and to comprehend related clinical context for future application. On the other hand, the integrated approach for anatomy teaching caters to different types of learning styles, therefore ensuring optimal learning. Nevertheless, causal relationships between integrated anatomy instruction and student learning has never been explicitly explored. Hence, this article aims to unearth the elements of integrated anatomy teaching that promote learning through instructional design theory, namely, cognitive load theory (CLT).

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Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.

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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.

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Quartz, Sean. "Coming to Terms Will Do It: Students Engaging with Climate Change Through Sensemaking and Collective Efficacy Perceptions." Journal of Communication Pedagogy 6 (2022): 32–49. http://dx.doi.org/10.31446/jcp.2022.1.06.

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Within climate change instruction, effective instructional crisis communication is necessary to attain cognitive, affective, and behavioral learning outcomes so students comprehensively learn the reality and implications of this planetary crisis. I locate this learning as coming to terms with climate change. This study explores how students affectively and cognitively learned to come to terms with the immense threat of the climate crisis outside their initial exposure to climate change fear appeals communicated in their classrooms. Drawing from interviews and focus groups with college students, I found students came to terms with climate change outside their classrooms by coping with the immense threat while enacting sensemaking with their peers. These findings suggest coping and sensemaking are crucial for students to come to terms with climate change after instructor-delivered fear appeals to access the efficacy needed to face this planetary threat. Ultimately, this study advances instructional crisis communication by providing insight into student to student out-of-classroom communication and how it affects cognitive and affective learning outcomes concerning climate change.

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Whittington, M. Sussie, and L. H. Newcomb. "Aspired Cognitive Level Of Instruction, Assessed Cognitive Level Of Instruction And Attitude Toward Teaching At Higher Cognitive Levels." Journal of Agricultural Education 34, no. 2 (June 1993): 55–62. http://dx.doi.org/10.5032/jae.1993.02055.

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Pryor, Makenzie, and Anne Collins McLaughlin. "Developing Video or Multimedia Instructions for Older Adults." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1739–43. http://dx.doi.org/10.1177/1541931218621394.

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Providing adequate instructions is important to ensuring users can complete a desired task, especially when the task is novel. Multimedia instructions, which can include text and pictures, or videos rather than only text, allows for the development of more supportive and useful instructions. However, task features and demands should be considered with the capabilities and limitations of the user to create optimal instructions. This paper identifies the tasks and instruction combinations in existing literature most beneficial for older adults, situates the results of these studies in the cognitive aging literature, and presents recommendations for future instruction development.

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Koehler, Adrie A., Peggy A. Ertmer, and Timothy J. Newby. "Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format." Journal of Teacher Education 70, no. 4 (February 2, 2018): 319–34. http://dx.doi.org/10.1177/0022487118755701.

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For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

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Becker, Nina, Grégoria Kalpouzos, Jonas Persson, Erika J. Laukka, and Yvonne Brehmer. "Differential Effects of Encoding Instructions on Brain Activity Patterns of Item and Associative Memory." Journal of Cognitive Neuroscience 29, no. 3 (March 2017): 545–59. http://dx.doi.org/10.1162/jocn_a_01062.

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Evidence from neuroimaging studies suggests a critical role of hippocampus and inferior frontal gyrus (IFG) in associative relative to item encoding. Here, we investigated similarities and differences in functional brain correlates for associative and item memory as a function of encoding instruction. Participants received either incidental (animacy judgments) or intentional encoding instructions while fMRI was employed during the encoding of associations and items. In a subsequent recognition task, memory performance of participants receiving intentional encoding instructions was higher compared with those receiving incidental encoding instructions. Furthermore, participants remembered more items than associations, regardless of encoding instruction. Greater brain activation in the left anterior hippocampus was observed for intentionally compared with incidentally encoded associations, although activity in this region was not modulated by the type of instruction for encoded items. Furthermore, greater activity in the left anterior hippocampus and left IFG was observed during intentional associative compared with item encoding. The same regions were related to subsequent memory of intentionally encoded associations and were thus task relevant. Similarly, connectivity of the anterior hippocampus to the right superior temporal lobe and IFG was uniquely linked to subsequent memory of intentionally encoded associations. Our study demonstrates the differential involvement of anterior hippocampus in intentional relative to incidental associative encoding. This finding likely reflects that the intent to remember triggers a specific binding process accomplished by this region.

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Macgregor, S. Kim, Jonathan Z. Shapiro, and Richard Niemiec. "Effects of a Computer-Augmented Learning Environment on Math Achievement for Students with Differing Cognitive Style." Journal of Educational Computing Research 4, no. 4 (November 1988): 453–65. http://dx.doi.org/10.2190/nbld-3eb6-4w47-yvgb.

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The relationship between cognitive style and success in a computer-augmented learning environment was investigated. Fifty-nine students enrolled in a developmental education course in algebra were assigned to one of two instructors and one of two treatment conditions (computer-augmented instruction or traditional instruction). Student cognitive style (field-independence-dependence) was determined by performance on the Group Embedded Figures Test. Significant variables identified from a stepwise regression included main effects for prior achievement, cognitive style, and instructor. In addition, a significant treatment by cognitive style interaction was found. Field-dependent students exhibited greater math achievement in a computer-augmented environment, whereas students with indiscriminate cognitive style demonstrated greater achievement in a traditional learning environment. The results supported the hypothesis that learning environments differentially effect students with dissimilar cognitive style characteristics.

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Mitzner, Tracy, Maurita Harris, Kenneth Blocker, and Mimi Trinh. "Developing Instructional Support for MEDSReM-2 Through Human Factors Design Principles." Innovation in Aging 5, Supplement_1 (December 1, 2021): 229. http://dx.doi.org/10.1093/geroni/igab046.883.

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Abstract Appropriate instruction is critical for ensuring the MEDSReM-2 system (i.e., smartphone app, blood pressure monitor, online portal) will be easily and effectively used and will, therefore, be more likely to be adopted. We will present our iterative processes for developing instructional support for MEDSReM 2 using human factors design principles (e.g., task analyses, comparative analyses, expert evaluation of mock-ups with screen flows). The instructional supports include user manuals, videos, as well as instructions within the MEDSReM 2 app. We will also highlight design principles used to empower the user and the benefits of using an interdisciplinary approach (i.e., gerontology, cognitive psychology, educational psychology, design, community health) to develop instructional support for older adult users.

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Romig, John Elwood, Todd Sundeen, Cathy Newman Thomas, Michael J. Kennedy, Jesse Philips, Katherine N. Peeples, Wendy J. Rodgers, and Hannah M. Mathews. "Using Multimedia to Teach Self-Regulated Strategy Development to Preservice Teachers." Journal of Special Education Technology 33, no. 2 (January 9, 2018): 124–37. http://dx.doi.org/10.1177/0162643417746373.

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The National Commission on Writing called for a reform in writing instruction over a decade ago. However, teacher preparation programs still rarely provide sufficient training in writing instruction for teacher candidates. The purpose of this study was to improve the writing instruction of preservice teachers. Participating preservice teachers ( N = 166) from three universities were randomly assigned to learn essential components of the self-regulated strategy development (SRSD) and the “model it” stage via content acquisition podcast (CAP)-TVs, lecture, or a practitioner-oriented article. This randomized control trial found that students in the CAP-TV condition outperformed peers in the article condition on a researcher-created measure of SRSD knowledge. Additionally, participants in the CAP-TV condition outperformed peers in both comparison groups article on a measure of modeling instruction. Results from a perceived cognitive load survey indicated that perceived cognitive load was significantly correlated with outcomes on the knowledge and performance measure for all participants. These results suggested that multimedia tools designed using Mayer’s (2009) cognitive theory of multimedia learning can reduce cognitive load and increase learning outcomes. Teacher educators should consider incorporating CAP-TVs into their coursework when teaching complex instructional strategies.

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Rafsanjani, Mohamad Arief, Heni Purwa Pamungkas, Muhammad Abdul Ghofur, and Dhiah Fitrayati. "Exploring the Key Predictors of Instructional Quality." Journal on Efficiency and Responsibility in Education and Science 15, no. 4 (December 20, 2022): 201–11. http://dx.doi.org/10.7160/eriesj.2022.150401.

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Classroom instruction became a popular topic due to its crucial role in teaching and learning activities. The teacher plays an essential role in providing quality classroom instruction. This study tries to explore the key predictors of instructional quality. This study was conducted on 283 teachers taken randomly. We used an online questionnaire to reach the research participants in east java, Indonesia. Structural equation modelling (SEM) was utilized to examine the relationship between the variables. The findings revealed that the teacher competencies, including cognitive and motivational aspects, positively affected instructional quality. This study also revealed that teachers' cognitive aspect is not the only predictor of instructional quality. The motivational aspect also plays a crucial role in predicting instructional quality. This study provides several insights for related stakeholders (such as teachers, policymakers, and universities) in making efforts or policies to improve teacher instructional quality.

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Khalil, Mohammed K., and Ihsan A. Elkhider. "Applying learning theories and instructional design models for effective instruction." Advances in Physiology Education 40, no. 2 (June 2016): 147–56. http://dx.doi.org/10.1152/advan.00138.2015.

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Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

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Justice, Keri E. "The Three C’s of Effective Online Instruction." POJ Nursing Practice & Research | Volume 1- Issue 3 – 2017 1, no. 3 (September 12, 2017): 1–3. http://dx.doi.org/10.32648/2577-9516/1/3/005.

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Although much focus is given to the technological and instructional delivery aspects of online learning, there is also much research available that indicates that online learners perceive instructional effectiveness in the online classroom based on cognitive and social aspects more so than the mechanisms for delivery of content. The perception that online learners do not crave a socially intimate and cognitively meaningful learning experience is false, and often these aspects contribute the greatest to the student’s overall satisfaction with the online learning experience. Behaviors and actions that can be modeled and implemented quite easily in any online course that will significantly increase the effectiveness of online instruction are those that develop and promote communication, connectivity, and compassion. In fact, the Institute for Higher Education Policy’s 2000 report of benchmarks for successful online education emphasizes interaction and engagement in the online learning environment, beyond their focus on instructional delivery mechanisms and materials, course curriculum development, and content of the course itself. By implementing behaviors/actions that model connectivity, compassion, and communication, online learners experience a perceived increase in the quality of instruction they receive and an overall increase in program satisfaction, while faculty and the organization experience an increase in satisfaction due to improved faculty-student relationships, assurance of quality education for the community served, and intrinsic motivation for the provision of more meaningful learning. Key words: Online learning, Online instruction, Effective instruction, Distance learning, Nursing faculty, Communication, Connectivity, Compassion, Instructional delivery

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Harley, R. K., R. G. Long, J. B. Merbler, and T. A. Wood. "Orientation and Mobility for the Blind Multiply Handicapped Young Child." Journal of Visual Impairment & Blindness 81, no. 8 (October 1987): 377–81. http://dx.doi.org/10.1177/0145482x8708100808.

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The purpose of this study was to develop and validate a programmed instructional program in orientation and mobility for blind multiply handicapped infants and toddlers below the developmental age of 3 years. Scales were developed for each of four major areas: motor development, cognitive development, movement and touch, and sound localization. Programmed instruction training materials were developed for each of these scales. The scales and programmed instruction were then field-tested with 22 multiply handicapped blind infants and toddlers functioning between 0 and 3 years of age. The children who received intervention from trainers using the programmed instructional materials demonstrated significant performance gains over the control subjects in the areas of cognitive development and movement and touch.

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Zhang, Xian. "Testing the Topic Hypothesis." Language and Sociocultural Theory 7, no. 1 (February 24, 2021): 87–122. http://dx.doi.org/10.1558/lst.37716.

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The Topic Hypothesis (Pienemann, Di Biase, and Kawaguchi, 2005) predicts that L2 Chinese learners must go through three stages in the processing of L2 syntax (Stage 1: SVO; Stage 2: ADJ+SVO; Stage 3: OSV). The current study investigated whether properly organized instruction (Concept-based Instruction/Systemic Theoretical Instruction) could allow learners to process and produce two stages of grammar structures at the same time. Two beginning Chinese learners at Stage 1 received concept-based instruction that taught both OSV and ADJ+SVO structures in the same instructional session. Learners’ spontaneous speech indicate that both learners were capable to process and produce the two newly taught grammar structures after one instructional session. Post-test and delayed post-test show that both grammar structures were processable by the two learners. This study highlights the importance of instruction to shape cognitive development, which echoes Vygotsky’s (1986) notion that good instruction shall lead development.

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Hudson, Melissa E., Christopher J. Rivera, and Maureen M. Grady. "Research on Mathematics Instruction with Students with Significant Cognitive Disabilities: Has Anything Changed?" Research and Practice for Persons with Severe Disabilities 43, no. 1 (January 28, 2018): 38–53. http://dx.doi.org/10.1177/1540796918756601.

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In 2008, Browder and colleagues published a meta-analysis on mathematics instruction for learners with significant cognitive disabilities and found that most skills taught to these students were only from two of the five strands recommended by the National Council for Teachers of Mathematics (i.e., Number and Operations, and Measurement). A review of the literature since Browder et al. yielded an additional 29 studies. When results from both reviews were compared, a greater percentage of studies taught skills from three strands (i.e., Number and Operations, Geometry, and Algebra), whereas the percentage teaching skills from the Measurement strand decreased and the percentage teaching skills from the Data Analysis and Probability strand was unchanged. In addition, a systematic evaluation of the studies’ instructional components found evidence to support the use of systematic instruction, in vivo instruction, system of least prompts strategy, constant time delay strategy, and task-analytic instruction as evidence-based practices for teaching mathematics to learners with significant cognitive disabilities. Implications for practice include the use of systematic instruction and in vivo procedures, the need for practitioners to have a deep understanding of mathematics, and the importance of relevancy when teaching a variety of mathematics skills.

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Smets, Wouter, and Katrien Struyven. "Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction." Education Sciences 8, no. 3 (August 3, 2018): 113. http://dx.doi.org/10.3390/educsci8030113.

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This literature review focuses on achieving educational equity through catering for differences in students’ instructional needs. In heterogeneous classes the need for tailored direct teacher instruction is dependent upon students’ instructional needs. Realist review methodology is used to study how instructional strategies can add to catering for students’ different needs. The focus lies on two proactive strategies in which teachers cater for these differences, namely preteaching and extended instruction. The aim of this realist review is to verify how preteaching and extended instruction may contribute to catering for students’ different instructional needs. It is noticed that the complexity of differentiated teaching is not always reflected in studies on preteaching and extended instruction. The focus of many studies lies in measuring learning progress in a linear and fixed way for a selected group of students which is not aligned with theory on differentiated instruction which suggests cyclical teaching processes. To respond to students’ needs ongoing monitoring of cognitive and affective indicators of learning is needed. Implications for theory and practice are discussed.

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Apache, R. R. Goyakla. "Activity-Based Intervention in Motor Skill Development." Perceptual and Motor Skills 100, no. 3_suppl (June 2005): 1011–20. http://dx.doi.org/10.2466/pms.100.3c.1011-1020.

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This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-based intervention, while the afternoon group received physical education through direct instruction. In the spring semester delivery of instruction was reversed for each group. The curriculum and activities provided to each group were identical with only the instructional delivery format altered. Two sets of pre- and post-tests using the Test of Gross Motor Development were administered before and after each 15-wk. instructional period. Group improvement in skills was compared between instructional methods. Significant improvement in both locomotor and object control skills through the activity-based intervention was found compared to direct instruction. Activity-based intervention was shown to be easily adapted to a naturalistic educational setting befitting that of preschool education.

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CONLEY, MARK. "Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential." Harvard Educational Review 78, no. 1 (April 1, 2008): 84–106. http://dx.doi.org/10.17763/haer.78.1.j612282134673638.

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"Strategy instruction" is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, veteran teacher educator Mark Conley argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents' reading, writing, and thinking across content areas. However, he further suggests that we do not yet have the research needed to adequately understand and maximize the potential of cognitive strategy instruction in secondary content-area classrooms. After situating cognitive strategy instruction in the larger context of research on adolescent literacy and school-to-work transitions, Conley provides classroom examples of cognitive strategy instruction, demonstrates the need for meaningful integration of cognitive strategies in teacher education, and recommends specific directions for future research needed to understand and maximize the benefits of cognitive strategy instruction for adolescents.

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Journal articles on the topic 'Instruction cognitive'

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