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Letteratura scientifica selezionata sul tema "Cognitive learning theory"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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Articoli di riviste sul tema "Cognitive learning theory"

Kolluru, Mythili. "Cognitive Style, Learning Preference and Performance: Theory and Empirics." International Journal of Psychosocial Rehabilitation 24, no. 4 (2020): 3678–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr201481.

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Glenn, Cynthia Wheatley. "Cognitive Free will Learning Theory." Procedia - Social and Behavioral Sciences 97 (November 2013): 292–98. http://dx.doi.org/10.1016/j.sbspro.2013.10.236.

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Burden, Robert. "Mediated Learning Theory." School Psychology International 8, no. 1 (1987): 59–62. http://dx.doi.org/10.1177/014303438700800108.

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The growing spread of interest in Feuerstein's theory of mediated learning as an essential prerequisite of adequate cognitive development and the developing worldwide enthusiasm amongst psychologists and special educators for the theory's two practical offspring, the learning potential assessment device (LPAD) and instrumental enrichment, was probably initiated by the publication of two key texts (Feuerstein, Rand and Hoffman, 1979; Feuerstein et al, 1980). Although the Israeli team of researchers and special educators had been developing and disseminating their ideas for some two decades prio

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Happs, John C. "Cognitive Learning Theory and Classroom Complexity." Research in Science & Technological Education 3, no. 2 (1985): 159–74. http://dx.doi.org/10.1080/0263514850030109a.

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McSparron, Jakob I., Anita Vanka, and C. Christopher Smith. "Cognitive learning theory for clinical teaching." Clinical Teacher 16, no. 2 (2018): 96–100. http://dx.doi.org/10.1111/tct.12781.

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Goldfarb, Lev. "A cognitive theory without inductive learning." Behavioral and Brain Sciences 15, no. 3 (1992): 446–47. http://dx.doi.org/10.1017/s0140525x00069569.

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Kavic, Michael S. "Cognitive Load Theory and Learning Medicine." Photomedicine and Laser Surgery 31, no. 8 (2013): 357–59. http://dx.doi.org/10.1089/pho.2013.9874.

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Hadi, Shahla Abdul Kadhim. "Foreign Language Learning in Light of Cognitive Learning Theory." Journal of English Language Teaching and Applied Linguistics 4, no. 4 (2022): 55–61. http://dx.doi.org/10.32996/jeltal.2022.4.4.7.

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Language, with a capital initial, indicates the human system of verbal communication, which has a lot of variations represented by various languages spoken in the world. All languages involve the same mechanisms that govern their patterning because all humans have the same architecture of the cognitive system and follow the same cognitive learning principles in acquiring knowledge. While the cognitive processing mechanisms are unconscious and automatic in first language acquisition, they are effortful and can impose load on the cognitive system of the EFL learners due to factors internal to th

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Freitas, Sandra Ferreira, and Christiane Kleinübing Godoi. "A APRENDIZAGEM ORGANIZACIONAL SOB A PERSPECTIVA SÓCIO-COGNITIVA: CONTRIBUIÇÕES DE LEWIN, BANDURA E GIDDENS." Revista de Negócios 13, no. 4 (2009): 40. http://dx.doi.org/10.7867/1980-4431.2008v13n4p40-55.

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This article seeks to establish the transfer of contributions of socio-cognitive learning theories to the sphere of organizational learning. The central argument is the idea that social cognition explains organizational learning more adequately than the fragmented studies of learning derived from the organizational field. Within the socio-cognitive perspective, organizational learning is understood as the result of a reciprocal exchange between socio-cognitive constructs and organizational culture. The understanding of organizational learning requires consideration of the social aspects of lea

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Kirschner, Paul A. "Cognitive load theory: implications of cognitive load theory on the design of learning." Learning and Instruction 12, no. 1 (2002): 1–10. http://dx.doi.org/10.1016/s0959-4752(01)00014-7.

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Tesi sul tema "Cognitive learning theory"

Jankowska, Gierus Bogumila. "Learning with visual representations through cognitive load theory." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104827.

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This study examined two different strategies of learning with diagrams: drawing diagrams while learning or learning from pre-constructed diagrams. One hundred ninety six junior high school students were randomly placed in a condition either to draw while learning about how airplanes fly or to study from pre-constructed diagrams. Before the learning, students' prior knowledge and elaboration strategies were measured. During learning in either condition, students reported their mental effort. Afterwards, students' learning was tested on both a similar task and transfer task. Cook's (2006) theo

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Tsividis, Pedro A. "Theory-based learning in humans and machines." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/121813.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Brain and Cognitive Sciences, 2019 Cataloged from PDF version of thesis. Includes bibliographical references (pages 123-130). Humans are remarkable in their ability to rapidly learn complex tasks from little experience. Recent successes in Al have produced algorithms that can perform complex tasks well in environments whose simple dynamics are known in advance, as well as models that can learn to perform expertly in unknown environments after a great amount of experience. Despite this, no current AI models are able t

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Brazas, Michael L. "Cognitive load theory and programmed instruction." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001011.

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Ritter, Samuel. "Meta-reinforcement Learning with Episodic Recall| An Integrative Theory of Reward-Driven Learning." Thesis, Princeton University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13420812.

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Research on reward-driven learning has produced and substantiated theories of model-free and model-based reinforcement learning (RL), which respectively explain how humans and animals learn reflexive habits and build prospective plans. A highly developed line of work has unearthed the role of striatal dopamine in model-free learning, while the prefrontal cortex (PFC) appears to critically subserve model-based learning. The recent theory of meta-reinforcement learning (meta-RL) explained a wide array of findings by positing that the model-free dopaminergic reward prediction error trains the

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Burkes, Kate M. Erland Allen Jeff M. "Applying cognitive load theory to the design of online learning." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3698.

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Burkes, Kate M. Erland. "Applying Cognitive Load Theory to the Design of Online Learning." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3698/.

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The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Indepe

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Bouvrie, Jacob V. "Hierarchical learning : theory with applications in speech and vision." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54227.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2009. This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections. Cataloged from student submitted PDF version of thesis. Includes bibliographical references (p. 123-132). Over the past two decades several hierarchical learning models have been developed and applied to a diverse range of practical tasks with much success. Little is known, however, as to why such models work as well as they do. Indeed, m

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Riem, R. G. A. "Children learning to count : A social psychological reappraisal of cognitive theory." Thesis, University of Kent, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371143.

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Shon, Aaron P. "Bayesian cognitive models for imitation /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7013.

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Tobias, Cindel K. "Complex instruction giving students the education they deserve /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Tobias_CKMiT2010.pdf.

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Libri sul tema "Cognitive learning theory"

L, Plass Jan, Moreno Roxana, and Brünken Roland 1965-, eds. Cognitive load theory. Cambridge University Press, 2010.

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K, Estes William, Healy Alice F, Kosslyn Stephen Michael 1948-, and Shiffrin Richard M, eds. From learning theory to connectionist theory. L. Erlbaum, 1992.

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Levine, Marvin. A Cognitive Theory of Learning. Routledge, 2022. http://dx.doi.org/10.4324/9781003316565.

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1942-, Flannery Daniele D., ed. Applying cognitive learning theory to adult learning. Jossey-Bass, 1993.

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Ayres, Paul L. (Paul Leslie) and Kalyuga Slava, eds. Cognitive load theory. Springer, 2011.

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Keefe, James W. Learning style: Theory and practice. National Association of Secondary School Principals, 1987.

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Heinz, Mandl, and Friedrich Helmut F. 1944-, eds. Lern- und Denkstrategien: Analyse und Intervention. Hogrefe, 1992.

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Al-Thani, Noora J., and Zubair Ahmad. Teaching and Learning with Research Cognitive Theory. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87544-1.

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Anne, McKeough, and Lupart Judy Lee, eds. Toward the practice of theory-based instruction: Current cognitive theories and their educational promise. L. Erlbaum Associates, 1991.

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1957-, Ackerman Phillip Lawrence, Sternberg Robert J, and Glaser Robert 1921-, eds. Learning and individual differences: Advances in theory and research. W.H. Freeman, 1989.

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Capitoli di libri sul tema "Cognitive learning theory"

Xiaohui, Ma. "Cognitive Learning Theory." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1073-1.

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Xiaohui, Ma. "Cognitive Learning Theory." In The ECPH Encyclopedia of Psychology. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-7874-4_1073.

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Busch, Bradley, Edward Watson, and Ludmila Bogatchek. "Cognitive Load Theory." In Teaching & Learning Illuminated. Routledge, 2023. http://dx.doi.org/10.4324/9781003334361-4.

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Sweller, John. "Cognitive Load Theory." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_446.

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Bozack, Amanda. "Social Cognitive Learning Theory." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2715.

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Whitham, Siena, Lindsey Sterling, C. Enjey Lin, and Jeffrey J. Wood. "Social Cognitive Learning Theory." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_484.

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Whitham, Siena, Lindsey Sterling, Christie Enjey Lin, and Jeffrey J. Wood. "Social Cognitive Learning Theory." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_484.

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Kossak, Hans-Christian. "Learning Theory Paradigms." In Cognitive-behavioral Psychotherapy for Anxiety. Springer Berlin Heidelberg, 2024. http://dx.doi.org/10.1007/978-3-662-69099-4_6.

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Nugues, Pierre M. "Topics in Information Theory and Machine Learning." In Cognitive Technologies. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57549-5_6.

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Levine, Marvin. "Human Discrimination Learning." In A Cognitive Theory of Learning. Routledge, 2022. http://dx.doi.org/10.4324/9781003316565-27.

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Atti di convegni sul tema "Cognitive learning theory"

Yeo, Gerard, Shaz Furniturewala, and Kokil Jaidka. "Beyond Text: Leveraging Multi-Task Learning and Cognitive Appraisal Theory for Post-Purchase Intention Analysis." In Findings of the Association for Computational Linguistics ACL 2024. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-acl.734.

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Wang, Jing, Yong Jun He, C. L. Philip Chen, Xiping Jia, Zhiyong Lin, and Huiming Zhao. "An Enhanced Broad Learning System with Mean Time Series Difference for Aided Diagnosis of Mild Cognitive Impairment." In 2024 International Conference on Fuzzy Theory and Its Applications (iFUZZY). IEEE, 2024. http://dx.doi.org/10.1109/ifuzzy63051.2024.10661370.

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Nababan, Darsono, Achmad Nizar Hidayanto, Bob Hardian Syahbuddin, Suryana Setiawan, and Dony Martinus Sihotang. "Analysing the Factors that Influence the Intention in Utilising ChatGPT as a Lecture Support Tool Based on Social Cognitive Theory Perspective." In 2025 16th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4e). IEEE, 2025. https://doi.org/10.1109/ic4e65071.2025.11075345.

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Bouki, Vassiliki, Daphne Economou, and Anastassia Angelopoulou. "Cognitive theory of multimedia learning and learning videos design." In the 29th ACM international conference. ACM Press, 2011. http://dx.doi.org/10.1145/2038476.2038531.

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Chau, Kien Tsong, Wan Ahmad Jaafar Wan Yahaya, Malathi Letchumanan, and Por Fei Ping. "Extending Physical Multimedia Learning with Cognitive Theory of Multimedia Learning." In 2019 IEEE 4th International Conference on Signal and Image Processing (ICSIP). IEEE, 2019. http://dx.doi.org/10.1109/siprocess.2019.8868372.

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Backsanskij, O. E., and E. A. Dergacheva. "Cognitive Processes of the Brain and Learning Theory." In International Scientific Conference "Far East Con" (ISCFEC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200312.010.

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MinNa, Liu. "Distributed cognitive theory: Learning concept of network era." In 2012 International Symposium on Instrumentation & Measurement, Sensor Network and Automation (IMSNA). IEEE, 2012. http://dx.doi.org/10.1109/msna.2012.6324650.

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Kun, Bian, Wang Yan, and Dongnan Han. "Exploring Interactive Design Strategies of Online Learning Platform Based on Cognitive Load Theory." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003585.

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In recent years, online learning has been increasingly popular due to its convenience and accessibility. To improve the quality of online learning, it is essential to understand the learners' cognitive load during online learning interaction. Cognitive load theory and teaching interaction hierarchy theory are employed to explore the impact of learners' cognitive load during online learning interaction. Based on these theories, this study utilizes EEG technology and subjective measurement to measure the cognitive load of learners' operational interaction and information interaction during onlin

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COMAN, Nicolaie. "Cognitive perspectives in learning – from theory to practice in education." In "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p211-215.

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The article explores the learning process from a cognitive perspective, highlighting how the human mind works in processing new information and solving school tasks. Information processing theory and the information processing model are at the heart of the analysis, providing a detailed understanding of how information is encoded, stored, and interpreted in memory. Furthermore, recommendations for teachers are presented, starting from the influence of external stimuli on the learning process to the optimal strategies for stimulating long-term memory and short-term memory. The appreciation of c

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Filipovica, Maija, Kevin Kermani Nejad, Will Greedy, Heng Wei Zhu, Jack Mellor, and Rui Ponte Costa. "AI-driven cholinergic theory enables rapid and robust cortex-wide learning." In 2023 Conference on Cognitive Computational Neuroscience. Cognitive Computational Neuroscience, 2023. http://dx.doi.org/10.32470/ccn.2023.1510-0.

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Rapporti di organizzazioni sul tema "Cognitive learning theory"

Pasupuleti, Murali Krishna. Quantum Cognition: Modeling Decision-Making with Quantum Theory. National Education Services, 2025. https://doi.org/10.62311/nesx/rrvi225.

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Abstract Quantum cognition applies quantum probability theory and mathematical principles from quantum mechanics to model human decision-making, reasoning, and cognitive processes beyond the constraints of classical probability models. Traditional decision theories, such as expected utility theory and Bayesian inference, struggle to explain context-dependent reasoning, preference reversals, order effects, and cognitive biases observed in human behavior. By incorporating superposition, interference, and entanglement, quantum cognitive models offer a probabilistic framework that better accounts

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Pasupuleti, Murali Krishna. Neural Computation and Learning Theory: Expressivity, Dynamics, and Biologically Inspired AI. National Education Services, 2025. https://doi.org/10.62311/nesx/rriv425.

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Abstract: Neural computation and learning theory provide the foundational principles for understanding how artificial and biological neural networks encode, process, and learn from data. This research explores expressivity, computational dynamics, and biologically inspired AI, focusing on theoretical expressivity limits, infinite-width neural networks, recurrent and spiking neural networks, attractor models, and synaptic plasticity. The study investigates mathematical models of function approximation, kernel methods, dynamical systems, and stability properties to assess the generalization capa

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Aw, Guat Poh, Kar Chun Tan, and Kwee Hua Lim. Teachers as adult learners-effecting professional development and teacher change in primary Chinese language teaching and learning through variation theory and multi-perspectival reflective dialogue. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27415.

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The present study serves as an intervention study which adopts the Variation Theory-Multiple Perspectival Reflective Dialogic Professional Development Model (VT-MPR dialogic PD Model developed by the researcher) as a systematic framework to investigate aspects of Cognitive Dissonance (CD) experienced by primary school Chinese Language (CL) teachers in Singapore.

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Scoular, Claire, Ian Teo, Jonathan Heard, and Adam Wardell. Self-regulation: Skill development framework. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-750-2.

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This self-regulation skill development framework was developed to address the challenges associated with teaching and assessing self-regulation. It provides a general definition of self-regulation and describes this construct as it applies in classroom-based learning. This framework synthesises and harmonises existing theory and research on self-regulation. It outlines self-regulation processes along prescribed strands and aspects that are informed by evidence. The strands contained within the framework are 1. Cognitive regulating; 2. Behavioural regulating; and 3. Emotional regulating. The st

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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on lear

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Hampton, Sarah, Kip Glazer, Dalila Dragnić-Cindrić, and Judi Fusco. Social Regulation of Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/249.

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Social regulation of learning is a critical component of successful collaborative learning, encompassing self-regulation, co-regulation, and socially shared regulation of learning. This primer explores these components and discusses how they help students navigate social, cognitive, and emotional challenges within collaborative settings. The primer also highlights the teacher's role in fostering regulation skills, the importance of a positive classroom climate, and the need for students to be given time in groups without their teacher to develop their shared regulation skills. Further, it addr

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Tay, Hui Yong, and Norman Kiak Nam Kee. Assessments for learning in inclusive classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23254.

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This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, & Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities

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Heckman, Stuart. Understanding insurance decisions: A review of risk management decision making, risk literacy, and racial/ethnic differences. Center for Insurance Policy and Research, 2024. http://dx.doi.org/10.52227/26712.2024.

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The racial/ethnic wealth gap is a stunning feature of U.S. household finances. Although the causes of the gap are complex, it is important that researchers investigate disparities between racial/ethnic groups in household financial management areas. We posit that first understanding insurance decisions as a critical component of overall household financial management is an important avenue for further understanding factors that may perpetuate or reduce the racial wealth gap. Moreover, risk management, including the purchase and use of insurance products, is a key yet challenging area for house

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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004879.

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Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research o

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Durik, Amanda, Steven McGee, Edward Hansen, and Jennifer Duck. Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest. The Learning Partnership, 2014. http://dx.doi.org/10.51420/conf.2014.1.

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This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived a

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