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Group Cognition
Group cognition is a social, largely linguistic phenomenon whereby a group of people produce a sequence of utterances that performs a cognitive act. That is, if a similar sequence was uttered or thought by an individual it would be considered an act of cognition or thinking. The group can be a small group, such as 3–5 people talking together or working together online. The group can also be a larger collective, such as a classroom of students or a global community contributing asynchronously to an extended discourse on a problem or topic or to a knowledge repository like Wikipedia. The theory of group cognition is a postcognitivism philosophy, which considers a larger unit of analysis than an individual mind as a producer of cognitive activities such as creative problem solving. Concepts of Group Cognition Group cognition refers to an analytic viewpoint that looks beyond individual cognition to include the interaction of individuals with other people, with artifacts and with cul ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Postcognitivism
Movements in cognitive science are considered to be post-cognitivist if they are opposed to or move beyond the cognitivist theories posited by Noam Chomsky, Jerry Fodor, David Marr, and others. Postcognitivists challenge tenets within cognitivism, including ontological dualism, representational realism, that cognition is independent of processes outside the mind and nervous system, that the electronic computer is an appropriate analogy for the mind, and that cognition occurs only within individuals. Researchers who have followed post-cognitive directions include Hubert Dreyfus, Gregory Bateson, Bradd Shore, Jerome Bruner, Vittorio Guidano, Humberto Maturana and Francisco Varela. Hubert Dreyfus' critique of cognitivism Using the principles of Martin Heidegger's philosophy, Dreyfus has been critical of cognitivism from the beginning. Despite continued resistance by old-school philosophers of cognition, he felt vindicated by the growth of new approaches. When Dreyfus' ideas wer ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cultural-historical Activity Theory
Cultural-historical activity theory (CHAT) is a theoretical framework which helps to understand and analyse the relationship between the human mind (what people think and feel) and activity (what people do). It traces its origins to the founders of the cultural-historical school of Russian psychology L. S. VygotskyYasnitsky, A. (2018)Vygotsky: An Intellectual Biography London and New York: RoutledgBOOK PREVIEW/ref> and Aleksei N. Leontiev. Vygotsky's important insight into the dynamics of consciousness was that it is essentially subjective and shaped by the history of each individual's social and cultural experience. Especially since the 1990s, CHAT has attracted a growing interest among academics worldwide. Elsewhere CHAT has been defined as "a cross-disciplinary framework for studying how humans purposefully transform natural and social reality, including themselves, as an ongoing culturally and historically situated, materially and socially mediated process". Core ideas are: 1) ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.Snowman, Jack (1997). Educational Psychology: What Do We Teach, What Should We Teach?. "Educational Psychology", 9, 151-169 Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Macrocognition
Macrocognition indicates a descriptive level of cognition performed in natural instead of artificial (laboratory) environments. This term is reported to have been coined by Pietro Cacciabue and Erik Hollnagel in 1995. However, it is also reported that the term was used in the 1980s in European Cognitive Systems Engineering research. Possibly the earliest reference is the following, although it does not use the exact term "macrocognition": A macro-theory is a theory which is concerned with the obvious regularities of human experience, rather than with some theoretically defined unit. To refer to another psychological school, it would correspond to a theory at the level of Gestalten. It resembles Newell’s suggestion for a solution that would analyse more complex tasks, although the idea of a macro-theory does not entail an analysis of the mechanistic materialistic kind which is predominant in cognitive psychology. Thus we should have a macro-theory of remembering rather than of mem ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Collective Intelligence
Collective intelligence (CI) is shared or group intelligence (GI) that emerges from the collaboration, collective efforts, and competition of many individuals and appears in consensus decision making. The term appears in sociobiology, political science and in context of mass peer review and crowdsourcing applications. It may involve consensus, social capital and formalisms such as voting systems, social media and other means of quantifying mass activity. Collective IQ is a measure of collective intelligence, although it is often used interchangeably with the term collective intelligence. Collective intelligence has also been attributed to bacteria and animals. It can be understood as an emergent property from the synergies among: #data-information-knowledge #software-hardware #individuals (those with new insights as well as recognized authorities) that continually learns from feedback to produce just-in-time knowledge for better decisions than these three elements acting alo ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Situated Cognition
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts. Under this assumption, which requires an epistemological shift from empiricism, situativity theorists suggest a model of knowledge and learning that requires thinking on the fly rather than the storage and retrieval of conceptual knowledge. In essence, cognition cannot be separated from the context. Instead knowing exists, ''in situ'', inseparable from context, activity, people, culture, and language. Therefore, learning is seen in terms of an individual's increasingly effective performance across situations rather than in terms of an accumulation of knowledge, since what is known is co-determined by the agent and the context. History While situated cognition gained recognition in the field of educational psychology in the late twentieth century,Brown, Collins, & Duguid, 1989 it shares many principl ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Distributed Cognition
Distributed cognition is an approach to cognitive science research that was developed by cognitive anthropologist Edwin Hutchins during the 1990s. From cognitive ethnography, Hutchins argues that mental representations, which classical cognitive science held that are within the individual brain, are actually distributed in sociocultural systems that constitute the tools to think and perceive the world. Thus, a native of the Carolina Islands can perceive the sky and organize his perceptions of the constellations typical of his culture (the groupings of stars are different than in the traditional constellations of the West) and use the position of the stars in the sky as a map to orient himself in space while sailing overnight in a canoe. According to Hutchins, cognition involves not only the brain but also external artifacts, work teams made up of several people, and cultural systems for interpreting reality (mythical, scientific, or otherwise). Distributed cognition theory is part ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Activity Theory
Activity theory (AT; russian: link=no, Теория деятельности) is an umbrella term for a line of eclectic social-sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Sergei Rubinstein in the 1930s. It was later advocated for and popularized by Alexei Leont'ev. Some of the traces of the theory in its inception can also be found in a few works of Lev Vygotsky.Yasnitsky, A. (2018)Vygotsky: An Intellectual Biography London and New York: RoutledgBOOK PREVIEW/ref> These scholars sought to understand human activities as systemic and socially situated phenomena and to go beyond paradigms of reflexology (the teaching of Vladimir Bekhterev and his followers) and classical conditioning (the teaching of Ivan Pavlov and his school), psychoanalysis and behaviorism. It became one of the major psychological approaches in the former USSR, being widely used in both theoretical and applied psychology, and in education, professional tr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Computer Supported Collaborative Learning
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource.Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.)Cambridge handbook of the learning sciences(pp. 409-426). Cambridge, UK: Cambridge University Press. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously. The study of computer-supported collaborative learning draws on a number of academic disciplines, including instructional technology, educational psychology, sociology, cognitive psychology, and social psychology. It is related to collaborative learning and computer supported co ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Lev Vygotsky
Lev Semyonovich Vygotsky (russian: Лев Семёнович Выго́тский, p=vɨˈɡotskʲɪj; be, Леў Сямёнавіч Выго́цкі, p=vɨˈɡotskʲɪj; – June 11, 1934) was a Soviet psychologist, known for his work on psychological development in children. He published on a diverse range of subjects, and from multiple views as his perspective changed over the years. Among his students was Alexander Luria and Kharkiv school of psychology. He is known for his concept of the zone of proximal development (ZPD): the distance between what a student (apprentice, new employee, etc.) can do on their own, and what they can accomplish with the support of someone more knowledgeable about the activity. Vygotsky saw the ZPD as a measure of skills that are in the process of maturing, as supplement to measures of development that only look at a learner's independent ability. Also influential are his works on the relationship between language and thought, the developmen ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Distributed Cognition
Distributed cognition is an approach to cognitive science research that was developed by cognitive anthropologist Edwin Hutchins during the 1990s. From cognitive ethnography, Hutchins argues that mental representations, which classical cognitive science held that are within the individual brain, are actually distributed in sociocultural systems that constitute the tools to think and perceive the world. Thus, a native of the Carolina Islands can perceive the sky and organize his perceptions of the constellations typical of his culture (the groupings of stars are different than in the traditional constellations of the West) and use the position of the stars in the sky as a map to orient himself in space while sailing overnight in a canoe. According to Hutchins, cognition involves not only the brain but also external artifacts, work teams made up of several people, and cultural systems for interpreting reality (mythical, scientific, or otherwise). Distributed cognition theory is part ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
