Abstract This paper discusses the theory by Ludwig Wittgenstein that shows that the "private language argument" does not make sense because concepts do not name "internal" sensations. In addition, concepts do not name mental states, and those mental states do not reside in the mind. Consequently, the cognitivism versus behaviorism debate should not even arise. Furthermore, the paper shows how Wittgenstein argues that the ?I? does not refer to a thing, so private thoughts and experiences do not inhabit a self. Language does not picture reality, and meaning does not reside in the mind.
From the Paper "Throughout the history of philosophy, since Descartes, the mind was considered to be independent from reality and corresponded to this reality by way of mental concepts or language. So concepts and language referred to reality, and that language was in the mind. If the concepts corresponded with reality, then that language was meaningful. If there was a failure of concepts to cohere with reality, then there was a lack of meaning. As a result, since the mind produced concepts, meaning was also something in the mind."
Abstract The writer explains that it is a great responsibility for the designer to understand and visualize the design of the software interface that is going to be selected or produced for the end user. The paper discusses the potential problems, for example the colors used, and gives suggestions of how best to use them. The writer suggests that the use of cognitive psychology, which involves the study of how our mental resources are used effectively to deal with information, is the best way to decide how to design user-friendly interfaces. The paper notes that the effects of cognitive limitations depend on many factors, such as type, complexity, discrimination and familiarity with the items to be remembered, besides the size and nature of the task to be performed with these items. In conclusion, the writer states that the application of cognitive guidelines sometimes produces satisfactory results, but that it is important to remember that they are based on a simple view of human cognition.
Table of Contents:
Cognitivism Problems and User Interface
Introduction
Criteria Problems Cited:
Screen Design
Response Time and Exhibition Interval
Messages
Color
Window Design
Help Systems
Access Mechanisms
Presentation Mechanisms
Integration
Problems Associated with Interface and the Communication Process
Using The Fundamentals Of Cognitive Psychology For Interface Design
Bibliography
From the Paper "The format of messages with warnings or explanations about mistakes is very important, both for beginner and expert users. This influences the user's acceptance of the system.
"The error messages correct distractions or, even, incorrect comprehension. They must be specific and precise, avoid codes, and appear in the exact moment the user makes a mistake. These messages must present a constructive and positive orientation, be informal, and contain sentences directed to the user him/herself. They must also present a physical format adequate to each condition or situation, and maintain some consistency as far as visual format (position and grammatical format) is concerned."
Abstract This paper assesses the behaviorist's perspective on learning and its capacity to explain the human learning process within the workplace setting. The paper starts by introducing the development of the perspective of behaviorism on learning, comparing it with three other equally important theories of learning, namely, cognitivism, humanism and constructivism. Next, the paper critically assesses the learning theories of behaviorism and its application to current workplace settings and explains the shortcomings of behaviorism revealed by this study.
Table of Contents
Introduction
Behaviorism and Cognitivism Behaviorism and Constructivism
Behaviorism and Humanism
Critically Analysis of Behaviorism to Current Workplace Learning
Classical Conditioning
Connectionism
Contiguity Theory
Contingency Schedule
Disequilibrium Hypothesis
Habit Family Hierarchy
Summary
Summary and Conclusion
From the Paper "The school of Behaviorism primarily has two agents, that is, the teacher and the student. The teacher is obliged to set the path of learning by identifying, calculating and perceiving the objectives, while the student is compelled to achieve these objectives and also produce reactions derived from external/internal motivation. The assumption set forth by the behavioral scientists is that if the humans are given a particular controlled-environment, they can be trained to behave in a particular way, on a consistent basis. This theory had been initially tested with mice and the positive results of those studies motivated the researchers to enhance and broaden their theory to include humans. The outcome of the relationship between the teacher and the student has produced positive outcomes (David C. Leonard, 2002)."
The paper demonstrates that distance educators need a more sophisticated learner-centered view of learning and teaching that shows an integration of knowledge from various disciplines and fields of practice, including pedagogy and andragogy.
Abstract The paper examines different theories of learning and then discusses the implications of different modes of instruction on distance education. The paper also looks at the need for a blend of educational philosophies in distance learning and concludes by suggesting a working educational model.
Theories of Learning
Behaviorism
Cognitivism Constructivism
Implication of Theory Commonalities for Distance Learning
Andragogy and Pedagogy
Andragogy and Distance Learning
Differentiating Between Andragogy and Pedagogy
Philosophies of Education
Relating Philosophies of Education to Distance Learning
Continuum of Learning
Conclusion
Bibliography
From the Paper "While distance learning is not likely to completely replace traditional instruction in institutions, technology-based training programs are growing rapidly (Barclay, 2001). For example, Internet-based distance learning is currently one of the fastest growing markets in the education industry. The expanding use of technology challenges traditional classroom and instructional models of how successful training, and learning, should be administered."
Abstract This paper addresses topics in the history of psychology, specifically tensions between behaviorism and cognitive psychology. It describes a number of schools of psychological thought, including behaviorism, gestalt theory, cognitivism, and observational learning theory. These components all play a part in the development of the modern psychologist's outlook on the human mind and human behavior.
Abstract This paper reviews, analyzes and compares two different philosophical articles about emotion: Robert Solomon's "From Emotions and Choice" and Cheshire Calhoun's "Cognitive Emotions".
From the Paper "The cognitive theory of emotion comes under fire in Cheshire Calhoun's "Cognitive Emotions". In this essay Calhoun maintains that cognitive theories of emotion that are based on a connection between emotion and relevant beliefs are invalid..."
Abstract This paper analyzes the theories of William James and John Dewey and how they influenced and continue to influence education in America. It expands on their ideology of education.
From the Paper "Education Reformers, John Dewey and William James are two educational philosophers whose ideologies of education continue to influence education in the United States. Both philosophers had an enormous impact on educational policy and procedures. Contemporary ..."
Tags: William James, John Dewey, psychology, cognitivism, progessivism, learning, memory, curriculum, education
Abstract This paper produces a lesson plan for work in the introduction of Shakespeare and his works to 11th grade students at a public high school. It further discusses which of three learning theories would best be applied to this type of lesson. The learning theories considered include constructivism, cognitivism, and behaviorism.
From the Paper "In preparing a learning design for teaching Shakespeare it is evident that many students enter beginning lessons with apprehensions regarding the language, understanding, and situations of the major works. Furthermore, it is also clear that determining one theory which best applies to the learning objective is dependent upon the approach taken to the learning event, and the students that are involved in the educational process. Learning Environment The learning will take place in an 11th grade classroom at a public high school. There are 15 students in the class, all of which have had little to no exposure to the works of William Shakespeare. These students have, however, had experience with performance, reading plays, and various elements of theatre. The objective of the lesson is to provide an introduction to Shakespeare that modernizes the author's work, and provides a better understanding of Shakespeare's intentions."
Abstract This paper explains that Jurgen Habermas, in his theory of knowledge as social theory, elaborates on the important relationship between the natural sciences and the science of man with knowledge as its bridge. The author points out that this theory elicits the sense of reading Marxist social and economic theories, alternating with Hegelian concepts of dialectics. The paper relates that the theory of discourse ethics, which can be divided into categories of cognitivism, justice vs. good and universalization, is an exacting form of argumentation because it ensures the participation of all sides will not be threatened by coercion, save for the soundness and force of the argument.
Table of Contents:
Habermas' Theory of Knowledge as Social Theory
Discussion
Critique
Habermas' Discourse Ethics
Discussion
Critique
From the Paper "On the other hand, the theory of relativity by Einstein will only remain up in the air if it were not tested by the discovery of nuclear fusion and fission, which in turn created nuclear reactors for electricity and its evil counterpart - the nuclear bombs of every kind and size threatening the world with annihilation. This then verifies Habermas' assertions on control of the natural processes being an instrument of control of social life processes. For the longest time since the Atom Bomb, the world has been shrieking in fear at the thought of a nuclear war between superpowers, especially during the Cold War."
Abstract In this paper, the writer first discusses Jerome Bruner's theory of discovery learning where students interact with the world around them by wrestling with topics, manipulating objects and doing experiments in order to learn things. The writer then turns to John Dewey's approach of project-based learning where students design their own projects to learn about a topic. Finally, the writer explains the benefits of David Ausubel's advanced organizer that highlights important information and causes students to look for that information. The writer points out that a variety of instructional methods must be used in an effort for all students to thrive and understand the information presented.
From the Paper "Discovery learning is a theory begun by Jerome Bruner and is an approach where students interact with the world around them by wrestling with topics, manipulating objects, and doing experiments in order to learn things. "The idea is that students are more likely to remember concepts they discover on their own" (Conway). However, key to discovery learning is that students do have background knowledge of their subject already. Teachers also find that structured experiences result in much more learning. This method would involve taking field trips to meander around famous places. However, in today's world, virtual field trips would also work really well."
Tags: teaching, experiments, projects, charts, information
