| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "COGNITIVE LEARNING STYLES": |
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Cognitive Learning Styles, 2002.
A personal analysis of cognitive learning styles.
1,400 words (approx. 5.6 pages), 3 sources, $ 53.95
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Abstract
This communications paper is an analysis of a personal learning style. It focuses upon the benefits and problems associated with being a cognitive thinker and discusses a strategic method of working with both. It concludes that cognitive thinking provides a solid foundation upon which risks can be safely launched.
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Learning Styles and Distance Education, 2006.
A discussion regarding the link between learning styles and satisfaction.
12,285 words (approx. 49.1 pages), 74 sources, MLA, $ 236.95
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Abstract
This paper outlines the various central issues that relate to the many learning styles and student perceptions of these styles in terms of learning facility and educative value. This paper focuses on the what are the characteristic elements of the various learning styles which can be seen to be advantageous to learning in the distance education environment; and conversely what characteristics tend to act negatively in terms of learning in this environment.
Outline:
Introduction
An Overview of the Importance of Learning Styles in Contemporary Education
Distance Education
The Importance of Learning Styles in Distance Education
Learning Styles
Brief Review on General Tendencies in Research
Variables and Variations Affecting Learning Styles
An Overview of Cognitive Learning Styles
Kolb and Experiential Learning Styles
Case Studies
Conclusion
From the Paper
"This finding suggests that the field independent learner may be more suited to the distance learning environment and that the learning style that would be appropriate in this case would stress more imaginative and challenging teaching methods that would stimulate this particular learning style preference. Another cognitive style of learning that is important for the understanding of learning sties is the Holist-Analytic dichotomy. "The holists tend to view a situation as a whole, while the analytics tend to view a situation as a collection of parts and often stress only one or two aspects at a time. Intermediates will have the advantage of both styles." Liu Y. and Ginther D. (1999) A further cognitive distinction that is valuable in terms of assessing learning styles is the verbal-imagery dimension. A number of associations and generalizations as to learning style can be derived from studies of this distinction and preference among students. For example, "Generally, the imagers tend to be internal and passive, while the verbalizers tend to be external and stimulating." Liu Y. and Ginther D. (1999)"
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Gender Difference in Learning Styles, 2003.
Addresses differences in learning styles between the two genders.
1,150 words (approx. 4.6 pages), 7 sources, APA, $ 39.95
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Abstract
This paper addresses differences in learning styles between boys and girls. It looks at culture and social issues of gender differences. The paper cites studies that show differences between boys and girls in terms of cognitive processing, not cognitive abilities. The paper looks at the need of schools to tailor instruction to students' diverse learning styles.
From the Paper
"Learning style according to Gurian simply refers to the individual and diverse ways in which students process information. With respect to learning styles Miller informs that existing ..."
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Adult Learning Styles, 2002.
An examination of an article regarding adult learning entitled ?The Influence of Learning Style and Cognitive Ability on Recall of Names and Faces in an Older Population,? conducted by Jean Neils-Strungas, Robert Krikorian, et al.
1,000 words (approx. 4.0 pages), 1 source, MLA, $ 35.95
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Abstract
This paper briefly looks at the article which describes a study that examines whether a verbal or imagery cognitive style for older adults is associated with recall of names and faces learned in an experimental condition. The paper summarizes the main findings of the article which is trying to understand why remembering first names is problematic for the elder generation. The paper looks at type of research conducted, results found and evaluation of information.
From the Paper
"Fifty older adults attempted to learn the first and last names, forty names total, of twenty student actors and actresses pictured on videotapes. Participants, on average, learned the most first names, followed by last names, and full names resulted in the fewest recalls. ?The greater the number of responses on a questionnaire associated with an imagery cognitive style, the more the names of faces were correctly identified by participants? (Neils-Strunjas 2001). The study found no significant relationship between a verbal cognitive style and the number of names and faces recalled. Regarding cognitive abilities, all of the abilities measured, with the exception of vocabulary comprehension, were significantly associated with the number of names and faces learned. ?A regression analysis indicated that the best predictor of successful name-face learning was the participants' ability to learn and recall 5 unrelated word pairs? (Neils-Strunjas 2001). Deleting that cognitive measure from the regression analysis, delayed visual memory and verbal fluency were the next best predictors of the older adults? ability to learn names and faces (Neils-Strunjas 2001).
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Nutrition and Cognitive Learning, 2002.
A proposal to study the effects of nutrition and cognitive learning among elementary school students.
2,916 words (approx. 11.7 pages), 7 sources, MLA, $ 86.95
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Abstract
This paper aims to address and analyze the links between nutrition and cognition, as well as the problems associated with poor nutrition. It examines how good nutrition can affect cognitive learning, as well as improve problem-solving skills, test scores and school attendance rates, in elementary school children. It is hoped that the suggestions provided by this paper will ease the transition to elementary school, improve progression through elementary grades and raise school performance, all of which are expected to increase lifetime achievements.
From the Paper
"In the area of cognitive development, "when there isn't enough food (or poor nutrition), the body has to make a decision about how to invest the limited foodstuffs available. Survival comes first. Growth comes second. In this nutritional triage, the body seems obliged to rank learning last. Better to be stupid and alive than smart and dead (Sagan and Druyan, 1994). Poor nutrition is found in children of all socioeconomic conditions. Once believed to be mainly a problem for poor children, today poor nutrition has extended to all social and economic classes, due to the increase in fast food and hands-off parenting styles."
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Learning Theories & Styles, 1996.
Examines learning theories (behaviorism, cognition), styles (divergers, convergers) & modes (experience, reflection), related to motor skills acquisition.
2,250 words (approx. 9.0 pages), 19 sources, $ 79.95
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From the Paper
"There are four primary motor skill components. These components are accuracy, speed, economy of effort, and flexibility (Lee, 1988, pp. 201-215). Initially, accuracy is attained only at the expense of the other motor skill components. Flexibility is the last of the motor skill components typically acquired. Flexibility is acquired through the alteration of a newly acquired function with others already well established, and through the integration of features learned in previous stages (Christina & Bjork, 1991, pp. 23-56). Each of the four components of motor skill are essential to the automatization..."
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Cognitive Development vs. Learning Theory, 2003.
A comparison between cognitive development theory and learning theory.
1,150 words (approx. 4.6 pages), 6 sources, APA, $ 39.95
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Abstract
This paper compares and contrasts cognitive development and learning theory. The paper first describes the concepts of each theory. Then the paper examines how the two theories differ in their orientation and focus. Finally, the paper discusses ways in which the two theories overlap.
From the Paper
"This research paper presents a comparison of cognitive development and learning theory. Articles from recent professional literature pertaining to the two theories are reviewed and findings related to the theories..."
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Attachment, Object Relations and Cognitive Learning?, 2001.
Compares Kagan's cognitive approach theory and Mahler's object relations theory on attachment bonding.
1,195 words (approx. 4.8 pages), 2 sources, $ 40.95
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Abstract
This paper explores and contrasts theories of attachment from two theoretical orientations: the Object relations Theory and the Cognitive Learning Theory. The Cognitive perspective views the attachment as primarily biological and intellectual in nature, allowing personality traits and temperamental styles to affect attachment quality. The Object Relations Theory is primarily seen through rearing environments, and focuses primarily on social and emotional aspects.
From the Paper
"Both authors discuss attachment, separation anxiety, and stranger anxiety, two contrasting approaches are used. Edward et al. (1981) focuses on the rearing environments and the primary relationship between mother and infant. The role of individuation relies upon the active role of the infant, and is mainly encouraged and reinforced through social interaction and feedback from parents. Additionally, Edward et al. (1981) does not consider biological factors in separation and stranger anxiety, rather attributes them to psychological and emotional factors, such as the attaining of basic trust. Conversely, Kagan (1984) although he acknowledges social and emotional aspects of the infant, he views attachment from a bio-cognitive approach, concentrating primarily on neurological development, cognitive processes, and inborn temperamental properties, despite the rearing environment. He believes that separation and stranger anxiety stem from the lack of brain and CNS maturation, leading to an inability to produce and maintain active memory. Lastly, Kagan (1984) suggested new concepts in his approach on attachment by critiquing the work of several research theories, and introducing some new interesting theories himself."
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Cognitive Approaches to Learning, 2006.
A comparison and contrast between the theories of Jean Piaget & Lev Vygotsky.
875 words (approx. 3.5 pages), 5 sources, MLA, $ 31.95
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Abstract
This straight-forward, outline-style paper compares and contrasts the theories of cognitive learning of psychologists Jean Piaget and Lev Vygotsky. The paper details both of their theories, including a discussion of Piaget's four developmental stages and Vygotsky's assertion that the environment in which a child is raised is more determinant than age. The paper goes on to compare the psychologists' ideas as they pertain to curriculum and instruction.
From the Paper
"Swiss biologist and psychologist Jean Piaget is renowned for constructing a highly influential model of child development and learning. His theory is based on the idea that the developing child builds cognitive structures, i.e. mental maps, schemes, or networked concepts for understanding and responding to physical experiences within his or her environment. Piaget also stated that a child's cognitive structure increases in sophistication with development, moving from a few innate reflexes such as crying and sucking to highly complex mental activities (http://www.funderstanding.com/piaget.cfm)."
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Cognition Principles and Learning Activities, 2005.
A comparison of cognition principles in learning activities.
900 words (approx. 3.6 pages), 2 sources, $ 35.95
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Abstract
This paper compares and contrasts various cognition principles as applied to a high school journalism class. Specifically, the paper examines situated cognition,distributed cognition,and socially shared cognition principles. The paper looks at commonalities and differences and analyzes what objectives are easily assessed from each theoretical framework.
From the Paper
"The students in a 12th grade journalism class are learning interviewing skills and how to assemble a news story. The students are assigned to travel to the local government center where reporters are assembling for a statewide video-feed media conference with the governor of the state. There, they will join working reporters who will question the governor after she makes her opening remarks. Instructional Objectives: Each student will be able to: 1. Determine the newsworthiness of topics for a news stories. 2. Select the most newsworthy topic. 3. Plan and write a news story for publication on the same day. 4. Publish the edited story on the class web site as part of the school's intranet. Assessment Methods: 1. News stories will be reviewed for understanding of basic journalistic concepts taught in class."
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Cognitive Psychology and the Process of Learning, 1990.
An examination of the role of stress in learning and memory.
900 words (approx. 3.6 pages), 9 sources, $ 31.95
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From the Paper
"How the human brain learns and retains what it learns is a major issue in cognitive psychology and has been studied from a number of different perspectives. Stress is known to affect the way people learn and has been studied to see what effects it may have on learning and memory. For childhood learning, stress is often related to issues of child abuse, but there are many sources of the stress for both children and adults which can affect the processes of learning and memory.
Some of the research has concentrated specifically on what effects stress may have on the neural networks, known to have a role in learning and memory.
Barnes (1990) notes that researchers agree that neuronal activity is fundamental to the learning process and that it induces transient and permanent changes at many different levels..."
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Cognitive Development Theory and Social Learning in UK Education, 2001.
A discussion on Piaget's and Bandura's child development theories.
1,070 words (approx. 4.3 pages), 3 sources, $ 37.95
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Abstract
This paper compares Piaget's theory of cognitive development to the social learning theory. This paper examines Piaget's child development theory that mains that children have ability to construct meaningful concepts and representations all through a series of various stages. In addition, it analyzes Bandura's theory which contends that children learn new behaviors by observing other people and model their own behavior and develop their own beliefs and standards that eventually impact their progress in the educational system. The author concludes that these do not contradict each but rather complement each other.
From the Paper
"In recent years, the field of education has been transformed by intensive theoretical and practical research into the ways that children develop the cognitive capacity for handling complex learning tasks. Some researchers have focused more upon the natural, or biological, aspects of cognitive development, which can be generalized across all human cultures; others, more upon the social aspects, which are culturally conditioned. The challenge for educators in the UK is now to integrate this vast body of theory and research into curriculum and classroom practice. Most researchers in the field agree that a Piaget-derived developmental learning theory must be augmented by some appreciation of the way that concrete social interaction guides and shapes children?s acquisition of skills. A pedagogical approach drawing at once upon developmental and social learning theory may be the best way to achieve society?s educational aims, while at the same time encouraging creativity and exploration on the part of children. While it would not be possible to exhaust this topic in a short paper, I propose to briefly consider the theories of Piaget and Bandura in the context of children?s development of the ability to handle language (in particular, in the area of literacy)."
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Vygotsky and Learning, 2005.
A brief discussion of the learning styles that Lev Vygotsky believed in.
1,082 words (approx. 4.3 pages), 3 sources, MLA, $ 37.95
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Abstract
Lev Vygotsky is one of the most prominent figures in the area of learning and social cognitive theories. This paper explained how he believed that a child learns from his environment and the society itself. His interactions with adults enable him to form ideas and speech. Without their help and guidance, the child wouldn't be able to organize information from raw data. The paper points out how Vygotsky argued that children are primarily depended on a teacher or more capable peer for learning. For this reason, he considered classroom discussions important for according to him, they facilitate communication and help the child internalize what he learns.
From the Paper
"Vygotsky maintains that there are four basic stages of learning: "First, from the very beginning, auxiliary signs are brought in and given to the child by the social environment in order to control, direct, and regulate the child's behavior. Second, the child actively begins to use signs in order to influence other people and act on others around him. Third, the word, as a sign with socially shared meaning, is the most useful sign in children's attempts to master their environment. Finally, basic processes are transformed mostly as a function of children's use of speech as a tool for planning and guiding their activity" (Moll, 1990)."
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Leadership Styles, 2002.
A comparison of the different leadership styles among male and female educators.
14,142 words (approx. 56.6 pages), 73 sources, MLA, $ 249.95
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Abstract
This paper proposes a study to examine the leadership and cognitive styles of teachers and instructors of both genders within the educational system and their preference for types of leadership in a principal of that institution. It looks at how knowing and understanding the various factors affecting the leadership style used by the principal and the interaction between the teachers and the principal can help the school operate in an efficient and organized manner in accomplishing its mission of imparting education to impressionable students who are the future.
Outline
Chapter 1 - Introduction
Aim of the Study
Background of Leadership and the Educational System
Statement of the Problem of Different Leadership Styles
Purpose of the Study
Limitation of the Study
Chapter 2 - Cognitive Styles
Introduction and Overview
The Five Cognitive Styles
Summary
Chapter 3 - Leadership Styles
The Two Types of Leadership
Trait Approach to Leadership
The Leadership Styles Preferred
Significance of the Study
Chapter 4 ? Literature Review on Leadership Qualities
Leadership Qualities
The Cognitive Aspect in Leadership
An Overview on Cognitive Styles
Chapter 5 ? Ideal Leadership Qualities
Understanding the Ideal Types of Leadership
Chapter 6 ? Classification of Leadership Styles
Introduction
Classification of Leadership Styles
Other Leadership Styles
Chapter 7 - Existing Conditions in the Educational System
Introduction
Gender Differences in Management
Cognitive Style and Leadership Style in Women
Problems and Difficulties that Exist in Schools Today
Intervention Strategies and Goals for School Principals
Chapter 8 - Conclusion
From the Paper
"In the modern day environment of budget cuts and the concept of doing more with less, many schools are operating with limited number of teachers. Principals are faced with a task of making to do with less while at the same time maintaining their objective of imparting education to the student. Principals have to delegate and assign tasks in order to achieve the goals of the school. They also have to allow teachers reasonable latitudes to achieve the preset goals and have to avoid constantly second guessing decisions made by the teachers."
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Assumptions of Human Development and Learning, 2006.
A comparison of cognitive theories and a discussion of assumptions, propositions and applications of human development and learning, particularly affecting childhood educators.
1,472 words (approx. 5.9 pages), 5 sources, APA, $ 48.95
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Abstract
This paper analyzes cognitive theories, assumptions, propositions and applications of human development and learning. It looks at some of the many ways in which cognitive development can be learned. It then focuses on three assumptions about children and human nature which might be problematic for educators, specifically early childhood educators.
Table of Contents:
Major Assumptions and Propositions
Comparison of Cognitive Theories: Bruner and Vygotsky
Constructivism and the Classroom
From the Paper
"In the 80s and 90s, a form of information processing theory called connectionism was formulated to describe and predict non-linear thinking. Otherwise known as parallel distributed processing, this theory describes the mind as a large, multiple networks of associations. Each network responds to new experience by becoming either stronger or weaker, and each operating independently of and in parallel with the others (Siefert, 2002). After each experience, relevant networks adapt to better a child's future performance.Balancing a cup of juice, for example, stimulates various sensory associations within a child's hand, arm, and body. Some of these become stronger and others weaker as experience with cups of juice accumulate, but the eventual result an ability to balance a cup (Siefert, 2002). The assumptions supporting connectionism are more compatible with the realities of classroom life. It is noted that learning by children takes place because synchronized learning of separate networks that integrate."
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