E Cog Sci II -- Plass New York University

Transcription

1 Overview Situated Cognition Theoretical conceptions of human nature can influence what people actually become , Jan L. Plass 1

2 Psychological Theory Examples of theories Psychodynamic theory (inner forces; unconsciousness) Trait theory (inner forces; traits) Radical Behaviorism (external stimuli) Psychological Theory How to gauge their explanatory power? Predictive Efficacy (predict action) Change Efficacy (capable of effecting significant change in human thought, affect, or action) Must identify determinants of human behavior and the intervening mechanisms by which they produce their effects Group Discussion Group 1: What are the major points of and how does it relate to learning? Discuss using examples from your own experience. Group 2: Observe the discussion in Group 1 and take note of examples of triadic reciprocal interactions that may manifest themselves in the discussion , Jan L. Plass 2

3 Albert Bandura (1986) Human functioning explained in model of a tridadic relationship: Behavior Cognitive and other personal factors, and Environmental events all operate as interacting determinants of each other Triadic Reciprocal Determinism Environment (Situation, roles, relationships, models) Person (Cognition, beliefs, selfconcepts, motives, intentions, personality) Bandura (1986) Behavior (Complexity, duration, skill, ) Situated Cognition Lave (1989) Learning is function of the Activity Context and Culture in which it occurs. Learning separated from these is not as effective as situated learning , Jan L. Plass 3

4 Describes nature of person in terms of basic capabilities: Symbolizing capability Forethought capability Vicarious capability Self-regulatory capability Self-reflective capability Group Discussion Discuss in groups of 3-4 (10min.) Discuss examples for each of the triadic reciprocal relationships, either from the first activity, or from your own experience. Symbolizing capability Process and transform transient experiences into internal models that serve as guides for future action Give meaning, form, continuance to experiences Allow for abstract thought, hypotheses testing, predictions, communication, creation , Jan L. Plass 4

5 Forethought capability Anticipation of likely consequences of actions Goal setting Motivation, guiding of actions Translated into action using self-regulatory mechanisms Vicarious capability Learning can occur vicariously by observing other people s behavior and its consequences Vital for survival Self-Regulation Thought is translated into action though aid of selfregulation mechanisms Setting standards of behavior and self-evaluate Self-Observation Judgmental Process Self-Reaction , Jan L. Plass 5

6 Self-Regulation Self-directedness Self-consciousness Self-efficacy Self-reflectivity Self-Efficacy People s judgment of their capabilities Effect of self-percept of efficacy on motivation and behavior Perceived self-efficacy is significant determinant of performance, operates partially independent of underlying skills Group Discussion How would learning environments designed based on differ from those designed based on cognitive theory (e.g., Mayer s cognitive theory of multimedia learning)? How could one incorporate assistance for learners with low self-regulatory capability into a learning environment? , Jan L. Plass 6