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posted by  joy2miss on 4/24/2008 4:10:19 PM  |  status: Closed  

Cognitive Psychology

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Why is the study of cognitive psychology so important?
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posted by brownkid on 4/24/2008 5:42:02 PM  |  status: Live
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Cognitive psychology analyzes our cognitive functions such as thinking, sensation, perception, language, and so on. Without cognitive psychology we would lack a major understanding of ourselves.
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posted by KOLO3AK on 4/26/2008 12:06:43 PM  |  status: Live
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Cognitive science is the interdisciplinary study of mind and intelligence, embracing philosophy, psychology, artificial intelligence, neuroscience, linguistics, and anthropology. Its intellectual origins are in the mid-1950s when researchers in several fields began to develop theories of mind based on complex representations and computational procedures. Its organizational origins are in the mid-1970s when the Cognitive Science Society was formed and the journal Cognitive Science began. Since then, more than sixty universities in North America, Europe, Asia, and Australia have established cognitive science programs, and many others have instituted courses in cognitive science. 
 
 
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posted by dj dz on 4/26/2008 1:14:11 PM  |  status: Live
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Cognitive psychology is a theoretical perspective that focuses on the realms of human perception, thought, and memory. It portrays learners as active processors of information--a metaphor borrowed from the computer world--and assigns critical roles to the knowledge and perspective students bring to their learning. What learners do to enrich information, in the view of cognitive psychology, determines the level of understanding they ultimately achieve.
Comparison of the Teacher-Dominated and Cognitive Perspectives on Education

Teacher-Dominated Perspective
Cognitive Perspective
Teacher Centered Learner Centered
Teachers Present Knowledge Students Discover and Construct Knowledge
Students Learn Meaning Students Create Meaning
Learner as Memorizer Learner as Processor
Learn Facts Develop Learning Strategies
Rote Memory Active Memory
Teacher Structures Learning Social Interaction Provides Instructional Scaffolding
Repetitive Constructive
Knowledge Is Acquired Knowledge Is Created
Teacher Provides Resources Students Find Resources
Individual Study Cooperative Learning and Peer Interaction
Sequential Instruction Adaptive Learning
Teacher Manages Student Learning Students Learn to Manage Their Own Learning
Students Learn Others' Thinking Students Develop and Reflect on Their Own Thinking
Isolationist Contextualist
Extrinsic Motivation Intrinsic Motivation
Reactive Teachers Proactive Teachers
Knowledge Transmission Knowledge Formation
Teacher Dominates Teacher Observes, Coaches, and Facilitates
Mechanistic Organismic
Behavioralist Constructivist

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