EDU510 – week 3.2 (Connections)

Unit 3.2 Connections: Blog Post #1

CognitiveScience.gif This week we focus on what we have learned in weeks 1-3. This has been an intersting 3 weeks and I cannot wait for unit IV.

What are the three most important implications of cognitive science?

I feel that the three implications thus far are understanding the rules behind the logic, the concepts of the reasoning behind the solutions and the rules that govern the explanation and reasoning behind how and why someone has come up with the what. I was reading several articles about some of the implications of cognitive sciences and I wanted to share what I found.

“Information that is attended to is processed in a portion of memory called working memory (also called short-term memory). Working memory is the “thinking” part of the memory system and has a limited capacity of about seven units of information (Ormrod, 2004). Teachers can help students hold more information in working memory by teaching them how to group information into chunks (remember it is seven units ), rather than holding items separately. For example, if students are taught to group anatomical structures by the organ system they are a part of, they can hold dozens of structures in working memory instead of only seven (Baddeley, 1999,) Another characteristic of working memory is that, unless it is kept alive by repeating it (called maintenance rehearsal), or processing it further, information held in working memory will only last between five and twenty seconds (Jensen, 1998).” (Murray, J. (2006, April/May). Independent Teacher Magazine. Retrieved March 21, 2016, from http://www.nais.org/Magazines-Newsletters/ITMagazine/Pages/Pedagogical-Implications-of-Cognitive-Science-Research.aspx)

Reference: http://www.nais.org/Magazines-Newsletters/ITMagazine/Pages/Pedagogical-Implications-of-Cognitive-Science-Research.aspx

Cardinality

“One fundamental underpinning of understanding of mathematics, the concept of cardinality, appears to be universally present from the first months out of the womb. By four months of age, perhaps earlier, infants can discriminate one object from two, and two objects from three (Antell & Keating, 1983; Starkey, Spelke & Gelman, 1990; van Loosbroek & Smitsman, 1990).” (Siegler, R. S. (2003). Implications of Cognitive Science Research For Mathematics Education. Retrieved March 21, 2016, from http://www.psy.cmu.edu/~siegler/NCTM.pdf

Carnegie Mellon University).
Reference: http://www.psy.cmu.edu/~siegler/NCTM.pdf

In Unit I we learned about cognitive sciences and Artificial Intelligences (AI), and Unit II we define what logic, rules and concepts are in our own words while we defend why we think these are the definitions. Learning about AIs took us into the past, yet into the future. AI has been utilized for quite some time and is still being utilized in the military for training, in the automobile industry as test crash dummies and even in games today. We also identify which learning style makes up who we are.

Visual

Auditory

Kinesthetic

There are different learning variables such as  Felder and Silverman index of learning styles:

Sensory versus Intuitive

Visual versus Verbal

Active versus Reflective

Sequential versus Global

Reference: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf

 

 

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