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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Consider a structure made of a boom and a rod designed to support a load. These two components are connected by a pin and stabilized by brackets and pins. The boom and the rod are detached from their supports to assess the different stresses imposed on this structure, and a free-body diagram is drawn. Then, all the forces applied, including the load acting on the structure, are identified. The reaction forces exerted on both the boom and the rod are computed using the equilibrium equations.
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Apps As Learning Tools: A Systematic Review.

Shayl F Griffith1, Mary B Hagan1, Perrine Heymann1

  • 1Department of Psychology and Center for Children and Families, Florida International University, Miami, Florida.

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|December 25, 2019
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This summary is machine-generated.

Interactive apps show promise for early academic skills, especially math, in young children. However, they did not improve social communication for children with autism spectrum disorder.

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Area of Science:

  • Child Development
  • Educational Technology
  • Human-Computer Interaction

Background:

  • Young children's access to interactive applications (apps) is increasing at home and school.
  • While screen time dangers are known, the benefits of interactive apps for early learning are less clear.

Purpose of the Study:

  • To systematically review and synthesize research on whether children under 6 years old can learn from interactive apps.
  • To assess the impact of interactive apps on academic, cognitive, and social-emotional skills in early childhood.

Main Methods:

  • A systematic review and narrative synthesis of studies were conducted.
  • Searches included PsycInfo, PubMed, ACM Digital Library, and ERIC databases.
  • Included studies involved children under 6, interactive app use, and measured skill outcomes (academic, cognitive, social-emotional).

Main Results:

  • Evidence suggests interactive apps benefit early academic skills, particularly early mathematics for typically developing children.
  • No evidence of intervention effect was found for apps targeting social communication in children with autism spectrum disorder.
  • 35 studies were included from an initial search of 1447.

Conclusions:

  • Interactive apps show potential as accessible tools for supporting early academic development.
  • Further research is necessary to fully evaluate the potential and limitations of educational apps for early learning.
  • Heterogeneity in study designs and outcomes limits cross-study comparisons.