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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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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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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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Associative Learning01:27

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Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
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Purposive Learning01:22

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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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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Related Experiment Video

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A Data-Driven Optimized Mechanism for Improving Online Collaborative Learning: Taking Cognitive Load into Account.

Linjie Zhang1, Xizhe Wang1, Tao He2

  • 1Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China.

International Journal of Environmental Research and Public Health
|June 24, 2022
PubMed
Summary
This summary is machine-generated.

This study introduces an optimized mechanism to improve online collaborative learning by analyzing collaborative cognitive load. The new method enhances collaboration and knowledge acquisition without increasing cognitive load for students.

Keywords:
cognitive loadonline collaborative learningoptimized mechanismsystem dynamics modeling

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Area of Science:

  • Educational Technology
  • Learning Analytics
  • Cognitive Science

Background:

  • Online collaborative learning research has focused on improvement methods, with learning analytics gaining traction for assessing learner states.
  • Limited research investigates the dynamics of collaborative states or incorporates cognitive load into interventions.
  • Existing approaches often overlook the interplay between cognitive load and collaborative state transformations.

Purpose of the Study:

  • To investigate the transformation of online learners' collaborative states.
  • To propose an optimized mechanism for ameliorating online collaboration by integrating collaborative cognitive load theory and system dynamics.
  • To evaluate the effectiveness of the proposed mechanism on collaborative state transformation, awareness, learning achievement, and cognitive load.

Main Methods:

  • Bridging collaborative cognitive load theory with system dynamics modeling for data analysis.
  • Developing and implementing an optimized mechanism to enhance online collaboration.
  • Conducting a quasi-experiment with 91 college students to assess the mechanism's impact.

Main Results:

  • The optimized mechanism significantly improved collaboration and knowledge acquisition among students.
  • Learners using the optimized mechanism showed significant differences in collaborative performance and learning outcomes.
  • No significant increase in cognitive load was observed in the group using the optimized mechanism.

Conclusions:

  • The proposed optimized mechanism effectively transforms collaborative states and enhances learning in online environments.
  • Integrating cognitive load considerations into collaborative learning interventions is crucial for optimizing performance.
  • The study provides a novel approach to understanding and improving online collaborative learning dynamics.