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Related Concept Videos

Metacognition01:26

Metacognition

140
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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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.
Tolman introduced the idea that behavior is influenced by...
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The Nativist Approach01:21

The Nativist Approach

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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Introduction to Learning01:18

Introduction to Learning

337
Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
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Purposive Learning01:22

Purposive Learning

101
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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Critical Thinking01:19

Critical Thinking

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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Knowledge, mātauranga and science: reflective learning from the interface.

Caroline Saunders1, Paul Dalziel1, John Reid2

  • 1Agribusiness and Economics Research Unit, Lincoln University, Lincoln, New Zealand.

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|October 23, 2024
PubMed
Summary
This summary is machine-generated.

Western science can integrate diverse knowledge systems, like mātauranga Māori, by respecting Indigenous protocols and decolonizing research practices. This approach validates and accesses knowledge beyond traditional academic publications.

Keywords:
Endogenous growthinterfaceknowledgemātauranga Māoriscience impacttriple helixwellbeing economics

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Area of Science:

  • Interdisciplinary studies
  • Indigenous knowledge systems
  • Science and technology studies

Background:

  • Western science traditionally relies on peer-reviewed publications for knowledge validation.
  • Academic knowledge corpora do not encompass all existing knowledge.
  • Endogenous growth theory highlights knowledge's role in economic production.

Purpose of the Study:

  • To explore how Western science can engage with knowledge systems outside its tradition.
  • To reflect on integrating business knowledge and mātauranga Māori within research.
  • To propose models for equitable knowledge engagement.

Main Methods:

  • Reflective learning based on authors' experience in four large research programmes.
  • Analysis of concepts such as agency, tikanga (right behaviour), and decolonising research.
  • Examination of global discourse on Indigenous knowledge.

Main Results:

  • Western science faces challenges in accessing and validating non-traditional knowledge.
  • Mātauranga Māori and business knowledge offer valuable insights beyond academic publications.
  • Existing research models may not adequately support diverse knowledge streams.

Conclusions:

  • Effective engagement requires respecting the mana and integrity of diverse knowledge systems.
  • Decolonising research and understanding Indigenous protocols are crucial for integration.
  • Models are needed to foster collaboration between Western science and mātauranga Māori.