How’s it going, dear readers? Now that we have you online, here are some articles other than the ones you already have, that may be, could be, would like to be useful for further research. Please feel free to add your own suggestions…
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Gauvain, M. (1998). Cognitive Development in Social and Cultural Context. Current Directions in Psychological Science, 7(6), 188-192.
Abstract: The development of thinking is discussed from a sociocultural perspective. Three features of the social and cultural context that play important roles in organizing and directing cognitive development are presented and illustrated empirically: (a) activity goals and values of the culture, (b) material and symbolic tools for satisfying cultural goals and values, and (c) higher level structures that instantiate cultural goals and values in every day practices. The article concludes with a discussion of the utility of this approach for advancing understanding of human intellectual growth.
Grinyer, P. H. (2000). A Cognitive Approach to Group Strategic Decision Taking: A Discussion of Evolved Practice in the Light of Received Research Results. The Journal of the Operational Research Society, 51(1), 21-35.
Abstract: Over the last decade there has been a significant development of cognitive approaches to making strategic decisions in complex, uncertain conditions. These assist top management teams to gain a greater understanding of their strategic situation and to develop creative, innovative thinking about the options open to them. By articulating, and sharing individual and collective beliefs they may be subjected to challenge and testing both against group experience and by analysis. This may be seen to promote both individual and organisational leaming. This paper describes one particular approach that articulates many of the practical guidelines developed by practitioners and relates them to published results over some thirty years of research on decision making in small groups. The conceptual foundations of the process and its inter-relationships with more formal, analytical methods are also considered.
Hannafin, M., Hannafin, K., & Gabbitas, B. (2009). Re-Examining Cognition during Student-Centered, Web-Based Learning. Educational Technology Research and Development, 57(6), 767-785.
Abstract: During student-centered learning, the individual assumes responsibility for determining learning goals, monitoring progress toward meeting goals, adjusting or adapting approaches as warranted, and determining when individual goals have been adequately addressed. This can be particularly challenging while learning from the World-Wide Web, where billions of resources address a variety of needs. The individual must identify which tools and resources are available and appropriate, how to assemble them, and how to manage and support their unique learning goals. We analyze the applicability of cognitive principles to learning from Web-based multimedia, review and critically analyze issues related to cognition and student-centered learning from Web-based multimedia, and describe implications for design research and practice.
Kim, Y., & Baylor, A. L. (2006). A Social-Cognitive Framework for Pedagogical Agents as Learning Companions. Educational Technology Research and Development, 54(6), 569-596.
Abstract: Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions (PALs)-animated digital characters functioning to simulate human-peer-like interaction-might provide an opportunity to simulate such social interaction in computer-based learning.
Levered, A. C., Cifuentes, Y. S., & Rodríguez, H. Y. R. (2007). Toward an Instructional Design Model Based on Learning Objects. Educational Technology Research and Development, 55(6), 671-681.
Abstract: The present moment in the history of higher education requires setting strat-egies and specific action plans to guarantee a place in the highly competitive and demanding world scenario. The incorporation of information and communication tech-nologies is one of the feasible paths to be considered, but this requires formulating proposals insuring appropriate use of said technologies seeking improvement of education quality. For this purpose, Universidad de La Sabana has developed an instructional design model based on learning objects.
Lyke, J. A., & Allison J. Kelaher Young. (2006). Cognition in Context: Students’ Perceptions of Classroom Goal Structures and Reported Cognitive Strategy Use in the College Classroom. Research in Higher Education, 47(4), 477-490.
Abstract: This study examined contextual and personal factors related to the use of cognitive strategies by undergraduates. Specifically, students’ goal orientations (intrinsic or extrinsic) and perceptions of the classroom environment (i.e., task or performance structured) were evaluated as predictors of student use of deep or surface level cognitive strategies. Results confirmed earlier work, which indicated intrinsic goal orientation was related to use of deep cognitive strategies and extrinsic goal orientation was related to use of rehearsal. There was no interaction between intrinsic and extrinsic goal orientations on use of either cognitive strategy. In addition, students’ perceptions of classroom environment were significantly correlated with students’ goal orientations. In particular, task structure of classrooms was significantly positively correlated with use of both types of cognitive strategies. Thus, student goal orientation, perception of classroom structure, and use of cognitive strategies appear interdependent, with intrinsic goal orientation moderating the effect of perceived classroom structure on the use of deep cognitive strategies. Results of this study suggest the need for university instructors to be more aware of the roles of both personal and contextual factors affecting student motivation and learning.
Ranson, S., Martin, J., Jon Nixon, & McKeown, P. (1996). Towards a Theory of Learning. British Journal of Educational Studies, 44(1), 9-26.
Abstract: This paper considers the nature of learning and the role of institutions in general and schools in particular in structuring learning. It outlines and commends a view of learning as a process whereby we discover ourselves as persons and thereby act to create the contexts in which we live and work. Central to this view is the idea of the ‘learning school’.