Sentences with phrase «cognitive learning models»

Why Should Cognitive Learning Models Be Used as the Foundation for Designing Next Generation Assessment Systems?

Not exact matches

A variety of studies suggest that fathers» engagement positively impacts their children's social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive development.35

«A network of artificial neurons learns to use human language: A computer simulation of a cognitive model entirely made up of artificial neurons learns to communicate through dialogue starting from a state of tabula rasa.»

The ANNABELL model is a cognitive architecture entirely made up of interconnected artificial neurons, able to learn to communicate using human language starting from a state of «tabula rasa» only through communication with a human interlocutor.

A group of researchers from the University of Sassari (Italy) and the University of Plymouth (UK) has developed a cognitive model, made up of two million interconnected artificial neurons, able to learn to communicate using human language starting from a state of «tabula rasa,» only through communication with a human interlocutor.

The hybridization of the neurosciences and the cognitive sciences is likely to generate new models of learning.

In the workshop, cognitive and learning sciences researcher Emily Dare from Michigan Techand her team had the participants draw a model each week to show how they teach STEM in their classrooms.

Discovered that aberrant patterns of neuronal network activity result in profound anatomical and physiological alterations of learning and memory centers and may contribute to cognitive deficits in humans with AD and related mouse models.

Acetylcholinesterase inhibitors have been demonstrated to improve learning and memory in a number of animal models of cognitive dysfunction, as well as being a standard of treatment in patients exhibiting clinical signs of memory loss.

We learn by seeing and observing models, as psychologists have shown; the fancy scientific term is «social cognitive theory.»

Many of these models are based on new findings in brain research and cognitive development, and they embrace a variety of approaches: using the arts as a learning tool (for example, musical notes to teach fractions); incorporating arts into other core classes (writing and performing a play about, say, slavery); creating a school environment rich in arts and culture (Mozart in the hallways every day) and hands - on arts instruction.

A recent rigorous RAND study of Carnegie Learning's Cognitive Tutor Algebra I program found that the blended - learning model boosted the average student's performance by approximately eight percentileLearning's Cognitive Tutor Algebra I program found that the blended - learning model boosted the average student's performance by approximately eight percentilelearning model boosted the average student's performance by approximately eight percentile points.

Social learning theory: According to Wikipedia, it integrated behavioral and cognitive theories of learning in order to provide a comprehensive model that could account for the wide range of learning experiences that occur in the real world.

Application of the cognitive theory of multimedia learning has resulted in the development of a design model known as «SSW» — segmentation, signaling, and weeding.

Jacobs describes how Summit Public schools, a charter school network known for «an approach that emphasizes both project - based and self - paced learning as well as the development of cognitive skills» has been sharing its model with schools around the countroy for free with support from Facebook's Mark Zuckerberg.

The teachers in these classes are less interested in covering con - tent and more interested in helping students learn how to think in the mode of the domain; they enact a «cognitive apprenticeship» model that echoes what happens in extracurriculars.

In addition, because Summit has a project - based learning model, our class time is devoted to students working on projects that support deep understanding of the content and of cognitive skills.

It is possible to create better learning conditions when choosing modalities that do not overload a single channel of recruitment but are complementary, as predicted by the Model of Cognitive Theory for Multimedia Llearning conditions when choosing modalities that do not overload a single channel of recruitment but are complementary, as predicted by the Model of Cognitive Theory for Multimedia LearningLearning.

Consequently, based on the Cognitive Theory of Multimedia learning model, both channels of sensation are used, creating in the long - term memory a fuller and more structured representation that contributes to the acquisition of knowledge.

Schools pledge to use Summit's teaching model, which has three pillars: project - based learning focused on cognitive skills; self - paced learning to mastery in content areas; and one - on - one mentoring to help students set and meet goals.

The model most commonly used in discussions of cognitive learning theory is schema theory.

Our journey starts from the beginning of the 20th century, and includes, inter alia, the famous Pavlovian Conditioning and Skinner's Operant Conditional Theory, continues through the mid 50s and the first time computers were used in learning environments, the influential Problem - Based Learning inspired by Howard Barrows in the 60s, David Merrill's Component Display Theory, the Cognitive Flexibility Theory in the late 1980s that aims to develop the learner's ability to comprehend multidimensional situations, the introduction of multimedia and CD - ROMs in educational environments in the 90s, to the development of WebQuest in 1995, and the launch of the Authentic Learning Model in the late 2000s by Marilyn Llearning environments, the influential Problem - Based Learning inspired by Howard Barrows in the 60s, David Merrill's Component Display Theory, the Cognitive Flexibility Theory in the late 1980s that aims to develop the learner's ability to comprehend multidimensional situations, the introduction of multimedia and CD - ROMs in educational environments in the 90s, to the development of WebQuest in 1995, and the launch of the Authentic Learning Model in the late 2000s by Marilyn LLearning inspired by Howard Barrows in the 60s, David Merrill's Component Display Theory, the Cognitive Flexibility Theory in the late 1980s that aims to develop the learner's ability to comprehend multidimensional situations, the introduction of multimedia and CD - ROMs in educational environments in the 90s, to the development of WebQuest in 1995, and the launch of the Authentic Learning Model in the late 2000s by Marilyn LLearning Model in the late 2000s by Marilyn Lombardi.

We developed apprenticeships as a natural way to learn, and we need to return to a «cognitive apprenticeship» model to more closely align our instructional approaches with how our brains really learn.

Home Schooling, Characteristics of Home Schooling Parents, Academic Achievement, The Role of Technology, The Public Charter School Perspective, Definition, Reasons for Reform, Public Education and the Free Market, For - Profit School Management Corporations and School Closure, Successful Charter Schools, Recent Research, Charter School Dynamics in California, Conclusion, Virtual Schools, Background, Distinctiveness of Virtual Schools, Innovative Models, Success - Oriented Cognitive Constructs for Learning in Virtual Environments, Challenges, Advantages, The Virtual Charter Model, Definition and Uniqueness, Organizational Style, Reasons for This Trend, Disadvantages, Summary, Literature Review Conclusion

Dr. Ulibarri uses cognitive models of adult learning to evaluate performance and training needs based on a cognitive complexity hierarchy.

In either case, the major benefit of the model is that the mentor relieves the classroom teacher of the cognitive responsibilities of designing and conducting instruction until the teacher understands how the technology works (TK), understands when and how to change the classroom environment (TPK), and understands how to best weave technology and content (TCK) with the goal of providing an appropriate student - learning experience with technology (TPCK).

In terms of helping new teachers learn to use this tool, teachereducators need to address issues related to the hardware and software, understandtheir preservice teachers» perceptions of the TI - 83, and integrate the toolinto class in ways that model high cognitive engagement with technology.

Examples of such models include Microworlds, simulations, WebQuests, cognitive apprenticeships, situated learning, and problem - based learning.

At our four - day workshop you'll learn how to use Cognitive Coaching as a model for working with your teachers and school leaders to establish a culture of high expectations, where trust and respect serve as the foundation for your school's long - term success.

Based on recent models of self regulated learning, which consider motivational, as well as cognitive, and metacognitive aspects [Boekaerts, M. (1999).

PRI's book Moonshots in Education cites the success of Summit public charter schools in implementing a blended - learning model, where cognitive skills such as writing are taught by teachers, but students also spend 16 hours a week acquiring other skills and knowledge through the use of the school's online resources.

Within the category of self - appraisal, we discuss how teachers can analyze their own learning styles, evaluate their own understanding, and model cognitive monitoring.

Evocative «listen and learn» models incorporate the growing body of knowledge regarding adult learning, growth - fostering psychologies, and cognitive behavioral neuroscience.

When taught correctly, learning strategy interventions and direct instruction provide students with appropriate modeling, practice, and feedback to master skills and cognitive strategies for independent use in a variety of situations in and outside of school.

The alliance combines Deloitte's business insights in cognitive technologies with Kira Systems» advances in machine - learning in creating models that quickly «read» thousands of complex documents, extracting and structuring textual information for better analysis.

Incorporate special learning strategies for learning disabled students encompassing self - questioning, rehearsal and review, cognitive behavior modification, organization, memory strategies and modeling.

Tags for this Online Resume: Microsoft Word, Excel, Outlook, PowerPoint, Publisher, WebEx, Polycom, Camtasia, Adobe products, MBTI (Meyers - Briggs Type Indicator), DiSC, Thomas Kilmann Conflict Model Instrument, Clifton Strengths Finder, LPI 360 Assessments, Humanistic Psychology, Andragogy (Adult Learning Theory), Transformational Learning, Experiential Learning / learning styles Inventory, Coaching and Cognitive Behavioral Therapy, Organizational Learning combined with Systems Thinking, Cultural Intelligence, Emotional Intelligence Theories, Appreciative Inquiry, Team Building, Enhanced Human Relations, Process Improvement, Leadership Enhancement, Performance Management, Change Management, Needs Assessments, Staff DevLearning Theory), Transformational Learning, Experiential Learning / learning styles Inventory, Coaching and Cognitive Behavioral Therapy, Organizational Learning combined with Systems Thinking, Cultural Intelligence, Emotional Intelligence Theories, Appreciative Inquiry, Team Building, Enhanced Human Relations, Process Improvement, Leadership Enhancement, Performance Management, Change Management, Needs Assessments, Staff DevLearning, Experiential Learning / learning styles Inventory, Coaching and Cognitive Behavioral Therapy, Organizational Learning combined with Systems Thinking, Cultural Intelligence, Emotional Intelligence Theories, Appreciative Inquiry, Team Building, Enhanced Human Relations, Process Improvement, Leadership Enhancement, Performance Management, Change Management, Needs Assessments, Staff DevLearning / learning styles Inventory, Coaching and Cognitive Behavioral Therapy, Organizational Learning combined with Systems Thinking, Cultural Intelligence, Emotional Intelligence Theories, Appreciative Inquiry, Team Building, Enhanced Human Relations, Process Improvement, Leadership Enhancement, Performance Management, Change Management, Needs Assessments, Staff Devlearning styles Inventory, Coaching and Cognitive Behavioral Therapy, Organizational Learning combined with Systems Thinking, Cultural Intelligence, Emotional Intelligence Theories, Appreciative Inquiry, Team Building, Enhanced Human Relations, Process Improvement, Leadership Enhancement, Performance Management, Change Management, Needs Assessments, Staff DevLearning combined with Systems Thinking, Cultural Intelligence, Emotional Intelligence Theories, Appreciative Inquiry, Team Building, Enhanced Human Relations, Process Improvement, Leadership Enhancement, Performance Management, Change Management, Needs Assessments, Staff Development

The Freedom Model is a comprehensive cognitive behavioral learning process to help people to move past drug use, substance use, chemical dependency, drug addiction, alcoholism, and the emotional and behavioral issues that may accompany these problems.

URSTRONG draws on Cognitive Behavioural Therapy (CBT) and the Collaborative for Academic, Social, and Emotional Learning's (CASEL) model of the five social and emotional learning competencies (self - awareness, social awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relatiLearning's (CASEL) model of the five social and emotional learning competencies (self - awareness, social awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relatilearning competencies (self - awareness, social awareness, self - management, responsible decision - making, and relationship skills) to help children develop healthier relationships.

Mind Magic Confidence Box is a social and emotional learning program based on the synthesis of theoretical and therapeutic principles of Solution Focused Brief Therapy (SFBT), the Coaching model and cognitive behavioural therapy.

The children's group is based on a social skills training model and utilises elements of behavioural, cognitive behavioural and social learning theory.

Fischer and colleagues [21] proposed a theoretical framework that extends socio - cognitive models of learning [22] and the more recent General Learning Model [23], and explains elevated levels of risk taking in relation to media exposure not only through priming effects of risk - positive cognitions and emotions, but also through changes in the self - concept, due to (1) situational cues in the media that risk taking is rewarding instead of potentially dangerous, (2) through habitation processes and changes in risk - related social norms, and (3) through identification processes that are stronger in active vs. passive media conslearning [22] and the more recent General Learning Model [23], and explains elevated levels of risk taking in relation to media exposure not only through priming effects of risk - positive cognitions and emotions, but also through changes in the self - concept, due to (1) situational cues in the media that risk taking is rewarding instead of potentially dangerous, (2) through habitation processes and changes in risk - related social norms, and (3) through identification processes that are stronger in active vs. passive media consLearning Model [23], and explains elevated levels of risk taking in relation to media exposure not only through priming effects of risk - positive cognitions and emotions, but also through changes in the self - concept, due to (1) situational cues in the media that risk taking is rewarding instead of potentially dangerous, (2) through habitation processes and changes in risk - related social norms, and (3) through identification processes that are stronger in active vs. passive media consumption.

Although not specifically tested, these findings are in line with early socio - cognitive models of learning through experience or observation [22], [55] the notion that repeated exposure to risk - glorifying media may instigate risk taking behaviors by the activation of positive risk - related cognitions, beliefs and behavioral scripts [23] and additionally, through changes in the self - concept related to risk - tasking [21].

In their work they have integrated their complementary cognitive and experiential treatment approaches with social learning and developmental psychology theory to develop a group treatment model for Schema Therapy (ST).

-- Cognitive functioning i.e. cause and effect thinking, negative working model, victim / aggressor, learning and language problems, neurological damage

Its basis is in cognitive behavioral approaches, social learning theory, modeling, and a strength - based emphasis on actively teaching and role - playing skills that promote positive client and family outcomes.

REBT is rooted in a cognitive (CBT) theoretical model, while ACT advocates emphasize models of learning without reliance on cognitive restructuring.

Because we value each person's unique learning style and differences, we use an eclectic model to approach supervision, drawing on the psychodynamic and attachment models, cognitive - behavioral model, relational and developmental models.

In general, parenting programs for young children have varied based on the theoretical orientation of the intervention model (e.g. social learning, 6 attachment7), the developmental status of the child (e.g. prenatal, infancy, preschool - age), and the breadth of child behaviours targeted for intervention (e.g. externalizing problems, social and cognitive outcomes).

Although parenting programs based on social learning models have been remarkably successful in assisting parents to change their children's behaviour and improve their relationships with their children, there is still a great deal to learn about how to promote concurrent change across the cognitive, affective and behavioural domains of parenting.