The key process that takes place in the learner's brain is subsumption, wherein new content is related to relative ideas that are already present in
the existing cognitive structure on a non-verbatim basis.
Thus, this tool prepares the cognitive structure of learners for the learning session which is about to occur, through schemas and conceptual patterns, so that new information can be seamlessly subsumed into
the existing cognitive structures.
Existing cognitive structures should not be developed, but merely reorganized within the learners» memory.
Not exact matches
«Once we build machines that help us pass our antiquated
cognitive limitations, we're going to free ourselves up to see more of the
structure that
exists in the world,» Gourley says.
Both offer large scale systematic accounts of the nature of reality in general, largely dismissing the suggestion that the only world we can know is one whose main
structure is determined by the human
cognitive system and which, therefore, only
exists for us.
Musen emphasizes that it is important to study both the structural and functional aspects of the brain in
cognitive decline, explaining that, «We look at the correlation between the two because if a correlation
exists, then it might suggest a common set of mechanisms underlying brain
structure and function raising the possibility that similar treatments may be useful for improving both.»