Knowledge acquisition as a social phenomenon

The acquisition of knowledge, the development of the individual's knowledge bases, does not occur in a vacuum. The social context, both social structure (the perceived regularities in the social network) and social knowledge, appears to be related to the individual's acquisition of knowledge. In this article, the relationship between the social world and individual knowledge acquisition is explored. A general theory is postulated and then formulated as a model. The basic theory is predicated on the assumption that social interaction is the driving force behind knowledge acquisition. A selection of results pertaining to social learning will be presented. These include, but are not limited to the following:

• ? Social structure affects knowledge acquisition; e.g., individuals in tightly knit social groups develop similar cognitive structures, but not necessarily similar evaluations of those structures.
• ? Social knowledge evolves slowly and relative to shared experience.
• ? Individual knowledge acquisition is limited; e.g., individuals and groups talk past each other because of the lack of critical paths in their respective knowledge bases.

     

Knowledge acquisition from text: Introduction

European Journal of Psychology of Education -     

摩擦学信息处理和知识获取

该文简述了摩擦学知识及其特点,提出了提高摩擦学知识共享性的一些途径.论述了摩擦学信息处理和知识获取的过程、工具等基本模式.     

CBR专家系统中基于虚拟信息网的案例知识获取

本通过对CBR专家系统中案例知识获取的研究，提出一个带有智能搜索同类网页信息的虚拟信息网络模型。算法将搜索路径及其相关网页与网链内容描述知识有机地结合在一起，不仅能有效地帮助完成基于深度优先的目标网页搜索工作，而且可以帮助确定各目标网页搜索的成功与否，从而使得智能搜索算法能够利用目标网页的搜索过程与结果，不断地进行自学习，积累越多越好的搜索知识，进而使得目标网页的搜索越来越准确有效。     

Knowledge acquisition assessment by experts: Effects and models of the cognitive functioning of evaluators

When assessment of knowledge acquisition is done by a human expert, the cognitive functioning of the expert is a variable of the assessment. The present article reviews research in experimental psychology that has studied this phenomenon. The main effects of the evaluator’s cognitive functioning on the assessment made, as well as the models that have been proposed to account for them, are discussed. The effects on how student performance modifications are taken into account are then discussed. Lastly, a few paradoxes concerning the applications of research findings in this field are brought up.     

Human learning and audiovisual education

Conclusion We have presented some of the general principles of acquisition, transfer and retention which are supported by experimental research on human learning. As we suggested in the introduction to this paper, it is a reasonable working assumption that these principles apply to audiovisual instruction just as they do to the controlled procedures of the laboratory. On this assumption, the analysis of the process of audiovisual education does not call for the formulation of special principles; it calls for the application and elaboration of the general laws of human learning     

Stimulus-repsonse psychology and audiovisual education

Summary In summary, this paper has been concerned with the implications of stimulus-response psychology for audiovisual education. Initially, it was pointed out that stimulus-response psychology consists of three separate components: a language system, a methodological orientation, and a group of theories. The language is useful in reducing the complexity of behavior to a set of manageable variables. By representing behavior in an S-R manner, it is possible to cope experimentally with, and ultimately to control it. The problem for the audiovisual educator becomes one of arranging the optimum conditions for the formation of associations between stimuli and responses. Some problems associated with this task were discussed. Particular emphasis was placed upon the strategy of devising fruitful experimental techniques and arranging for the evocation of the appropriate response. It was concluded that audiovisual educational techniques may achieve their greatest productivity when combined with the techniques of teaching machines     

Applying the modality principle to real-time feedback and the acquisition of higher-order cognitive skills

Effectively presenting complex material is a crucial component of instructional design within simulation-based training (SBT) environments. One approach to facilitate the acquisition of higher-order knowledge is to embed instructional strategies within the systems themselves. Currently, however, there are few established guidelines to inform developers how best to implement such strategies. In response, this study aims to explore the presentation of one such strategy—feedback—during SBT of a complex decision-making task. Specifically, this study extends past research on the modality principle of multimedia learning by comparing the use of spoken- versus printed-text real-time feedback in an SBT environment. During two primarily visual training scenarios, participants received spoken-text (Spoken Group), printed-text (Printed Group), or no feedback (Control Group) based on their performance. Results indicated that the Spoken Group demonstrated greater decision-making performance during training and assessment compared to the Printed Group. These findings are consistent with those of past research and suggest that the modality principle can be extended to the presentation of real-time feedback during SBT of higher-order cognitive skills.     

Imagery as a private audiovisual aid

Mental images are conscious representations of our knowledge of the world. Like audiovisual aids in instructional programs, they can be intentionally and systematically used as the informational base for cognitive operations and as an aid to new learning. They permit one to make judgments, computations, and inferences that depend upon world knowledge. They can be consciously manipulated for problem solving and creative purposes. They can be used as learning and memory aids in numerous tasks, including foreign language learning where they function as a kind of private voix et image program that provides referential contexts for the language in the absence of the referent objects and situations themselves. Experimental evidence is cited to support these claims.     

Effects of intertrial interval and exteroceptive feedback duration on discriminative avoidance acquisition in the gerbil

A series of studies of shuttlebox-avoidance learning in the gerbil evaluated the efficacy of an exteroceptive feedback stimulus (FS). Experiment 1 assessed the relative effectiveness of a FS at 30- and 90-sec intertriai intervals (ITIs), and found that the FS and warning signal termination contingencies were additive sources of avoidance reinforcement; i.e., they produced “supernormal acquisition” at the short ITI, but not at the 90-sec ITI. The effectiveness of a FS at the 30-sec ITI was further explored in Experiments 2 and 3, in which FS duration was varied in delayed and trace avoidance conditioning, respectively. In both studies, a FS facilitated acquisition but FS duration was not a critical determinant of performance. These results were interpreted in terms of an expectancy account of the informational value of a FS, and the problem of experimentally distinguishing between cognitive and inhibition-of-fear accounts of avoidance learning was discussed.     

数字视听设备与校园网融合平台的构建

提出了数字视听设备与校园网的融合方案，并对其各功能模块进行了描述．构建数字视听设备与校园网的融合平台为的是进一步扩展校园网的教学功能，逐步丰富校园网教学资源，为教学活动提供技术支持．     

Cost-effectiveness of audiovisual media in higher education

In general, economists are engaged in optimizing the ratio between benefits and costs. The so-called cost-effectiveness approach is oriented towards producing specified effects at the lowest costs. How this may be done for audiovisual media in higher education is shown in two steps. First, the function-identifying stage, then the cost-analysis stage. The cost-structures of seven methods of delivering instructional television are then compared. Finally, some reasons are given for why cost-effectiveness considerations are still rarely applied in educational decision-making. Structural measures to remedy this state of affairs are proposed.Detailed cost calculations which support the ideas put forward in this article were to have been included in an appendix: this can be obtained from the author.