Toward a theory of experiential instruction

Attention to experiential instruction is needed if the learning process is not to be left totally to chance. This paper proposes a theory of experiential instruction based on ideas of Jerome Bruner. Four general requirements of a theory of instruction (attention to the learner's predisposition to learning, appropriate structuring of knowledge, meaningful sequencing of concepts and timely feedback) are examined in light of the instructional role in experiential settings. The discussion concludes with a call for research and development to refine and improve the practice of experiential instruction.This paper will appear in somewhat different form in a volume tentatively entitled Service-Learning in Higher Education: A Guide for Faculty, currently being prepared for the National Student Volunteer Program, a part of ACTION. The author extends his appreciation to NSVP staff for permission to adapt ideas originally developed for work contracted to NSVP. The ideas and opinions in this paper do not necessarily reflect the position or policy of NSVP, ACTION or the Northwest Regional Educational Laboratory, and no official endorsement should be inferred.This article is based on a presentation at the 1978 SFEE/NCPSIP annual convention.     

Cognitive efficiency: Toward a revised theory of media

Within and beyond the field of educational technology, Richard Clark's writings are widely believed to have shown that any number of media are equally capable of delivering any instruction, so that media choices are about cost and efficiency but not about cognition and learning (Clark, 1983; 1994b). However, if it is accepted that one type of efficiency is cognitive efficiency, then it follows that media choices are often about cognition and learning and can profit from an understanding of cognitive processes. Media and learning can then be reconnected in limited ways that do not compromise any of Clark's main points, and doing this will bring media work into line with current research into the role of surface information codes.     

Moving beyond Mozert: Toward a democratic theory of education

Most liberal political theorists of education argue that it is better to teach students to tolerate diversity, than to protect the potentially illiberal commitments of some members of the political communities. In fact, neither approach is wholly satisfying, yet they remain the focus of much political theorizing about education. This article suggests that this misguided focus is, in part, a consequence of a focus, by liberal political theorists of education, upon the 1987 Mozert v. Hawkins court case. Mozert raised serious questions about the nature of toleration in liberal society, but from an educational standpoint, the Mozert case led political theorists to consider what curricular content is appropriate for liberal political education, rather than on the practices that democratic citizens must cultivate. I turn to Hannah Arendt to offer a critical account of the liberal responses to Mozert and then call for a theory of democratic education that fosters practices of democratic decision-making and has, as its aim, not merely to foster respect for diversity, but to allow future citizens to practice critical engagement with diversity.     

Toward a theory of teaching: A social learning view

Two hypotheses were investigated: Do teachers spontaneously use modeling techniques during instruction, and are teachers who are trained to use these procedures more effective? Twenty-four teachers attempted to instruct a like number of 5-year-olds to seriate length. Twelve additional youngsters served as uninstructed controls. Untrained teachers made little use of modeling techniques and were generally ineffective. Trained teachers were significantly more effective than their untrained counterparts. Teacher use of specific modeling behaviors correlated with teaching success. The results were discussed from a Social Learning Theory view of teaching.     

Elaboration theory and cognitive psychology

Increasingly, instructional literature is pointing out the need for theories of instruction which are consistent with emerging cognitive psychology. Theory construction of this sort entails taking into account developing notions of the learner as a processor of information rather than a respondent to stimuli. The purpose of this article is to describe a recent instructional effort, referred to as the Elaboration Theory of Instruction (ETI), and chart its correspondence with several major principles drawn from contemporary cognitive psychology. The ETI incorporates models for both the sequencing and structuring of subject matter. The article will show how these components relate to current models of knowledge representation, schema theory, memory processes such as storage and retrieval, and earlier cognitive based instructional frameworks.     

具身认知的情绪理论

对情绪的研究中,具身认知理论不同于传统的认知心理学观点,它认为情绪过程中混合着包括肌肉、神经、大脑皮层等身体变化,身体的变化可以显著的改变情绪或者和情绪相关的认知、决策等过程,并且表情、身体姿势等也是情绪形成,情绪的理解,和情绪识别等过程中重要的一环,并且会影响个体的选择偏好,决策,和语言理解等行为。     

Toward a research-based assessment of dyslexia: using cognitive measures to identify reading disabilities

One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing/speed, and memory), each of which contributed to the prediction of reading and spelling skills. Factor scores from the three factors combined predicted 85% of the variance associated with letter/sight word naming, 70% of the variance associated with reading comprehension, 73% for spelling, and 61% for phonetic decoding. The auditory processing factor was the strongest predictor, accounting for 27% to 43% of the variance across the different achievement areas. The results provide practitioner and researcher with theoretical and empirical support for the inclusion of measures of the three factors, in addition to specific measures of reading achievement, in a standardized assessment of dyslexia. Guidelines for a thorough, research-based assessment are provided.     

Translating words into equations: a cognitive load theory approach

The conditions under which explicit instruction in checking, combined with worked examples, may be beneficial in learning how to translate sentences into algebraic equations was examined from the perspective of cognitive load theory. In two experiments it was shown that Grade 8 and 9 students were initially disadvantaged by the inclusion of a checking method. However, after a more substantial period of acquisition, students with a low level of mathematical knowledge performed significantly better after receiving checking instructions than those who did not receive checking instructions. In contrast, higher knowledge students were continually disadvantaged by the inclusion of a checking method. The positive effect of checking for lower knowledge students and the negative effect for higher knowledge students in this domain is a further example of the expertise reversal effect.     

原型范畴理论与英语词汇教学的认知观

用原型范畴理论对词汇范畴的形成和一词多义现象从认知角度进行解读,并指出应以基本层次词为参照点掌握上下义层次词;以核心词义为起点建立多义词的意义链;认识英汉在范畴化过程中思维和构词方面的差异及英语特有的构词特点。     

浅析认知语言学中的意象图式理论

本文主要描述了意象图式的含义、理论基础、特征、类型以及研究意义。意象图式是一种抽象的认知能力,以体验哲学、皮亚杰的建构论和互动论为理论基础,具有体验性、抽象性、动态性和无意识性的特点,主要类型包括:容器图式、部分—整体图式、连接图式、中心—边缘图式、始源—路径—目的地图式和其他图式。意象图式理论的研究是认识现实世界和语言理解过程的重要环节,对于儿童习得母语的解释有重要意义。     

Role theory,cognitive dissonance theory,and the interdisciplinary team

In recent years there have been increasing efforts to combine the resources and special abilities of individuals from different disciplines in interdisciplinary approaches to mutual problem-solving. A special case of this is the interdisciplinary approach to diagnosis and evaluation of learning problems in children. In practice this approach has often been less effective than was hoped for because of lack of agreement among its members on the role expectations and enactment of each. The constructs of role theory are here used to elucidate the potential sources of role strain and role conflict in the interdisciplinary team. Festinger's theory of cognitive dissonance is presented as an additional construct for viewing the interaction of the interdisciplinary team.

---

Résumé Depuis quelques années, on multiplie les efforts en vue de combiner les ressources et les talents particuliers des spécialistes de disciplines différentes dans l'ap;lication des méthodes interdisciplinaires à la solution des problèmes communs. Un cas particulier de méthode interdisciplinaire est celui du diagnostic et de l'évaluation des difficultés qu'éprouvent certains enfants à acquérir des connaissances. En pratique, cette méthode a souvent été moins efficace qu'on l'espérait, en raison du désaccord entre spécialistes sur le rôle attendu de chacun d'entre eux et sur la façon dont ce rôle devait être joué. L'auteur se sert des constructions imaginaires de la théorie des rôles pour mettre en lumière les sources possibles de tension et de friction à propos des rôles au sein d'une équipe interdisciplinaire. Il présente la théorie de Festinger sur le désaccord cognitif comme une autre construction imaginaire permettant d'étudier l'interaction au sein de l'équipe interdisciplinaire.

---

---

The author wishes to acknowledge the most helpful comments and insight of Mr. Paul Paschke and Dr. Laurie Brage throughout the development of this paper.     

乔姆斯基语言理论的演变及其认知科学背景

简要地回顾了生成语言学理论的演变,探讨了乔姆斯基语言哲学思想的得与失及其给认知科学带来的启示.