Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 2, pp. 119–134
© Mayer B. O., 2018
UDC: 
37.013 +37.015

On the clustering of cognitive learning theories

Mayer B. O. 1 (Novosibirsk, Russian Federation)
1 Novosibirsk State Pedagogical University, Novosibirsk, Russian Federation
Full text (Open Access) — Downloaded 5564
Abstract: 

Introduction. The research problem is the contradiction between a large number of different cognitive learning theories and the lack of clustering based on traditional notions of a person's sociality. The aim of the work is to cluster several dozen cognitive learning theories created within the framework of analytical philosophy on the basis of their unification by: the place of the theories in the learning process, the content of the cognitive process, the concepts of the content of the learning process, and the formation of trainee qualities.
Materials and Methods. Research methods include a comparative analysis of cognitive learning theories on the basis of their basic intentions, combining theories on meta-concepts about the learning process and their subsequent subdivision into four clusters.
Results. Seventeen cognitive learning theories developed over the last 60-70 years within the framework of analytical philosophy are analyzed. As a result, four clusters of cognitive learning theories are distinguished on the basis of the following concepts: the place of cognitive theories in learning, the nature of the cognitive process in learning, the content of the learning process, and the formation of trainee qualities.
Conclusions. On the basis of the results obtained, the conclusion is drawn that modern cognitive learning concepts are based on "analytical" philosophy, since the sociality of a person falls out of the cognitive concepts examined. In fact, it is a question of forming the qualities of an individual, but not of an individual, which is typical enough for an analytical approach, and the ideas about the learning process are of a purely technological nature.

Keywords: 

cognitive learning theories, clustering, comparative analysis, analytical philosophy, human sociality, cognitive maps, teaching styles.

93.466 Enactivism | Neurophenomenology | Participatory Sense-Making

 

https://www.scopus.com/record/display.uri?src=s&origin=cto&ctoId=CTODS_1...

On the clustering of cognitive learning theories

For citation:
Mayer B. O. On the clustering of cognitive learning theories. Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 2, pp. 119–134. DOI: http://dx.doi.org/10.15293/2226-3365.1802.07
References: 
  1. Krau S. D. Creating Educational Objectives for Patient Education Using the New Bloom’s Taxonomy. Nursing Clinics of North America, 2011, vol. 46, issue 3, pp. 299–312. DOI: https://doi.org/10.1016/j.cnur.2011.05.002  
  2. de Landsheere V. On defining educational objectives. Evaluation in Education. International Progress, 1977, vol. 1, issue 2, pp. 73–190. DOI: https://doi.org/10.1016/0145-9228(77)90004-8  
  3. Hill P. W. Testing hierarchy in educational taxonomies: A theoretical and empirical investigation. Evaluation in Education, 1984, vol. 8, issue 3, pp. 179–278. DOI: https://doi.org/10.1016/0191-765X(84)90004-1  
  4. Xing Ma, Yuanyuan Yang, Xue Wang, Yuli Zang. An integrative review: Developing and measuring creativity in nursing. Nurse Education Today, 2018, vol. 62, pp. 1–8. DOI: https://doi.org/10.1016/j.nedt.2017.12.011  
  5. Miendlarzewska E. A., Bavelier D., Schwartz S. Influence of reward motivation on human declarative memory. Neuroscience & Biobehavioral Reviews, 2016, vol. 61, pp. 156–176. DOI: https://doi.org/10.1016/j.neubiorev.2015.11.015  
  6. Kalueff A. V., Zimbardo P. G. Behavioral neuroscience, exploration, and K. C. Montgomery's legacy. Brain Research Reviews, 2007, vol. 53, issue 2, pp. 328–331. DOI: https://doi.org/10.1016/j.brainresrev.2006.09.003  
  7. Jankowski T., Holas P. Metacognitive model of mindfulness. Consciousness and Cognition, 2014, vol. 28, pp. 64–80. DOI: https://doi.org/10.1016/j.concog.2014.06.005  
  8. Thiele A., Bellgrove M. A. Neuromodulation of Attention. Neuron, 2018, vol. 97, issue 4, pp. 769–785. DOI: https://doi.org/10.1016/j.neuron.2018.01.008  
  9. Eysenck M. Attention and Arousal. Berlin, Springer-Verlag Publ., 1982, 214 p. DOI: https://doi.org/10.1007/978-3-642-68390-9
  10. Triandis H. C. Attitude and attitude change. New-York, John Wiley & Sons Publ., 1971. URL: http://scholar.google.com/scholar_lookup?title=Attitude%20and%20attitude%20change&author=HG.%20Triandis&publication_year=1971  
  11. Stewart K., O'Reilly P. Exploring the attitudes, knowledge and beliefs of nurses and midwives of the healthcare needs of the LGBTQ population: An integrative review. Nurse Education Today, 2017, vol. 53, pp. 67–77. DOI: https://doi.org/10.1016/j.nedt.2017.04.008  
  12. Tsingos C., Bosnic-Anticevich S., Smith L. Learning styles and approaches: Can reflective strategies encourage deep learning?. Currents in Pharmacy Teaching and Learning, 2015, vol. 7, issue 4, pp. 492–504. DOI: https://doi.org/10.1016/j.cptl.2015.04.006  
  13. Özyurt Ö., Özyurt H. Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014. Computers in Human Behavior, 2015, vol. 52, pp. 349–358. DOI: https://doi.org/10.1016/j.chb.2015.06.020  
  14. Wenzel A. Basic Strategies of Cognitive Behavioral Therapy. Psychiatric Clinics of North America, 2017, vol. 40, issue 4, pp. 597–609. DOI: https://doi.org/10.1016/j.psc.2017.07.001  
  15. Sarkany D., Deitte L. Providing Feedback: Practical Skills and Strategies. Academic Radiology, 2017, vol. 24, issue 6, pp. 740–746. DOI: https://doi.org/10.1016/j.acra.2016.11.023  
  16. dos Santos J. P. Q.,  de Melo J. D., Neto A. D. D. , Aloise D. Reactive Search strategies using Reinforcement Learning, local search algorithms and Variable Neighborhood Search. Expert Systems with Applications, 2014, vol. 41, issue 10, pp. 4939–4949. DOI: https://doi.org/10.1016/j.eswa.2014.01.040  
  17. Gabelica C., Van den Bossche P., Segers M., Gijselaers W. Feedback, a powerful lever in teams: A review. Educational Research Review, 2012, vol. 7, issue 2, pp. 123–144. DOI: https://doi.org/10.1016/j.edurev.2011.11.003  
  18. Heyes C. Who Knows? Metacognitive Social Learning Strategies. Trends in Cognitive Sciences, 2016, vol. 20, issue 3, pp. 204–213. DOI: https://doi.org/10.1016/j.tics.2015.12.007  
  19. Donker A. S.,  de Boer H.,  Kostons D., van Ewijk C. C. D., van der Werf M. P. C. Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 2014, vol. 11, pp. 1–26. DOI: https://doi.org/10.1016/j.edurev.2013.11.002  
  20. Carroll J. B. A model of school learning. Teachers College Record, 1963, vol. 64 (8), pp. 723–733. http://scholar.google.com/scholar_lookup?title=A%20model%20of%20school%20learning&author=J.%20B..%20Carroll&journal=Teachers%20College%20Record&volume=64&pages=723-733&publication_year=1963
  21. Osinina T. N. Concepts of representation of information in memory. Bulletin of the Moscow State Regional Humanitarian Institute. Series: Pedagogy and Psychology, 2015, vol. 2, no. 2, pp. 18. (In Russian) URL: https://elibrary.ru/item.asp?id=26007892  
  22. Weiner B. History of motivational research in education. Journal of Educational Psychology, 1990, vol. 82 (4), pp. 616–622. http://dx.doi.org/10.1037/0022-0663.82.4.616
  23. Lorch R. F. Jr., Lorch E. P., Matthews P. D. On-line processing of the topic structure of a text. Journal of Memory & Language, 1985, vol. 24, issue 3, pp. 350–362. https://doi.org/10.1016/0749-596X(85)90033-6  
  24. Balaid A., Abd Rozan M. Z., Hikmi S. N., Memon J. Knowledge maps: A systematic literature review and directions for future research. International Journal of Information Management, 2016, vol. 36, issue 3, pp. 451–475. DOI: https://doi.org/10.1016/j.ijinfomgt.2016.02.005
  25. Bransford J. D., Franks J. J. The abstraction of linguistic ideas. Cognitive Psychology, 1971, vol. 2, issue 4, pp. 331–350. https://doi.org/10.1016/0010-0285(71)90019-3
Date of the publication 30.04.2018