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Minds As Cognitive Machines - Coggle Diagram
Minds As Cognitive Machines
schema
supersets, parts, and other attribute-value pairs
default value: individuals' pre-assumption towards things
problem schemata
differ from people to people
experts: solve problems based on professional knowledges
novices: solve problems based on literal features
event schemas
scripts
assumed order of things
application: game design
stories that are part of the script are easier to recall
theory: conclusions deduced
constructivism
other theories
Kantian view: children born with innate ideas
empiricist view: knowledge is a direct copy of reality
critique by Piaget: perception can fool us too!
Piaget's stage concept: children's logical structure does not change easily due to environmental pressure
knowledge is obtained through continual construction
evolved structures
complex behavior isn't built out of elements--structures grow and change
mind as a complex system
different forms of knowledge and
associated psychological processes
level head thinking
understand concepts through different levels (micro and macro)
epistemological framing
different frames lead to different interpretation of questions
p-prims
intuitive knowledge
possible linkage with default value? :
coordination class
expert concepts
memorization of dictional and abstract expert concepts might not be the best for learning
conceptual ecology
explaining the diversity and complexity of the conceptual change phenomena in learning and teaching
cognition as an interaction
double-loop learning
expansive framing
learners actively participating in the construction of their knowing and understanding of the
subject matter
learning through functional system
through constantly interacting with a world of meaningful structures
refining and reconstructing our "memory"
possible linkage with Piaget's structuralism?