认知心理学的核心概念及其与教育技术研究的关系.pptVIP

认知心理学的核心概念与教育技术研究 应该关注什么？ 心理表征 涉及知识是如何被识别和储存的 心理过程 知识是如何转化和组织的 MENTAL REPRESENTATION MENTAL REPRESENTATION Schema Schema Theory: The schema is central to early cognitive theories of representation. Schema as Memory Structure. Schema as Abstraction. Schema as Dynamic Structure. Schema as Context. MENTAL REPRESENTATION Schema Theory and Educational Technology: Gagné, Reigeluth Merrill Schema–Message Isomorphism: Imaginal Encoding. Schema–Message Isomorphism: Structural Encoding. Schemata and Information Mapping. Schemata and AI. MENTAL REPRESENTATION Mental Models： A more broader conception compared with schema Two properties of mental models different from schemata. (1) representations of objects in whatever the model describes and (2) descriptions of how changes in one object effect changes in another. Two research areas: How to get ways by learners to create good mental models Using effective interactive multimedia systems to facilitate learners to build mental models MENTAL REPRESENTATION Mental Representation and the Development of Expertise Some facts The first is that any student must start by earning explicitly taught facts and rules even if the ultimate goal is to become an expert who apparently functions perfectly well without using them at all. Second, though, is the observation that students begin to learn situational knowledge and skills as early as the “advanced beginner” stage. (Situated Cognition) MENTAL REPRESENTATION Automaticity Knowledge Organization Internal and External Representation Two assumptions underlie this traditional view of mental representation. First, schemata, mental models and so on change in response to experience with an environment. The mind is plastic, the environment fixed. Second, the changes make the internal representations somehow more like the environment. These assumptions are now seen to be problematic. Third is the observation that as students becomes more expert, they are less able to rationalize and artic