...The Learning Processes of Kermit As I read the story of “Kermit and the Keyboard” I began to think of the learning processes that he engages himself in as he tries to accomplish learning task as it relates to playing the keyboard. In this story three cognitive theories can be recognized, analyzed and they are all believed to produce different learning outcomes. These three theories are the Cognitive Information-Processing Theory, The Piaget’s Theory of Development as it relates to learning and lastly, The Interactional Theories of Cognitive Development. Each one of these theories presents itself in the manner in which Kermit develops a strategy for learning how to play the keyboard. In the cognitive information-processing approach declarative knowledge, procedural knowledge and memory play a part in completing a learning task. In the story, Kermit displays declarative knowledge which is the act of knowing when he notes the signature and the key. These tell him specifically how many beats per measure in combination with how many sharps or flats exist in the music. The procedural knowledge is the how to knowledge. This is generated when he actually learns how to read the music and plays the keyboard. The memory aspect of the cognitive information-processing theory comes into play when he uses his procedural knowledge, retrieved through memory to support him in developing a reaction, which is the pressing down of the key which is in correlation to the indicated score to produce...
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...Kermit and the Keyboard from a Cognitivist Perspective Laurie B. Conaway American InterContinental University Abstract Three different cognitivist approaches to the story Kermit and the Keyboard are presented in Driscoll’s Psychology of Learning for Instruction (2005). Cognitive Information Processing, Piagetian Theory, and Interactional Theories of Cognitive Development are the three perspectives given on how Kermit learns to play the keyboard. These theories have similarities as well as divergent views on development. Kermit and the Keyboard from a Cognitivist Perspective Cognitive Information Processing, Piagetian Theory, and Interactional Theories of Cognitive Development explored the principles associated with human cognitive development in relationship to learning. Driscoll points out that these theories Cognitive Information Processing, Piagetian Theory, and Interactional Theories of Cognitive Development “have common focuses on interaction between children’s native capabilities and their environment to explain development”(2005). However, they represent divergent views when it comes to explaining why. These similarities and differences are evident in their perspectives on Kermit and the Keyboard as well. Cognitive Information Processing (CIP) Information processing approach focuses on the study of the structure and function of mental processing. Cognitive Information Processing (CIP) is based on the work of Atkinson and Shriffin and proposes that...
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...Lenora A. Mayne American Intercontinental University May 2013 EDU 622: Applying Learning Theories Identifying The Components of Cognitivist Theories used in, "Kermit and The Keyboard." Abstract Cognitivism emphasizes on the explanation of cognitive structures and process, and the intervention of these structures and processes between instruction and learning (Glaserfeld, 1989). The study of cognitivism has allowed for educators, theorist and psychologist to understand the concepts of knowing, thinking and formulating feedback. In reviewing the sample texture, "Kermit and the Keyboard," has allowed for philosophers and psychologist to review the interactional theories of learning process. Within this paper, will identify, compare and contrast the views of congnitivist theories, Cognitive Information Processing (CIP), Piaget's Theory and Perspective of Interactional Theories of Cognitive Development as it relates to the sample text. The essence of utilizing cognitivist learning theories allows for educators such as myself to capture the meaning of cognitive and knowledge development within the classroom setting. Identifying The Components of Cognitivist Theories used in, "Kermit and The Keyboard." The developmental concept of learning theories allows for people to inquire the fundamentals of human engagement. The core concepts of learning has allowed for philosophers and psychologist to examine the nature of learning in applying those concepts in expanding...
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...Kermit and the Keyboard Three years ago, Kermit decided that he wanted to learn to play the keyboard. Many years ago, he studied music formally, and he enrolled as a music performance major at a local university. He became proficient at clarinet and saxophone and played in both the community symphony and a five- piece dance band. However, the repetitive nature of concerts— playing the same pieces time and again—eventually bored Kermit, and he dropped out of school before earning a degree. Kermit became attracted to the keyboard because he liked the idea of a one-man band. The electronic capabilities of these instruments are truly amazing. One person at the controls can indeed sound like many instruments playing in harmony. The instrument Kermit bought had many built-in features (e.g., prerecorded backgrounds and accompaniments, different voices and rhythms, the ability to play and record multiple tracks, the ability to slow down or speed up the accompaniments). As one might imagine, the instrument also came with a lengthy manual illustrating and describing all its various features and how to use them. Although Kermit learned to read a musical score when he was taking formal lessons, he has never played a keyboard before, so he spends time hunting and pecking on the keys to familiarize himself with the layout. He hauls out some old music instruction books with simple exercises in them, and he buys a couple of fake books that contain familiar popular songs. Fake books show what...
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...kermit and the keyboard Kermit and the Keyboard Lora Norris American InterContinental University May 4, 2014 Abstract This story of “Kermit and the Keyboard” will take us through many different theories to unravel the elements of why each viewpoint is important as the other. We will look at 3 different cognitive theories in this situation with some comparing and contrasting to see what elements are in the same manner and the others differently. Grasping the understanding of which theory that works the best and how the others play a role in the development of Kermit’s behavior. Introduction This scenario of “Kermit and the Keyboard” has many illustration of the constructivist learning environment. His learning was to skillfully play the keyboard by using a variety of different background voices to help him achieve the desired sound by thinking critically and how to apply them. Three Different Cognitivist Theories of this Situation First we will look at Kermit through the Cognitive Information Processing (CIP). The cognitive information processing theory is one where learning is based upon the ideas that learning is an internal process. The scenario of Kermit learning to play the keyboard and attempting to try other avenues may or may not be feasible. Each theory has some insight into his learning and development that is useful for him to learn how to play the keyboard. Kermit has already achieved limited learning in this outcome from the studies and on his own...
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...Review Questions for Test-1 (with Answers): Chapter 1: Introduction to Data Communications Outline 1.1 Network Basics 1.2 Network Layer Model (most important) 1.3 Network Standards 1.4 Future Trends (least important) Answers to End-of-Chapter Questions 1. Describe the progression of communications systems from the 1800s to the present. Communications systems progression from the 1800s to the present: 1837 Invention of the telegraph 1876 Invention of the telephone 1877 Telephone system regulation begins in Canada 1878 Telephone system regulation begins in the United States 1879 Direct dialed long distance service begins 1880 Satellites begin to transmit international telephone calls 1881 Caterfone court decision permits non-Bell telephone equipment to be used 1970 Court permits MCI to provide long distance services 1984 Breakup of AT&T 1985 Cellular phones enter service 1996 Telecommunications Act of 1996 deregulates American telephone system 2. Why are network layers important? Communication networks are often broken into a series of layers, each of which can be defined separately, to enable vendors to develop software and hardware that can work together in the overall network. 3. Describe the four layers in the network model used in this book and what they do. • The application layer is the application software used by the user. • The network layer takes the message generated...
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...GLENCOE LANGUAGE ARTS Grammar and Language Workbook G RADE 9 Glencoe/McGraw-Hill Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 936 Eastwind Drive Westerville, Ohio 43081 ISBN 0-02-818294-4 Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 03 02 01 00 99 Contents Handbook of Definitions and Rules .........................1 Troubleshooter ........................................................21 Part 1 Grammar ......................................................45 Unit 1 Parts of Speech 1.1 Nouns: Singular, Plural, and Collective ....47 1.2 Nouns: Proper and Common; Concrete and Abstract.................................49 1.3 Pronouns: Personal and Possessive; Reflexive and Intensive...............................51 1.4 Pronouns: Interrogative and Relative; Demonstrative and Indefinite .....................53 1.5 Verbs: Action (Transitive/Intransitive) ......55 1.6 Verbs: Linking .............................................57 1.7 Verb Phrases ................................................59 1.8 Adjectives ....................................................61 1.9 Adverbs........................................................63 1.10 Prepositions...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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