...Identifying the Science Processes Kathy Harris EED-364 Curr. Mthd & Asmt: Sci & Math September 8, 2011 Identifying the Science Processes Observing Gathering information by using sense and instruments that extends the senses such as microscopes, magnifier glasses and telescopes. Students collect and array of leaves and describe the leaf pattern and texture. Classifying Objects or organism are sorted according to characteristics, attributes and features. Sort different type of animals with backbones and those without backbone. Communicating Record observation, measurements and experiment and sharing it with others. Record student’s favorite color and record it on a bar graph. Measuring Quantify variables using different instrument and standard units. Standard units of measurement produce consistent results. Students can measure the length of a book by using cubes and then use a ruler for actually measurement. Predicting Making a guess of a possible outcome based on data collected. Ask class how many cups of water it would take to fill up a pint jar. Inferring Draw a tentative conclusion based on observation and prior knowledge. Could change before it is final or complete. Guessing what is in containers by touching or feeling the objects. Identifying and Controlling Variables Variables that are intentionally kept the same in an investigation in order to confound results. Place plants away from all light and see how long they can flourish without sunlight...
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...226Learning Disability Report |DEFINITION |CAUSES |EXAMPLES |TEACHING |CHARACTERISTICS |PLACEMENT | | | | |STRATEGIES | |OPTIONS | |Intellectual |Down Syndrome, |Math activity use real |Child pronounce syllables|Characterized by impaired cognitive |IEP team determines | |Disability |Velocario facial |money and give the |until words are |functioning and deficits in two or |student’s placement in | | |Syndrome, Fetal |children opportunity to |completed/pictures and |more adaptive behavior. |specialized program. | |Limits to a person |Alcohol |purchase items in the |visual aids | | | |ability to learn daily t|Syndrome, Genetic |classroom. | | | | |an expected level and |Problems | | | | | |function in life. Lack | | | | | | |of social skills...
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...Managing the Work of Teams and Individuals Thomas Wingham 8th December 2011 Contents * Introduction * Groupthink * Causes * Remedies * General Group Problem Solving (GGPS) Model * Risky Shift Phenomenon * Causes * Remedies * Conclusion * Recommendations * Reference List * Appendices Introduction In this report there will be an evaluation of Groupthink. Janis eight causes of Groupthink and what the remedies are. Aldag and Fuller’s model of groupthink and how it is different from Janis’s model. There will also be an evaluation of Risky Shift Phenomenon, this will include the causes and the remedies of Risky Shift Phenomenon. Groupthink Irving Janis says Groupthink occurs when “a group makes faulty decisions because group pressures lead to a deterioration of “mental efficiency, reality testing, and moral judgment”” (Janis, pg 9.) Groupthink - Causes According to Janis there are eight causes of Groupthink. Illusion of invulnerability; creates too much confidence that encourages extreme risks. Collective rationalization; members warned about something but do not take any notice. Belief in inherent morality; members believe in their goal and ignore all moral consequences. Stereotyped views of out-groups; negative views of enemy make effective responses to conflict seem unnecessary. Direct pressure on dissenters; members cannot argue with group views without being under pressure. Self-censorship; deviations...
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...LEARNING THEORIES - COGNITIVE LEARNING THEORIES l CHAPTER 5 CHAPTER 5 Learning Theories - Cognitive Learning Theories LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Explain what is cognitive revolution and the cognitive perspective on learning and how it differs from other theoretical perspective; Discuss the origins of the contemporary cognitive perspective including the Gestalt psychology and the role of perception; Describe the Information processing model to learning and distinguish the features of ‘Multistore model’; Explain what is schema theory; Link schema theory to cognitive structuralism and examine the role of insightful learning and meaningful learning; and Discuss application of cognitive theories in the classroom. 2. 3. 4. 5. 6. 104 CHAPTER 5 l LEARNING THEORIES - COGNITIVE LEARNING THEORIES INTRODUCTION Sometimes you wonder why the teacher use colourful chalk with some of the words written on the board. Sometimes the teacher write in capital letter with important words. These are useful as guides for the students to differentiate the important and unimportant facts. In other words, accurate perception is important in good learning. It is part of the Gestalt principles. Clearly, these principles are useful as guide for teachers as they organize their materials and learning activities. So in this chapter, we will discuss the origin and features of cognitive theory and relate them to...
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...MEMORY: REMEMBERING AND FORGETTING AND THEIR IMPLICATIONS TO EDUCATION INTRODUCTION: Memory is generally defined as the processes of encoding, storing and retrieving information. These three processes interact with different memory systems. The memory systems that appear to be most important in the educational area are short-term memory, working memory and long-term memory. Memory is thought to begin with the encoding or converting of information into a form that can be stored by the brain. This encoding process is also referred to as registering information in memory. The memory systems that are involved in the encoding or registration of information in memory are sensory memory and short-term memory. Sensory Memory Information which first comes to us through our senses is stored for a very short period of time within the sensory register. Simply put, the sensory register is associated with our five senses – seeing (visual), hearing (auditory), doing (kinesthetic), feeling (tactile) and smelling (olfactory). However, the sensory buffers that have received the most attention in the research literature are the visual and auditory sensory registers. Generally information remains in our visual memory for a very short time, approximately several hundred milliseconds. This information or "image" is somewhat like an exact replica of what we have just seen, and it fades with the passage of time (Pashler and Carrier, 1996). Short-term Memory Most of the information that enters...
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...MEMORY Memory is one of the most important concepts in learning; if things are not remembered, no learning can take place. Futhermore, memory has served as a battleground for opposing theories and paradigms of learning (e.g., Adams, 1967; Ashcraft, 1989; Bartlett, 1932; Klatzky, 1980; Loftus & Loftus, 1976; Tulving & Donaldson, 1972). Some of the major issues include recall versus recognition, the nature of forgetting (i.e., interference versus decay), the structure of memory, and intentional versus incidental learning. According to the early behaviorist theories (e.g., Thorndike, Guthrie, Hull), remembering was a function of S-R pairings which acquired strength due to contiguity or reinforcement. Stimulus sampling theory explained many memory phenomenon on the basis of statistical outcomes. On the other hand, cognitive theories (e.g., Tolman) insisted that meaning (i.e., semantic factors) played an important role in remembering. In particular, Miller suggested that information was organized into "chunks" according to some commonality. The idea that memory is always an active reconstruction of existing knowledge was championed by Bruner and is found in the theories of Ausubel and Schank. Some theories of memory have concerned themselves with the nature of the processing. Paivio suggests a dual coding scheme for verbal and visual information. Craik & Lockhart proposed that information can be processed to different levels of understanding. Rumelhart & Norman describe three...
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...ABSTRACT Technology is use of science in industry to invent useful things or to solve a problem it use to communicate or entertain people. One of the invention for this generation now is playing digital games it is a popular pastime for others and it is a part of people’s daily life. The digital games can further expand the knowledge of users. In this game it is all about four pictures related to a certain anime which the user will guess. The user’s need to recall everything to answer the question and to go to the next level of the game. This is also one way to remember things through this application. It is about using pictures in order to retrieve memories connected to it and one process that makes use of pictures is called picture superiority effect. Most studies of the picture superiority effect have involved tests of memory for the occurrence of individual events, such as recall in which is the main objective of this study. If pictures however, receive complete semantic processing than words, this difference in processing could be an advantage for both memory of the individual pictures and for associations formed between pairs of random pictures. This research also intends to use the Anime and mobile game learning app in order to prevent forgetting what was present at young age. A mobile game applications that helps to exercise their brain to retrieved the information about anime that they are familiar with. Keywords: mobile technology, mobile learning and gaming, anime...
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...there is a separate sensory memory. These would include vision, hearing, touch and smell as well as others. Visual and auditory senses are studied the most. Visual sensory memory is sometimes called iconic memory because it refers to the short image of an image, or icon. Auditory sensory memory is sometimes called echoic memory because it is like an echo. (D. Hockenbury, 2009; S. Hockenbury, 2009 p. 233-235) According to Baddeley, short-term memory is the center that processes the sensory memory information then “holds that information for about 20 seconds and sends certain information to the long-term memory" (as cited in D. Hockenbury, 2009; S. Hockenbury, 2009 p. 232). It has a limited amount of space for storage of information. In the short term, memory is where old information from a long term memory is retrieved and processed. Baddeley stated that when thinking of the short term memory it is a good idea to think of it as a working memory for all the processes it does within the brain; it processes new incoming information to be transferred to the long term memory then it will retrieve the information as it is needed (as cited in D. Hockenbury, 2009; S. Hockenbury, 2009 p. 232). Long-term memory is the storage of information over a long period. The information retained through long-term memory has no time limit. Memory, both as short as twenty seconds and as long as lifetimes can be considered long-term memory. Three categories of long-term memory are used...
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...The complexity of the human mind calls for a need for classroom teachers to have an understanding of the factors pertaining to effective learning and retention by pupils. Memory and recall can be influenced in various ways by abilities of sensory, working and long term memory; existing knowledge; and metacognitive processes. It is the aim of teachers to assist students in utilising these processes to the best of their ability. Among some ways this can be achieved are by providing opportunity to make mnemonic associations for themselves with knowledge which is familiar and by ensuring understanding exists surrounding the importance and usefulness of techniques such as elaboration. This essay will outline the above factors and suggest ways that teachers can assist students in effective learning and recall. Memory can be defined as “an essential part of the information-processing system that governs learning and is of utmost importance for the maintenance of learning over time” (Langan-Fox, 2002, p110). The information processing system senses all external events, pays attention to what is relevant, encodes this information in line with prior knowledge and stores it in long-term memory until retrieval is required (Woolfolk & Margetts, 2010). The structures of memory can be classified into three groups: sensory memory, working memory and long-term memory. Sensory memory is the site of initial processing and is where sensory information is processed very briefly, normally only for...
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...RUNNING HEAD: THE CONCEPT OF KNOWLEDGE IN KM The concept of knowledge in KM: A dimensional model Forthcoming in the Journal of Knowledge Management, Volume 10, No 6, 2006 Bertolt Meyer1 and Kozo Sugiyama2 1 Department of Organizational and Social Psychology, Institute of Psychology, Humboldt University Berlin Unter den Linden 6, 10099 Berlin, Germany bmeyer@psychologie.hu-berlin.de 2 School of Knowledge Science, Japan Advanced Institute of Science and Technology 1-1 Asahidai, Nomi, Ishikawa 923-1292, Japan sugi@jaist.ac.jp Abstract Purpose: To sharpen the concepts of tacit, implicit and explicit knowledge by linking them to findings from cognitive psychology and memory science and thus finding a possibility for measuring non-explicit knowledge. Methodology/Approach: A review of KM and cognitive science literature leads to a dimensional model of knowledge types that links the concepts from KM to more specific concepts from psychology. One central assumption of the model was empirically tested and put into practice in one small-scale KM project. Findings: The concepts in KM can be linked to concepts from psychology and thus receive theoretical support. The developed model enables psychometric access to a part of non-explicit knowledge through structural assessment techniques. Furthermore, the model has proven to be of value in a practical application in KM. Research limitations: The experiment and the practical application are too small in scope to provide full...
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...expression after they come up to a decision. This is why individual differences are obviously seen to all individual. One of the basic parts of the body that can be the medium for accepting information towards our environment are eyes. It plays a vital role in encoding all perceived stimuli to our brain. From the part of the retina which is rods and cones, the information is relay to the ganglion cells and transmitted to the optic nerve until it reached to the occipital lobe. This is one part of the brain that responsible for the process of visual information. Stimulus that reached to the brain can either be remembered or not. Memory has the ability to hold such facts and events most especially if it is useful. It undergoes some cognitive processes such as encoding, storing and retrieving information. Encoding refers to the ability to grasp and convert information into a form that can be used by the memory. After one particular information had been encoded, it can either restored in three forms of memory which consist of sensory...
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...Visualization Techniques Improve Recall of Word Pairs Samantha M. Vitolo Western New England University Abstract A study was done at Western New England University with 20 participants, ranging from the ages 17-19 in an Introduction to Psychology class. The students were separated into two groups, Group A and Group B. The participants in Group A were given a set of simple instructions that didn’t advise them to use any techniques. On the other hand, Group B received a set of directions that informed them of visualization techniques to use. Group B was given the visualization techniques to help remember the word associations they were asked to make. The set of directions each group was given was different in order to see how well visualization techniques improve memory recall. Once the data were collected it was clear that the participants in Group B had greater accuracy in recalling the word associations. Results support the use of visualization techniques to improve studying, and for remembering information across the day. Visualization Techniques Improve Recall of Word Pairs According to Granaas and Straub (1992), interactive imagery is a mnemonic device, which greatly improves ones ability to recall items. Mnemonic devices are techniques a person can use to help them improve their ability to remember something. This is a memory technique to help your brain decode and recall important facts and/or information. A mnemonic device can help us associate the information...
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...The information processing theory is an approach to the cognitive development of a human being, which deals with the study and the analysis of the sequence of events that occur in a person’s mind while receiving some new piece of information. (Schraw, 2003-2009). The components of the information processing theory are sensory memory, long term memory, and short term memory. The sensory memory is that part of the mental processing unit that receives all information and then stores it temporarily or permanently. Sensory memory processes incoming sensory information for very brief periods of time, usually on the order of 1/2 to 3 seconds. (Schraw, 2003-2009).The amount of information held at any given moment in sensory memory is limited to five to seven discrete elements such as letters of the alphabet or pictures of human faces. (Schraw, 2003-2009). The sensory preceptors of a human being function in the same way as the hardware of a computer does, and the mindset and the rules and strategies adopted by the person while learning is equivalent to the software used by computers. The main purpose of sensory memory is to screen incoming stimuli and process only those stimuli that are most relevant at the present time. The information processing system of a person can be enhanced if these preceptors and rules are altered. (Schraw, 2003-2009). Short term memory is that part of the sensory register where the information is stored temporarily. Once the decision has been made regarding the...
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...kij1 Master Thesis Supervisor: PETER LØCHTE JØRGENSEN Author: QIAN Zhang (402847) Pricing of principle protected notes embedded with Asian options in Denmark ---- Using a Monte Carlo Method with stochastic volatility (the Heston Model) Aarhus School of Business and Social Science 2011 2 Acknowledgements My gratitude and appreciation goes to my supervisor Peter Lø chte Jø rgensen, for his kind and insightful discussion and guide through my process of writing. I was always impressed by his wisdom, openness and patience whenever I wrote an email or came by to his office with some confusion and difficulty. Especially on access to the information on certain Danish structured products, I have gained great help and support from him. 3 Abstract My interest came after the reading of the thesis proposal on strucured products written by Henrik, as is pointed out and suggested at the last part of this proposal, one of the main limitations of this thesis may be the choice of model. This intrigues my curiosity on pricing Asian options under assumption of stochstic volatility. At first, after the general introduction of strucutred products, the Black Scholes Model and risk neutral pricing has been explained. The following comes the disadvanges of BS model and then moves to the stochastic volatility model, among which the Heston model is highlighted and elaborated. The next part of this thesis is an emricical studying of two structured products embbeded with Asian...
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...limitations of several components of the memory system. Sensory information storage and short-term memory are beset by severe limitations of capacity, while long-term memory, for all practical purposes, has a virtually infinite capacity. With long-term memory, the problems concern getting information into it and retrieving information once it is there, not physical limits on the amount of information that may be stored. Understanding how memory works provides insight into several analytical strengths and weaknesses. ******************* Components of the Memory System What is commonly called memory is not a single, simple function. It is an extraordinarily complex system of diverse components and processes. There are at least three, and very likely more, distinct memory processes. The most important from the standpoint of this discussion and best documented by scientific research are sensory information storage (SIS), short-term memory (STM), and long-term memory (LTM).29 Each differs with respect to function, the form of information held, the length of time information is retained, and the amount of information-handling capacity. Memory researchers also posit the existence of an interpretive mechanism and an overall memory monitor or control mechanism that guides interaction among various elements of the memory system. Sensory Information Storage Sensory information storage holds sensory images for several tenths of a second after they...
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