Portfolio 2 (intro To Cognition & Learning Part 2)

INDIVIDUAL PORTFOLIO 2

Name: Ronny Anak Tanjong

Lecture 1 (Part 2): Introduction

Matrix ID: 19752

In this lecture, we are introduced to an introduction of cognition and learning (part 2). One of the learning objectives is explain the cognitive revolution. Study of mind is already started since 350 B.C. by many great ancient philosophers, such as Plato, Socrates and Aristotle. It is called Epistemology. However, at 19th century, a laboratory method of study human mind was established by Wilhelm Wundt and Introspection is born. Introspection is about self-reflection and observes what happens in mind. But, according to J.B Watson, study of mind should be based on actions that can be observed objectively, and not subjective introspections. So, he proposed Behaviourism. After that, many other disciplinary fields involve in the revolution and lead to a combination and produce a new field in studying mind called Cognitive Sciences. In the view of learning, behaviour is concerned with external behaviour. For them, psychology is not the science of mind, but, the science of behaviour. Behaviour can be described and explained without making reference to mental events or to internal psychological processes as far as the Behaviourism is concerned. However, people in this field are barely explaining about mental processes such as human thinking, memory and problem solving because observable activities were considered to be too limiting. Primary difference between behavioural view and cognitive view is whether mental processing has any role in generating of behaviour. Behaviourism state that people who learn are influenced by environmental events. Furthermore, the knowledge can be transferred directly from teachers to learners. Meanwhile, Cognitivism state that people who learn will initiate experiences, seek out information to solve problems and recognizes what they already know to achieve new insights. Besides, those are learners will construct their own understandings. Study of learning is continued by scientists. As far as science of learning is concerned, the scientific work includes a broad range of cognitive and neuroscience issues in learning, memory, language, and cognitive development. There are 3 key of findings to support the research on learning and teaching. First, students are active learners who come to the classroom with preconceptions about how the world works. They will hardly catch new concepts and information if the students have no understanding in the beginning of the learning period. Even they can, they can only performed it well in the exam hall only, but not in the real-world. Second, to develop competence in inquiry, students must have a deep foundation of factual knowledge, conceptual frameworks of facts and ideas, and organized knowledge that facilitates retrieval and application. Deep basic in factual knowledge is very

INDIVIDUAL PORTFOLIO 2

Name: Ronny Anak Tanjong

Lecture 1 (Part 2): Introduction

Matrix ID: 19752

important for students as it can be transformed into a usable knowledge. Just an understanding of new information is formed and this allowed them to have conceptual frameworks which help them to remember relevant information. Besides, they can easily catch up relevant knowledge. It is because having an understanding and conceptual allowed them to quickly identify relevant information. Finally, the third, metacognitive approach helps students learn to take control of their own learning by defining learning goals and monitoring their progress while achieving them. This lecture also discusses about cognitive information processing. The theory stated that computer as the metaphor for the human cognition. The similarities between computer and the human memory are encoding, storage, retrieval and temporary memory and permanent memory. However, there are also differences. For computer, it needs to specify information. When the information is lost, it cannot be retrieved back. Besides, it needs to specify exact path. Behaviourism can be applied in the class, for example, classroom management. Physical arrangement of the classroom is maintained to monitor students, rules and procedures of the classroom are clearly stated. Teacher also can use it. For example, teacher asks students to give answer for manageable pieces of lessons and dispense reinforcement in positive way. Usually, students became conditioned to give the right answers.