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Tuesday, April 28, 2020 | History

2 edition of Knowledge acquisition, cognitive flexibility, and the instructional applications of hypertext found in the catalog.

Knowledge acquisition, cognitive flexibility, and the instructional applications of hypertext

Michael J. Jacobson

Knowledge acquisition, cognitive flexibility, and the instructional applications of hypertext

a comparison of contrasting designs for computer-enhanced learning environments

by Michael J. Jacobson

  • 34 Want to read
  • 4 Currently reading

Published .
Written in English

    Subjects:
  • Computer-assisted instruction.,
  • Hypertext systems.,
  • Learning, Psychology of.,
  • Cognition.

  • Edition Notes

    StatementMichael J. Jacobson.
    The Physical Object
    Pagination258 p. :
    Number of Pages258
    ID Numbers
    Open LibraryOL19794708M


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Knowledge acquisition, cognitive flexibility, and the instructional applications of hypertext by Michael J. Jacobson Download PDF EPUB FB2

Jacobson, M. Knowledge acquisition, Knowledge Acquisition, Cognitive Flexibility, and the Instructional Applications of Hypertext: A Comparison of Contrasting Designs for Computer-Enhanced Learning Environments, unpublished doctoral dissertation, University of Illinois at Urbana-Champaign, Cited by: Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction cognitive flexibility Advanced Knowledge Acquisition in Ill-Structured Domains.

Cognitive flexibility A central argument of this chapter is that there is a common basis cognitive flexibility the failure of many instructional by: Knowledge acquisition, cognitive flexibility, and the instructional applications of hypertext: A comparison of contrasting designs for computer-enhanced learning environments.

(Unpublished doctoral dissertation, University of Illinois).Cited by: This paper describes a constructivist learning theory that can be applied to the development of hypertext applications to enhance content learning.

Application of this theory is especially benefici. @inproceedings{SpiroCognitiveFC, title={Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains}, author={Rand J.

Spiro and Paul J. Feltovich and Michael J. Jacobson and Richard L. Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains Rand J. Spiro, Paul Cognitive flexibility.

Feltovich, Michael and the instructional applications of hypertext book. Jacobson and Richard L. Coulson Introduction: The Complex Context of Learning Knowledge acquisition The Design of Instruction File Size: KB.

PDF | On Jan 1,R. Spiro and others published And the instructional applications of hypertext book Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains. Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains.

In T. Duffy & D. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. The second model of learning from regular text is based on the Cognitive Flexibility Theory (Shapiro and Niederhauser,Spiro et al., ), which postulates for reading hypertext, that the reader must flexibly integrate prior knowledge with multiple knowledge structures from ill-structured hypertext document into existing knowledge and Cited by:   *Spiro, R.J., & Jehng, J.C.

Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R.

Spiro (Eds.), Cognition, education and multimedia: Exploring ideas in high technology. Hillsdale, NJ: Lawrence Erlbaum. The authors discuss the necessary application of cognitive flexibility theory.

Cognitive Flexibility, Constructivism, and Hypertext Selective Focus on Advanced Knowledge Acquisition in Ill-Structured Domains The argument developed in this paper is. Knowledge acquisition, cognitive flexibility, and the instructional applications of hypertext: A comparison of contrasting designs for computer-enhanced learning environments Welcome to the IDEALS RepositoryCited by: Although the use of hypertext systems for learning Knowledge acquisition knowledge has been attracting recent attention, there have been few discussions in the hypertext literature on issues related to the cognitive prerequisites for learning conceptually demanding material.

A study was conducted to investigate a theory-based hypertext learning environment that provided instruction in a complex and ill Cited by: In this chapter, I argue that cognitive flexibility theory implemented in hypertext provides an effective model for designing and developing computer-based instruction to support advanced knowledge acquisition which is required by professionals to solve real-world by: velopment of cognitive flexibility using theory-based hypertext systems that them-selves possess characteristics of flexibility that mirror those desired for the learner.

In summary: Ill-structured aspects of knowledge Knowledge acquisition problems for advanced knowledge acquisition that are remedied by and the instructional applications of hypertext book principles of Cognitive flexibility Flexibility Theory.

The cognitive flexibility theory is a theory of designing instruction of case-based learning proposed by Spiro and his co-workers to address problems associated with the acquisition and transfer of complex and ill-structured domain of knowledge (Spiro et al., ).

This report presents research findings concerned-with advanced knowledge acquisition of difficult material in ill-structured domains. The program had three interdependent aspects: (1) patterns of learning failure in advanced treatments of complex material and their causes and consequences, (2) new theory-based remedies for the observed patterns of learning failure, and (3) hypertext Cited by: 1.

Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains () by R Spiro, P Feltovich, M Jacobson, R Coulson.

Advanced knowledge acquisition in a subject area is different in many important ways from introductory learning (and from expertise). In this paper some of the special characteristics of advanced learning of complex conceptual material are discussed.

The paper notes that these characteristics are often at odds with the goals and tactics of introductory instruction and with psychological biases Cited by: Cognitive flexibility theory is especially formulated to support the use of interactive technology (e.g., videodisc, hypertext).

Its primary applications have been literary comprehension, history, biology and medicine. Example. Jonassen, Ambruso & Olesen () describe an application of cognitive flexibility theory to the design of a hypertext program on transfusion medicine.

COGNITIVE FLEXIBILITY THEORY: ADVANCED KNOWLEDGE ACQUISITION IN ILL-STRUCTURED DOMAINS Rand J. Spiro University of Illinois at Urbana-Champaign Richard L. Coulson, Paul J.

Feltovich, and Daniel K. Anderson Southern Illinois University School of Medicine October Center for the Study of Readin TECHNICAL REPORTS. Instruction following the theory of cognitive flexibility aims to induce multiple and, as a consequence, flexible representations of the knowledge, which can be applied in many different contexts.

An instructional means to induce this is the technique of landscape criss-crossing, in which the ‘conceptual map’ is explored in many different ways.

The Cognitive Flexibility Theory relies upon the idea that learners must not only be able to manipulate the means by which knowledge and content are being represented, but also the processes that are in charge of operating those representations.

The main principles of the Cognitive Flexibility Theory are: Knowledge is “context-dependent”. a cognitive tool for deconstructing knowledge and lead students to reflect upon this process in distributed learning environments.

Keywords Cognitive Flexibility Theory, deconstruction, thematic criss-crossing, hypertext, distributed learning environments, learning, transfer of knowledge. Cognitive Flexibility Theory focuses on the nature of learning in complex and ill structure domain.

It emphasizes the advanced knowledge acquisition, which allows "flexible reassembly of preexisting knowledge to adaptively fit the needs of a new situation." (Sprio, Feltovich, Jacobson & Coulson, ).

A qualitative approach might yield more useful insight into the dynamics of knowledge acquisition with such case-based instructional simulations.

A larger question must be answered regarding the integration of cognitive flexibility theory or any other active, student-centered learning environment into the medical education by: anxiety. It is the self-regulated learner who profits most from a hypertext program.

Key words: cognitive flexibility theory, cultural heritage, hypertext, individual differences, knowledge acquisition, metacognition 1. Introduction A paradox of hypertext is that, while there is considerable interest in the. cognitive flexibility focused on the underlying cognitive processes in the human brain, such as awareness, attention, and goals.

Discussion of cognitive flexibility here focuses on the theoretical and practice work of Spiro et al., (), which prescribes instructional design guidelines for advanced learning in ill-structured Size: KB.

Knowledge acquisition, cognitive flexibility, and the instructional applications of hypertext: A comparison of contrasting designs for computer-enhanced learning environments. (Doctoral dissertation, University of Illinois).

Google ScholarCited by: Download Spiro This one is still quite pertinent. I often recommend it as a staring point to learn about Cognitive Flexibility Theory. It forms a foundation with a few other papers that can be found here: The Spiro, Coulson, Feltovich & Anderson paper from the Proceedings of the Cognitive Science Society and the Spiro & Jehng paper from the Nix & Spiro book, Cognition, Education.

Cognitive flexibility theory builds upon other constructivist theories (e.g., Bruner, Ausubel, Piaget) and is related to the work of Salomon in terms of media and learning interaction. Scope/Application: Cognitive flexibility theory is especially formulated to support the use of interactive technology (e.g., videodisc, hypertext).

Based on the study on cooperative learning in the writing class and the analysis of the results of the mid-term and final writing exams of the second-year junior students in the Dazhou Middle School, this thesis focuses on the effectiveness of group work in the development of junior middle school students’ ability of process writing.

The research is conducted with the goal to find out more. The central claim of Cognitive Flexibility Theory is that revisiting the same material, at different times, in rearranged contexts, for different purposes, and from different conceptual perspectives is essential for attaining the goals of advanced knowledge acquisition (mastery of complexity in understanding and preparation for transfer).

Thus, instructional emphasis is placed upon the. This article presents an instructional program for collaborative construction of hypervideos. The instructional program integrates (a) hypervideo technology development, (b) assumptions on learning with hypervideo systems, and (c) the application of research on knowledge acquisition by writing texts or hypertexts to hypervideos.

The aim of the program is to support knowledge Cited by: Cognitive flexibility Theory. This recent cognitive theory of case-based learning has been specifically articulatedto address problems associated with the acquisition and transfer of complex knowledge (Spiro et a1.,).

A central theme of cognitive flexibility theory (CFI') is that the oversimplification of complex knowledge is a significant.

Knowledge acquisition for application: cognitive flexibility and transfer in complex content domains. Multiple analogies for complex concepts: antidotes for analogy-induced misconception in advanced knowledge acquisition. New approaches to instruction: because wisdom can’t be told.

Rich environments for active : Scott Heath, John Higgs and Daniel R. Ambruso. Learning with Hyperaudio: Cognitive Load and Knowledge Acquisition in Non-Linear Auditory Instruction Introduction In applied learning sciences and cognitive psychology, scholarly papers related to issues of hypertext and hypermedia are prospering.

Conversely, there is only little research in learning. Cognitive flexibility theory (CFT) is a theory of learning and instruction for advanced knowledge acquisition and application in complex and ill-structured knowledge domains.

Its emphasis on nonlinear and highly interconnected structures has made it a natural theoretical framework for the principled design of hypertext and hypermedia learning.

Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In Duffy, T. & Jonassen, D. (Eds.), Constructivism and the technology of instruction: A conversation (pp.

57–75). Hillsdale, NJ: Lawrence Erlbaum Associates. Cognitive flexibility, constructiCognitive flexibility, constructivism, and hypertevism, and hypertext: Random accxt: Random access instruction for advanced knowledge acquisition in ill. This book is about the implications of constructivism for pdf design practices, and more importantly, it is about a dialogue between instructional developers and learning theorists.

Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others' work/5(7).the management of complexity.

A computer hypertext approach that implements cognitive flexibility theory is discussed. The Goals of Advanced Knowledge Acquisition In our work we have been interested in “advanced knowledge acquisition”—learn - ing beyond the introductory stage for a subject area but before the achievement of.Book Description.

This book is about the implications of constructivism for instructional design ebook, and more importantly, it is about a dialogue between instructional developers and learning theorists. Working with colleagues in each discipline, the editors were amazed to find a general lack of familiarity with each others' work.