1. Cognition,
Culture, and
Learning
Analysis
Rebecca Owens
EDUC 8401
Walden University

2. Topic Selections:
Cognitive Science

3. Topic Selections:
Educational Neuroscience

4. Topic Selections:
Constructivism

5. Topic Selections:
Technology

6. Discussion
• Cognitive science
– Focusing on memory, self-regulated learning, and
interface between emotion and cognition
– Blended states of emotion can affect learning, cognition,
and motivation
– Baker, D’Mello, Rodrigo and Graesser (2009) identified
five that could result in poorer learning

7. Discussion (Cognitive Science)

8. Discussion (Cognitive Science)

9. Discussion (Cognitive Science)

10. Discussion (Cognitive Science)

11. Discussion (Cognitive Science)

12. Discussion (Cognitive Science)
• Kostons, et al. (2012) noted:
– Modeling techniques increase self-
regulation and task-selection
– Students feel as if they have more
control
– Increasing self-regulation, task-
selection and a student’s control over
learning can prevent….

13. Discussion (Cognitive Science)

14. Discussion (Cognitive Science)
• Lewandowsky, Yang, Newell and Kalish (2012)
noted:
• Working memory is imperative for
higher level cognitive functions
• Not equally distributed across all tasks
• Direct-access region is a temporary
cohesive agent that binds item
representations for later use (chunking)

15. Discussion (Cognitive Science)
Looks a bit like:

16. Discussion (Cognitive Science)
Or this…

17. Discussion (Cognitive Science)
But not this…

18. Discussion
• Educational Neuroscience
• Bringing neuroscientific discoveries
to the classroom
• Help students learn
• Help teachers teach
• Help develop curriculum to support
both

19. Discussion (Educational
Neuroscience)

20. Discussion (Educational
Neuroscience)
• We have an intrinsic ability to build upon what we
already know
– It’s more difficult to learn new,
unrelated tasks because there hasn’t
been an association
– Our brains work harder with new
material

21. Discussion (Educational
Neuroscience)
• What does this mean?
• Repetition is beneficial for new
material
• Somehow relate the material to past
knowledge, skills or experiences

22. Discussion (Constructivism)

23. Discussion (Constructivism)
• Conner (2013) defines constructivism as:
– The process of understanding
information by connecting it to pre-
existing knowledge
• Includes social cultural constructivism

24. Discussion (Constructivism)
• Bay, Bagceci and Cetin (2012) discussed the
classroom as:
– A place where learning occurs
through authentic tasks with
• Collaboration
• Teachers are guide students
• Students are independent learners,
responsible for their experiences

25. Discussion (Constructivism)
Independent
M-learners
Social sharing
Peer-to-peer

26. Discussion
• Technology
– Faster, more interactive, connects
vast amounts of knowledge
– Mobile, can connect virtually
everywhere

27. Discussion (Technology)
• Neo, et al. (2013) and Fessakis et al. (2013)
shared:
– Computer Assisted Instruction (CAI) to
provide multi-sensory learning through
games and problem solving
– Multimedia Integrated Learning
Environments (MILE) connected blended
environments for blogs, discussions, team
projects

28. Discussion (Technology)
Fessakis et al. (2013) noted:
• Presence of interactive analysis graphs
increased student participation and
intensity
• Also attributed to increasing students’
self-regulating skills

29. Discussion (applicability)
•Navy Chief Petty Officer 365
(MCPON, 2013)
– Year-round training initiative to train future
leaders
– Classroom, lecture-based training
– No assessments or application
– Defined by Sailors as “boring”

30. Discussion (applicability)
It doesn’t:

31. Discussion (applicability)
Or combine:

32. Discussion (applicability)
Or build:

33. Discussion (applicability)
– Through the creative combination and
application of the topics discussed, a new
curriculum can be designed for the future
Navy leaders.
– Lessons that will inspire, be relevant,
have applications designed in to the
content, and will not end up sounding
like…

34. Discussion (applicability)

35. References
Conner, L. N. (2013). Students' use
evaluative constructivism: Comparative
degrees of intentional learning.
International Journal of Qualitative Studies
in Education. Retrieved from
http://dx.doi.org/10.1080/09518398.2013.77
1228
Bay, E., Bagceci, B., & Cetin, B. (2012). The
effects of social constructivist approach on
the learners' problem solving and
metacognitive levels. Journal of Social
Sciences, 8(3), 343-349.
doi:10.3844/jssp.2012.343.349
Fessakis, G., Dimitracopoulou, A., &
Palaiodimos, A. (2013). Graphical
interaction analysis impact on groups
collaborating through blogs. Educational
Technology & Society, 16(1), 243-253.
Retrieved from
http://www.ifets.info/journals/16_1/21.pdf
Kostons, D., van Gog, T., & Paas, F. (2012).
Training self-assessment and task-selection
skills: A cognitive approach to improving
self-regulated learning. Learning and
Instruction, 121-132. Retrieved from
http://dx.doi.org/10.1016/j.learninstruc.201
1.08.004
Lewandowsky, S., Yang, L., Newell, B. R., &
Kalish, M. L. (2012). Working memory does
not dissociate between different perceptual
categorization tasks. Journal of
Experimental Psychology: Learning,
Memory, and Cognition, 881-904.
doi:10.1037/a0027298
MCPON Releases CPO 365 Training
Guidance. (2013, January 7). Retrieved
from U. S. Navy:
http://www.navy.mil/submit/display.asp?sto
ry_id=71350

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