This document discusses several theories of technology, including social and group theories as well as descriptive and critical theories. Descriptive theories attempt to define technology and examine its relationship with human and social aspects. Critical theories build upon descriptive theories to question how that relationship can be changed. Some key descriptive social theories discussed are actor-network theory, social construction of technology, structuration theory, and systems theory. Bandura's social learning theory and Lave and Wenger's situated learning theory are also summarized.
This document summarizes several theories related to learning and cognition. It includes behaviorist theories like classical conditioning developed by Pavlov and social learning theory by Bandura. It also discusses cognitive theories such as cognitive apprenticeship by Collins, Brown and Newman and cognitive load theory by Sweller. Additionally, it covers constructivist theories including social development theory by Vygotsky and Piaget's stage theory of cognitive development. Descriptive theories like activity theory and distributed cognition are also mentioned. The document provides overviews of key contributors, concepts, and applications for each theory.
This document discusses the information professions and how they are affected by the information society. It addresses commonalities between information professions and examines how they may evolve. Specifically, it explores how information work can be better explained as a discipline through developing a theoretical framework describing its knowledge domain. This would help establish a metacommunity of information professionals with conceptual clarity around their social purpose and responsibilities. The document argues that a profession requires both a disciplinary theoretical base and a clear social role to distinguish it from other occupations.
The document discusses the compatibility of constructivist and evolutionary theories in global politics, specifically regarding norms around the environment. It argues that while constructivism and evolutionary theory initially appear compatible, some key differences remain. The document explores debates around agency versus structure in constructivism and how an "agentic constructivism" integrated with evolutionary insights could help explain the development and evolution of international norms over time. It uses the example of norms around climate change and global warming to illustrate how this integrated framework could be applied.
Creativity as action findings from five creative domainsNueva Madre
This document summarizes the key points of a research study that investigated creativity as action across five creative domains: art, design, science, scriptwriting, and music. The study utilized semi-structured interviews with 60 professional creators, 12 from each domain, to understand the creative process based on John Dewey's framework of a continuous cycle of "doing" and "undergoing." The interviews explored the impulsions, obstacles, actions, reactions, and fulfillment experienced by creators in order to build descriptive models of creative action for each domain and compare patterns across domains. The results provided insight into both the generalities and specificities of the creative process within and between different creative fields.
The document compares the principles of authentic e-learning and cultural-historical activity theory (CHAT). Authentic e-learning aims to design instruction that is engaging and allows students to solve problems like experts in real-world contexts. CHAT examines human activity and development through social and cultural interactions. Some principles of the two frameworks align around context, collaboration and mediation, but their characterizations differ. For example, authentic e-learning contexts are adaptive while CHAT views context as transformative. Empirical research is needed to further explore contradictions between the frameworks and correctly understand their intersection.
This document discusses the concept of information behavior from multiple perspectives. It begins by outlining key aspects of human cognition and social behavior that relate to information behavior, such as biological secondary abilities, information intelligence, and multitasking. It then examines the socio-cognitive dimension of information behavior and how it emerges from both ecological and social selection pressures. Finally, the document explores how theories of social cognition can provide useful frameworks for analyzing information behavior and its relationship to social and cultural contexts.
Øyvind Vada: Making Memetics a science Øyvind Vada
The document discusses developing memetics as a rigorous scientific field by addressing issues with its current approach. It proposes:
1) Defining clear domain ontologies that predefine distinct meme units for research projects.
2) Developing memetic epistemologies to make sense of how pre-defined memes diffuse and influence individual and collective states.
3) Creating memetic methodologies using pre-defined meme units to empirically test influence within social systems.
This integrative approach could help progress memetics from a degenerative to a progressive research program.
This document provides an overview of constructionism and constructivism as research paradigms. It discusses key concepts including:
- Constructionism views knowledge and social phenomena as continually constructed through social interactions rather than existing in a fixed state.
- Social constructionism asserts that meanings are developed and transmitted through social processes and interactions within a social context.
- From a constructivist perspective, reality is constructed intersubjectively through meanings and understandings developed socially and experientially.
- Qualitative methodologies that are aligned with constructionism aim to understand local meanings and contexts rather than find universal truths, and consider knowledge as socially produced rather than objectively valid. Grounded theory and ethnography are provided as examples
This document summarizes several theories related to learning and cognition. It includes behaviorist theories like classical conditioning developed by Pavlov and social learning theory by Bandura. It also discusses cognitive theories such as cognitive apprenticeship by Collins, Brown and Newman and cognitive load theory by Sweller. Additionally, it covers constructivist theories including social development theory by Vygotsky and Piaget's stage theory of cognitive development. Descriptive theories like activity theory and distributed cognition are also mentioned. The document provides overviews of key contributors, concepts, and applications for each theory.
This document discusses the information professions and how they are affected by the information society. It addresses commonalities between information professions and examines how they may evolve. Specifically, it explores how information work can be better explained as a discipline through developing a theoretical framework describing its knowledge domain. This would help establish a metacommunity of information professionals with conceptual clarity around their social purpose and responsibilities. The document argues that a profession requires both a disciplinary theoretical base and a clear social role to distinguish it from other occupations.
The document discusses the compatibility of constructivist and evolutionary theories in global politics, specifically regarding norms around the environment. It argues that while constructivism and evolutionary theory initially appear compatible, some key differences remain. The document explores debates around agency versus structure in constructivism and how an "agentic constructivism" integrated with evolutionary insights could help explain the development and evolution of international norms over time. It uses the example of norms around climate change and global warming to illustrate how this integrated framework could be applied.
Creativity as action findings from five creative domainsNueva Madre
This document summarizes the key points of a research study that investigated creativity as action across five creative domains: art, design, science, scriptwriting, and music. The study utilized semi-structured interviews with 60 professional creators, 12 from each domain, to understand the creative process based on John Dewey's framework of a continuous cycle of "doing" and "undergoing." The interviews explored the impulsions, obstacles, actions, reactions, and fulfillment experienced by creators in order to build descriptive models of creative action for each domain and compare patterns across domains. The results provided insight into both the generalities and specificities of the creative process within and between different creative fields.
The document compares the principles of authentic e-learning and cultural-historical activity theory (CHAT). Authentic e-learning aims to design instruction that is engaging and allows students to solve problems like experts in real-world contexts. CHAT examines human activity and development through social and cultural interactions. Some principles of the two frameworks align around context, collaboration and mediation, but their characterizations differ. For example, authentic e-learning contexts are adaptive while CHAT views context as transformative. Empirical research is needed to further explore contradictions between the frameworks and correctly understand their intersection.
This document discusses the concept of information behavior from multiple perspectives. It begins by outlining key aspects of human cognition and social behavior that relate to information behavior, such as biological secondary abilities, information intelligence, and multitasking. It then examines the socio-cognitive dimension of information behavior and how it emerges from both ecological and social selection pressures. Finally, the document explores how theories of social cognition can provide useful frameworks for analyzing information behavior and its relationship to social and cultural contexts.
Øyvind Vada: Making Memetics a science Øyvind Vada
The document discusses developing memetics as a rigorous scientific field by addressing issues with its current approach. It proposes:
1) Defining clear domain ontologies that predefine distinct meme units for research projects.
2) Developing memetic epistemologies to make sense of how pre-defined memes diffuse and influence individual and collective states.
3) Creating memetic methodologies using pre-defined meme units to empirically test influence within social systems.
This integrative approach could help progress memetics from a degenerative to a progressive research program.
This document provides an overview of constructionism and constructivism as research paradigms. It discusses key concepts including:
- Constructionism views knowledge and social phenomena as continually constructed through social interactions rather than existing in a fixed state.
- Social constructionism asserts that meanings are developed and transmitted through social processes and interactions within a social context.
- From a constructivist perspective, reality is constructed intersubjectively through meanings and understandings developed socially and experientially.
- Qualitative methodologies that are aligned with constructionism aim to understand local meanings and contexts rather than find universal truths, and consider knowledge as socially produced rather than objectively valid. Grounded theory and ethnography are provided as examples
Theoretical framing for integrated information workersSue Myburgh
This document discusses the need for a theoretical framework to unite the various information professions. It argues that information work can be seen as a "metadiscipline" comprised of librarians, archivists, computer scientists and others. Developing a shared understanding of concepts like data, information and knowledge could provide a common language and help integrate these professions. The document also examines the political nature of information and the role of information workers.
Do Intelligent Machines, Natural or Artificial, Really Need Emotions?Aaron Sloman
(Updated on 14 Jan 2014 -- with substantial revisions.)
Many people believe that emotions are required for intelligence. I argue that this is mostly based on (a) wishful thinking and (b) a failure adequately to analyse the variety of types of affective states and processes that can arise in different sorts of architectures produced by biological evolution or required for artificial systems. This work is a development of ideas presented by Herbert Simon in the 1960s in his 'Motivational and emotional controls of cognition'.
This document discusses the theoretical underpinnings of Learning Design from socio-cultural and ecological perspectives. It describes how Learning Design draws on socio-cultural thinking from Vygotsky, focusing on mediated activity through tools and signs. An ecological perspective views learning through the concept of affordances - how aspects of the environment enable certain actions. Learning Design aims to establish mediating artifacts that guide the design process and represent learning activities.
The document discusses several key concepts in sociological theory, including:
1) Auguste Comte, regarded as the founder of sociology, who argued that human thought progresses through theological, metaphysical, and positive/scientific stages of development.
2) Phenomenology, which studies conscious experience and how individuals construct the social world, influencing sociologists like Alfred Schutz.
3) Theories, concepts, propositions, hypotheses, and paradigms as important components of sociological frameworks for understanding social phenomena.
4) Emile Durkheim's study of suicide, which hypothesized that stronger social integration leads to stronger social cohesion within a society.
1. Activity theory is a framework for analyzing human motivation, goals, and actions within sociocultural contexts. It considers entire activity systems rather than just individuals.
2. There are three levels of analysis in activity theory: activities oriented around motives, actions oriented around goals, and operations oriented around conditions.
3. Key principles of activity theory include object-orientation, internalization/externalization of activities, mediation of activities through tools, and development over time within communities.
Connectivism is a learning theory that describes how learning occurs in a digital age through connections within networks. Knowledge resides in diversity of opinions and connections between information sources. Learning is defined as gaining actionable knowledge that can come from human or non-human appliances. Maintaining connections is important for continual learning.
CHAT (Cultural Historical Activity Theory) is a framework that views learning as a social and cultural process. Learning occurs within activities that are goal-directed and mediated by tools, rules, community, and division of labor. Contradictions within an activity system can trigger expansive learning cycles that lead to innovation. History is important for understanding how current activities and meanings developed.
Both connectivism and CH
Women&Technologies: Research and Innovation. Nell'ambito del prestigioso WCC, (World Computer Congress), una conferenza nella conferenza dedicata alle donne e alle tecnologie, con un particolare focus su ricerca e innovazione. Presentazione per l'intervento a distanza di Nik Nailah Binti Abdullah (Information Systems Architecture Research Division, National Institute of Informatics, Tokyo, Japan), intitolato "Art and Affective Computing: Holistic approach"
Human research and complexity theory c9 march_0114March Lin
This document summarizes a chapter from a dissertation on complexity theory and its application to educational research. It discusses how complexity theory challenges traditional positivist assumptions and could enable a new science of qualities that complements existing quantitative research. It also outlines how complexity theory views learning communities as complex adaptive systems and examines the conditions under which phase transitions occur in such systems.
A history of Autonomous Agents: from Thinking Machines to Machines for ThinkingFederico Gobbo
The document discusses the evolution of autonomous agents from early conceptions in artificial intelligence to modern implementations. It describes how agents were initially conceived as "thinking machines" that interacted with humans through symbolic manipulation and language. However, new approaches conceived of agents as operating in physical environments like animals, leading to a focus on embodiment, reactivity to the environment, and physical effects. This led to definitions of agenthood based on autonomy, reactivity, and potentially proactivity and sociality. Multi-agent systems then emerged as a way to simulate societies through the interaction of many autonomous agents without centralized control.
The document discusses the social cognitive theory and how social influences and interactions shape learning. It provides examples of how Albert Bandura's experiments demonstrated that social modeling from media can influence behaviors in children. New technologies create more opportunities for social learning by facilitating online communities, social networking, and collaborative gaming where students can learn from each other.
A structured approach to cultural studies of architectural spacedocanas35
This document proposes a conceptual structure for cultural studies of architectural space. It discusses:
1) Components of culture including technology, knowledge, and value systems spread along a spectrum.
2) The life-cycle of architectural space as a 4-stage process of problem formulation, design, construction, and use.
3) A graphical schema structuring areas of cultural study as the Cartesian product of the cultural component dimension and life-cycle stage dimension. Several example areas are illustrated.
4) Ways to differentiate the nature of cultural studies based on the subject matter, type of space, cultural groups, and cultural processes involved.
Margaret Archer's social realism theory attempts to link culture, social structure, and agency without reduction or conflation. Over four volumes published between 1988 and 2003, Archer develops her morphogenetic theory drawing on critical realism. She argues that cultural systems and social structures can influence each other indirectly through human agency. Agents define their concerns and commitments through internal conversations where they deliberate on personal projects. Structures exercise power by enabling or constraining these projects. Archer's theory provides a framework for analyzing how structure, culture, and agency interact in social contexts.
Structuration theory examines how social structures and human agency interact and influence each other through communication within social systems like small groups. It posits that (1) social structures, like rules and norms, both enable and constrain human interaction and behavior, and (2) human actions and interactions simultaneously reproduce these social structures and produce the systems through which people coordinate. This recursive relationship between structure and agency is called the duality of structure.
This document discusses the human dimension of knowledge management. It notes that people are central to knowledge management as knowledge workers. It discusses knowledge workers from four perspectives: the nature of their work, as human capital, their human nature, and how they interact with computers. It also discusses communities as important for knowledge sharing and management, noting the role of virtual communities enabled by internet connectivity.
The Concept of Authenticity in Philosophy of Sartre and Implications for Usin...Eswar Publications
The aim of this paper is explaining authenticity in Sartre philosophy and it’s relation to internet as an educational technology. Initially, using deceptive and analytic method, the authenticity has been explained in Sartre philosophy. Sartre. He believed that authenticity mean being honest to yourself, having freedom, take responsibility of freedom and respect other’s freedom. In analyzing these conceptions in relation to internet, we can say internet enhances ability of choosing and freedom. On the other hand because of lacing face to face
communication and being anonymous on the internet, it will result to decreasing responsibility and commitment. Existence anguish that is believed to be a positive quality in Sartre’s view, can motivate thought and action.
Mike C Jackson and Postmodern systems thinking by Mohammad Ali JaafarMohammad Ali Jaafar
Postmodern systems approach aims to help managers improve organizations by promoting diversity. Postmodernists would classify all of the various systems approaches considered so far, whether their aim is to improve goal seeking and viability, to explore purposes, or to ensure fairness, as being ‘modernist’ in character.
Virtue in Machine Ethics: An Approach Based on Evolutionary Computation Ioan Muntean
February 2015. Co-author: Don Howard, University of Notre Dame). Presented at the American Philosophical Association (APA Central). St. Louis, Missouri.
1) The document discusses the limitations of rationalist, linear models for understanding complex systems like infrastructure, ecosystems, health care and economics that have adaptive, evolving components.
2) It argues that these systems cannot be fully understood or predicted using reductionist, "exact science" approaches and notes problems that have arisen from assuming universality and transportability of models.
3) The author calls for new approaches that acknowledge complexity, uncertainty, context and local interactions, including new epistemologies, agent-based models, and engagement with moral philosophy and political economy.
The five main approaches of psychology are behavioral, cognitive, biological, humanistic, and psychodynamic. The behavioral approach focuses on how environmental stimuli shape learning and behavior. The cognitive approach examines internal mental processes like thinking and memory. The biological approach studies how biology and neuroscience influence behavior. The humanistic approach emphasizes self-actualization, free will, and human potential. The psychodynamic approach developed by Freud focuses on unconscious thoughts and drives and their influence on behavior. Each approach provides a different perspective on understanding human behavior and the mind.
Theoretical framing for integrated information workersSue Myburgh
This document discusses the need for a theoretical framework to unite the various information professions. It argues that information work can be seen as a "metadiscipline" comprised of librarians, archivists, computer scientists and others. Developing a shared understanding of concepts like data, information and knowledge could provide a common language and help integrate these professions. The document also examines the political nature of information and the role of information workers.
Do Intelligent Machines, Natural or Artificial, Really Need Emotions?Aaron Sloman
(Updated on 14 Jan 2014 -- with substantial revisions.)
Many people believe that emotions are required for intelligence. I argue that this is mostly based on (a) wishful thinking and (b) a failure adequately to analyse the variety of types of affective states and processes that can arise in different sorts of architectures produced by biological evolution or required for artificial systems. This work is a development of ideas presented by Herbert Simon in the 1960s in his 'Motivational and emotional controls of cognition'.
This document discusses the theoretical underpinnings of Learning Design from socio-cultural and ecological perspectives. It describes how Learning Design draws on socio-cultural thinking from Vygotsky, focusing on mediated activity through tools and signs. An ecological perspective views learning through the concept of affordances - how aspects of the environment enable certain actions. Learning Design aims to establish mediating artifacts that guide the design process and represent learning activities.
The document discusses several key concepts in sociological theory, including:
1) Auguste Comte, regarded as the founder of sociology, who argued that human thought progresses through theological, metaphysical, and positive/scientific stages of development.
2) Phenomenology, which studies conscious experience and how individuals construct the social world, influencing sociologists like Alfred Schutz.
3) Theories, concepts, propositions, hypotheses, and paradigms as important components of sociological frameworks for understanding social phenomena.
4) Emile Durkheim's study of suicide, which hypothesized that stronger social integration leads to stronger social cohesion within a society.
1. Activity theory is a framework for analyzing human motivation, goals, and actions within sociocultural contexts. It considers entire activity systems rather than just individuals.
2. There are three levels of analysis in activity theory: activities oriented around motives, actions oriented around goals, and operations oriented around conditions.
3. Key principles of activity theory include object-orientation, internalization/externalization of activities, mediation of activities through tools, and development over time within communities.
Connectivism is a learning theory that describes how learning occurs in a digital age through connections within networks. Knowledge resides in diversity of opinions and connections between information sources. Learning is defined as gaining actionable knowledge that can come from human or non-human appliances. Maintaining connections is important for continual learning.
CHAT (Cultural Historical Activity Theory) is a framework that views learning as a social and cultural process. Learning occurs within activities that are goal-directed and mediated by tools, rules, community, and division of labor. Contradictions within an activity system can trigger expansive learning cycles that lead to innovation. History is important for understanding how current activities and meanings developed.
Both connectivism and CH
Women&Technologies: Research and Innovation. Nell'ambito del prestigioso WCC, (World Computer Congress), una conferenza nella conferenza dedicata alle donne e alle tecnologie, con un particolare focus su ricerca e innovazione. Presentazione per l'intervento a distanza di Nik Nailah Binti Abdullah (Information Systems Architecture Research Division, National Institute of Informatics, Tokyo, Japan), intitolato "Art and Affective Computing: Holistic approach"
Human research and complexity theory c9 march_0114March Lin
This document summarizes a chapter from a dissertation on complexity theory and its application to educational research. It discusses how complexity theory challenges traditional positivist assumptions and could enable a new science of qualities that complements existing quantitative research. It also outlines how complexity theory views learning communities as complex adaptive systems and examines the conditions under which phase transitions occur in such systems.
A history of Autonomous Agents: from Thinking Machines to Machines for ThinkingFederico Gobbo
The document discusses the evolution of autonomous agents from early conceptions in artificial intelligence to modern implementations. It describes how agents were initially conceived as "thinking machines" that interacted with humans through symbolic manipulation and language. However, new approaches conceived of agents as operating in physical environments like animals, leading to a focus on embodiment, reactivity to the environment, and physical effects. This led to definitions of agenthood based on autonomy, reactivity, and potentially proactivity and sociality. Multi-agent systems then emerged as a way to simulate societies through the interaction of many autonomous agents without centralized control.
The document discusses the social cognitive theory and how social influences and interactions shape learning. It provides examples of how Albert Bandura's experiments demonstrated that social modeling from media can influence behaviors in children. New technologies create more opportunities for social learning by facilitating online communities, social networking, and collaborative gaming where students can learn from each other.
A structured approach to cultural studies of architectural spacedocanas35
This document proposes a conceptual structure for cultural studies of architectural space. It discusses:
1) Components of culture including technology, knowledge, and value systems spread along a spectrum.
2) The life-cycle of architectural space as a 4-stage process of problem formulation, design, construction, and use.
3) A graphical schema structuring areas of cultural study as the Cartesian product of the cultural component dimension and life-cycle stage dimension. Several example areas are illustrated.
4) Ways to differentiate the nature of cultural studies based on the subject matter, type of space, cultural groups, and cultural processes involved.
Margaret Archer's social realism theory attempts to link culture, social structure, and agency without reduction or conflation. Over four volumes published between 1988 and 2003, Archer develops her morphogenetic theory drawing on critical realism. She argues that cultural systems and social structures can influence each other indirectly through human agency. Agents define their concerns and commitments through internal conversations where they deliberate on personal projects. Structures exercise power by enabling or constraining these projects. Archer's theory provides a framework for analyzing how structure, culture, and agency interact in social contexts.
Structuration theory examines how social structures and human agency interact and influence each other through communication within social systems like small groups. It posits that (1) social structures, like rules and norms, both enable and constrain human interaction and behavior, and (2) human actions and interactions simultaneously reproduce these social structures and produce the systems through which people coordinate. This recursive relationship between structure and agency is called the duality of structure.
This document discusses the human dimension of knowledge management. It notes that people are central to knowledge management as knowledge workers. It discusses knowledge workers from four perspectives: the nature of their work, as human capital, their human nature, and how they interact with computers. It also discusses communities as important for knowledge sharing and management, noting the role of virtual communities enabled by internet connectivity.
The Concept of Authenticity in Philosophy of Sartre and Implications for Usin...Eswar Publications
The aim of this paper is explaining authenticity in Sartre philosophy and it’s relation to internet as an educational technology. Initially, using deceptive and analytic method, the authenticity has been explained in Sartre philosophy. Sartre. He believed that authenticity mean being honest to yourself, having freedom, take responsibility of freedom and respect other’s freedom. In analyzing these conceptions in relation to internet, we can say internet enhances ability of choosing and freedom. On the other hand because of lacing face to face
communication and being anonymous on the internet, it will result to decreasing responsibility and commitment. Existence anguish that is believed to be a positive quality in Sartre’s view, can motivate thought and action.
Mike C Jackson and Postmodern systems thinking by Mohammad Ali JaafarMohammad Ali Jaafar
Postmodern systems approach aims to help managers improve organizations by promoting diversity. Postmodernists would classify all of the various systems approaches considered so far, whether their aim is to improve goal seeking and viability, to explore purposes, or to ensure fairness, as being ‘modernist’ in character.
Virtue in Machine Ethics: An Approach Based on Evolutionary Computation Ioan Muntean
February 2015. Co-author: Don Howard, University of Notre Dame). Presented at the American Philosophical Association (APA Central). St. Louis, Missouri.
1) The document discusses the limitations of rationalist, linear models for understanding complex systems like infrastructure, ecosystems, health care and economics that have adaptive, evolving components.
2) It argues that these systems cannot be fully understood or predicted using reductionist, "exact science" approaches and notes problems that have arisen from assuming universality and transportability of models.
3) The author calls for new approaches that acknowledge complexity, uncertainty, context and local interactions, including new epistemologies, agent-based models, and engagement with moral philosophy and political economy.
The five main approaches of psychology are behavioral, cognitive, biological, humanistic, and psychodynamic. The behavioral approach focuses on how environmental stimuli shape learning and behavior. The cognitive approach examines internal mental processes like thinking and memory. The biological approach studies how biology and neuroscience influence behavior. The humanistic approach emphasizes self-actualization, free will, and human potential. The psychodynamic approach developed by Freud focuses on unconscious thoughts and drives and their influence on behavior. Each approach provides a different perspective on understanding human behavior and the mind.
Cause And Effect Of Air Pollution Essay.pdfApril Lynn
(DOC) Pollution - Cause and Effect Essay | Nine Co - Academia.edu. What Are Main Causes Of Air Pollution. 002 Cause And Effect Essay On Pollution Air Causes Effects Solutions .... Narrative Essay: Causes of pollution essay. Effect of Air Pollution on Plants and Animals | Prana Air. Air pollution essay writing diagram - homeworktidy.x.fc2.com. Causes of Air Pollution Essay - Pippa Lawrence. School Essay: Air pollution essay. ️ Essay about air pollution cause and effect. Pollution causes and .... Cause and effect of air pollution essay – The Friary School. Essays about air pollution causes effects - writefiction581.web.fc2.com. Pollution Essay | Pollution | Air Pollution. School Essay: Causes of air pollution essay. Write An Essay On Air Pollution - Essay on Air Pollution: Causes .... Air Pollution Essay | Air Pollution | Atmosphere Of Earth.
1. Media Ecology examines how media and communication technologies shape human culture, society, and the environment. It was coined by Marshall McLuhan and has evolved into a broader field of research.
2. Media Ecology theorists argue that media are not neutral tools but profoundly impact how we perceive the world, interact with each other, and structure societies.
3. Major theorists who contributed to Media Ecology include Marshall McLuhan, Lance Strate, and others who studied the interaction of communication, culture, and consciousness.
SHCR Review 2015 - Appendix 1 Literature ReviewHorizons NHS
Appendix 1. Literature review - This section of the School evaluation presents a literature review exploring existing thinking and evidence on social learning and organisational change that underlie the focus, principles and methods of the evaluation, and the impact model.
Further information and links can be found on the link below;
http://theedge.nhsiq.nhs.uk/school/school-evaluation/
- Contingency theory asserts that managers must consider all aspects of the current situation and react accordingly, as there is no universally best approach and the appropriate style depends on factors like the situation.
- Systems theory views organizations as complex systems composed of interrelated, interdependent parts that interact in uncertain ways. As organizations grow more complex, they seek more structure for stability until reaching a breaking point.
- Quantitative management prioritizes mathematical and statistical analysis as the basis for decisions.
This document discusses paradigmatic qualitative research and how it differs from other approaches. Some key points:
1) Qualitative research is a scientific paradigm focused on studying socially constructed realities through narratives, actions, and discourse rather than quantifying individual attributes.
2) In qualitative research, explanations are located in social practices rather than within individuals. Reality and concepts are sustained through shared social practices rather than objective facts.
3) The goal of qualitative research is to develop increasingly dense narratives about topics rather than arriving at final or objective truths. Knowledge is seen as socially constructed rather than independent of social influences.
In search of a model of human dynamics analysis applied to social sciencesDalton Martins
how to think conceptually the human dynamics
considering humans as agents of multiple
complex systems that they are part of
– which analytical dimensions that we must
take into consideration for building an efficient
method to research human dynamics
NG2S: A Study of Pro-Environmental Tipping Point via ABMsKan Yuenyong
A study of tipping point: much less is known about the most efficient ways to reach such transitions or how self-reinforcing systemic transformations might be instigated through policy. We employ an agent-based model to study the emergence of social tipping points through various feedback loops that have been previously identified to constitute an ecological approach to human behavior. Our model suggests that even a linear introduction of pro-environmental affordances (action opportunities) to a social system can have non-linear positive effects on the emergence of collective pro-environmental behavior patterns.
Insights of Engineering Technology and Organizational Leadership on Human Tra...Pablo Villa-Martinez
This document discusses using an interdisciplinary approach to address the complex issue of human trafficking. It proposes examining the problem through the lenses of engineering technology and organizational leadership. Engineering technology could play a role in decreasing the number of people targeted through technology solutions. Organizational leadership is important to ensure citizen safety from the acts, means and purposes of trafficking. The focus question is: how can engineering technology provide an affordable solution, while upholding ethics, to combat traffickers? An interdisciplinary approach is justified as the issue is too broad for a single discipline.
This document provides an overview of several theoretical traditions in sociocultural communication studies. It discusses micro and macro communication, and how social interaction produces and reproduces culture. Key traditions covered include ethnomethodology, symbolic interactionism, social constructionism, and structuration theory. Communication is framed as a symbolic process that constructs social reality and patterns of interaction through the production and reproduction of shared cultural meanings.
A Conceptual Framework for Examining Adolescent Identity,Med.docxsleeperharwell
A Conceptual Framework for Examining Adolescent Identity,
Media Influence, and Social Development
Blake Te’Neil Lloyd
University of South Carolina
The adolescent identity, media, and sociocognitive schema (AIMSS) framework offers
a theoretical understanding of adolescent consumption and cognitive processing of
media entertainment. Review and integration of mass communication theory, develop-
mental theory, and ecological theory serves as the conceptual foundation. The frame-
work outlines linkages between media exposure and adolescent development, in par-
ticular adolescent identity formation and social competence. A key contribution of the
model is consideration of the positive and negative aspects of adolescent cognition and
behavioral functioning. The present article offers several recommendations for testing
the utility of the AIMSS framework.
Less than a century ago, G. Stanley Hall pub-
lished his seminal work, Adolescence (1904),
which popularized the idea of adolescence as a
time of storm and strife. Since then our under-
standing of adolescence has slowly progressed
beyond a narrow focus on reactive, transient be-
haviors of maturing children to the study of intri-
cate developmental processes. Along the way,
several researchers have provided major concep-
tual and practical insights into our understanding
of how cognitive, social, and biological develop-
ment contribute to the overall well-being of the
adolescent. Erikson (1968), Elkind (1990), Brooks-
Gunn (1988), and numerous others have proposed
exemplary theoretical models that examine the
salient biological, psychosocial, and cognitive
tasks faced by adolescents. The key to deepening
this understanding of adolescent development is to
synthesize existing exemplary frameworks so as
to create new, perhaps eclectic, conceptual mod-
els. These new models must incorporate relevant
historical frameworks while simultaneously pre-
senting new theoretical perspectives that address
the interaction of the multiple domains of human
development within a contemporary context. If
adolescent social functioning is to be addressed
adequately, a close examination of the current
zeitgeist in which these youths develop is
paramount.
In this millennium, adolescents develop in an
environment saturated with technology, multi-
culturalism, and mass media imagery. Current
theories of adolescent development address the
biological and psychological growth of these
youths, but a comprehensive model that incor-
porates the sociocultural specificity of the 21st
century has not been set forth. If there is to be
an in-depth and more accurate understanding of
adolescent behavior, researchers must account
for these cultural and technological changes
within a developmental context. This article
lays out such a conceptual framework. It en-
deavors to present adolescent social develop-
ment within the context of these multiple phe-
nomena by considering the impact on adoles-
cent development and its most salient.
This document summarizes social exchange theory, which focuses on how humans acquire resources through social interaction and exchange. Some key points:
- SET is derived from theories like equity theory that view humans as self-interested actors who seek to maximize benefits and minimize costs in social exchanges.
- It assumes humans need resources to survive and developed language to facilitate exchanging resources with others based on norms like reciprocity.
- Social interaction can be viewed as a way to exchange symbolic resources like love, status, and information. It also allows people to negotiate exchange agreements and develop relationships and networks.
- While SET provides insights into communication processes, it has been criticized for oversimplifying human behavior and lacking precision to
This document provides an overview of social construction theory. Some key points:
- Social construction theory posits that people socially construct the world through their words, actions, and media. Both interaction and media creation are social accomplishments that require coordination.
- The theory lends itself to examining how micro-level words, images, and actions reveal macro-level processes like the maintenance of racism.
- From the beginning, social construction theory has emphasized reflexivity, or awareness of the researcher's role, and questioning assumptions in the construction of knowledge. Researchers must examine their own biases.
- Central to social construction theory are questions about what constitutes valid knowledge and evidence. The theory explicitly considers these issues less often addressed
The document discusses several key theories and concepts related to public relations. It begins by explaining that early communication theories focused on simple linear models of communication but did not account for human or environmental factors. Later, more complex models incorporated concepts like feedback, gatekeepers, and active receivers. The document then outlines systems theories, which emerged as the dominant framework for public relations research and practice. Specifically, it describes Grunig and Hunt's four models of public relations: press agentry, public information, two-way asymmetric, and two-way symmetric. It explains how Grunig later sought to define "excellence" in public relations by examining different levels - program, departmental, organizational, and economic. Overall, the document
This document proposes a framework for applying systems thinking to help humans adapt and meet 21st century challenges in a sustainable way. It suggests that principles from diverse fields like neuroscience, psychology, and history can inform this framework if integrated at both individual and collective levels. The framework is based on recognizing humans' innate capacities for cooperation, creativity, and adapting behaviors/mental models in response to feedback. It aims to empower joint problem-solving through definable structures that leverage these human strengths.
Running head SOCIAL BEHAVIOR EVOLUTION AND ARISING OPPORTUNITIE.docxagnesdcarey33086
Running head: SOCIAL BEHAVIOR EVOLUTION AND ARISING OPPORTUNITIES 1
SOCIAL BEHAVIOR EVOLUTION AND ARISING OPPORTUNITIES
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The Evolution of Social Behavior and Opportunities That Arise Annotated Bibliography
Joseph L Yokum
Grantham University
CA499 Professional Strategies
Prof Matt Diggs
25 February 2014
The Evolution of Social Behavior and Opportunities That Arise Annotated Bibliography
Bergman, J. (2002). Darwin’s critical influence on the ruthless extremes of capitalism. Technical
Journal, 16(2), 105-109. Retrieved from http://creation.com/darwins-critical-influence-on-the-ruthless-extremes-of-capitalism
This article discusses the influence that Charles Darwin’s survival of the fittest theory, had on the evolution of social behavior, and the ruthless rise of capitalism. The author argues that Darwin’s theory not only promoted capitalism, but it promotes an extreme brand of individualistic capitalism, where “. . . other persons count for little, and that it is both natural and proper to exploit "weaker" companies” (Bergman, 2002). In addition, the author points out that although Darwin’s theory applied to the evolution of living things; businessmen, engaged in exploitative economic pursuit, adopted it to legitimize their actions in the market place, and glorify free enterprise. This source relates well to the evolution of social behavior because, it is an effort to determine how capitalism flourished in the 1800s and its relation to the evolution of individual perception on exploitative economics. Furthermore, the source lends credence to the argument that the evolution of social behavior relates directly to opportunities that arise in the marketplace and subsequent entrepreneurship, and its list of credible references could be useful in compiling this paper.
Dowling, J., & Pfeffer, J. (1975). Organizational legitimacy: Social values and organizational
behavior. Pacific Sociological Review, 122-136. Retrieved from http://www.jstor.org/stable/1388226
This paper looks at organizational legitimacy, and how social values and organizational behavior seek to assert an organization’s legitimacy. The authors observe that organization philanthropic activities, size of the board of directors and even annual reports and org anization communications are efforts made by organizations to make them legitimate. Dowling and Pfeffer add that organizations seek legitimacy by ensuring that their activities and perceived norms are in tandem with the “. . . norms of acceptable behavior in the larger social system” (p. 122). Thus, organizations will only seek business ventures that are in line with what society accepts and allows. This source is important because it seeks to explain why businesses will only engage in certain types of businesses in large numbers, engage in other businesses minimally, and avoid other businesses altogether. The paper presents logical arguments, backed up by thorough research and it has a lon.
The document discusses the interactions between science, technology, and society throughout history. It explores how scientific and technological developments impact society and the environment, and how society also influences the direction of scientific progress and technological innovation. The key point is that science, technology, and society are deeply intertwined, with each continuously shaping and affecting the others.
Application Of The Hardy-Weinberg Law In The Theory Of Social ManagementLinda Garcia
1) The document applies the Hardy-Weinberg law, typically used to describe biological populations, to model social and technological systems called "anthropotechnocenoses".
2) It shows that as the proportion of technology increases, the proportion of human social units decreases but interaction between them increases, until technology potentially replaces humans entirely.
3) Modeling this relationship over time produces oscillations that resemble Kondratiev waves in economics, suggesting cycles of innovation and technological restructuring drive economic cycles.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
The document summarizes data from an experiment correlating scores on two intelligence tests:
1) The Advance Figure Intelligence Scale (AFIS) which measured participants' (N=129) non-verbal intelligence scores (X).
2) The SRA Non-Verbal Test which measured participants' non-verbal intelligence scores (Y).
It provides the total sums of X scores, Y scores, X squared scores, Y squared scores, and the product of X and Y scores.
This document appears to be an intelligence test consisting of 5 sets of figures (A, B, C, D, E) with 40 questions total. The participant is asked to provide identifying information and the test is timed. Their raw score and percentile are calculated after completion.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
Tourism involves travel for leisure purposes outside one's usual environment. The document discusses various tourism products and destinations in the Central Philippines, including national parks, beaches, diving, festivals, and urban attractions. It provides details on popular destinations like Boracay island, Siargao island, and Samal island, which are known for their white sand beaches. It also mentions resorts, hot springs, and waterfalls that offer swimming and relaxation activities beyond beaches.
The document summarizes a study that administered Raven's Standard Progressive Matrices (SPM) to 608 individuals aged 17-65 from four communities in Serbia. It found that on average participants solved 48 of 60 matrices, equivalent to an IQ of 93 based on American norms from 1993, or an estimated IQ of 88 after adjusting for differences in norms over time and populations. There were no significant differences found between Muslims and Christians or males and females in the sample. The study aims to further examine IQ scores in the Balkan region and Serbia based on previous research finding lower average IQs there compared to other parts of Europe.
This document summarizes a research paper that presents two algorithms for solving Raven's Progressive Matrices tests visually without propositional representations. The paper introduces the Raven's test and existing computational accounts that use propositions. It then describes two new algorithms called "Affine" and "Fractal" that use visual representations and similarity-preserving transformations to solve the problems. The paper analyzes the performance of the algorithms on all 60 problems from the Standard Progressive Matrices test and finds they perform best on problems requiring visual/spatial skills and less on verbal problems.
Raven's Progressive Matrices are multiple choice intelligence tests that assess abstract reasoning. Developed in 1936 by John Raven, the tests present patterns in matrices and ask test takers to identify the missing item to complete the pattern. There are three versions for different ability levels: Standard, Coloured, and Advanced. The tests measure two main components of general intelligence: eductive ability to think clearly and make sense of complexity, and reproductive ability to store and reproduce information. Studies have found individuals with autism spectrum disorders can score higher on Raven's tests compared to other tests.
1) A study was conducted to determine if using trimetric pictorials instead of isometric pictorials on the Purdue Spatial Visualization Test would be a more sensitive predictor of spatial visualization ability. Undergraduate students completed computer versions of the original PSVT, a revised PSVT with trimetrics, and the Mental Rotations Test.
2) Analysis found no significant differences in scores between the original and revised PSVT. However, students completed the revised PSVT significantly faster than the original, suggesting trimetrics may provide a more accurate assessment of spatial ability.
3) Correlations between the PSVT and MRT were strong, supporting the tests as valid measures of the same spatial construct.
The document discusses the development and administration of the Standard Progressive Matrices (SPM) test, a non-verbal intelligence test originally developed by John C. Raven. It provides details on the theoretical frameworks of general intelligence, fluid intelligence, and Gestalt learning theory that informed the test's construction. Administration procedures and the test's item composition involving pattern analysis, visuo-spatial functions, clear thinking, eductive ability, and reproductive ability are also described.
The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
This document discusses nonverbal tests of intelligence and provides guidance on their appropriate use. It notes that nonverbal tests may provide a more valid estimate of intellectual functioning for students from diverse cultural or linguistic backgrounds compared to verbal tests. The document answers common questions about selecting tests, interpreting discrepancies between verbal and nonverbal scores, and how other professionals contribute to the evaluation process. Specific nonverbal intelligence tests that are discussed include the C-TONI, UNIT, RPM, Leiter-Revised, and selected subtests of the KABC-II.
1) The document discusses different types of intelligence tests, focusing on the Standard Progressive Matrices (SPM), a non-verbal intelligence test.
2) The SPM consists of diagrammatic puzzles with a missing part that must be identified, intended to measure intellectual ability across ages, education levels, and cultures.
3) It contains 60 problems divided into 5 sets of 12 puzzles each, with the problems progressively becoming more difficult to assess a person's capacity for abstract reasoning.
This document summarizes key concepts from a chapter about intelligence:
- It describes different theories of intelligence including general intelligence (g) proposed by Spearman, multiple intelligences proposed by Thurstone and Gardner, and emotional intelligence.
- It discusses intelligence testing and controversies, such as whether intelligence is a single ability or made up of multiple abilities. It also discusses research locating intelligence in the brain.
- The document summarizes different views of intelligence including general intelligence (g), multiple intelligences, emotional intelligence, and intelligence as proposed by theorists like Spearman, Thurstone, Gardner, and Sternberg.
This study investigated the relationship between pupillary responses on a visual backward masking task and scores on the SAT, a measure of general cognitive ability. In the backward masking task, participants had to identify which of two lines was longer after it was briefly presented and then masked by overlying lines. Pupillary responses were analyzed to isolate components reflecting attention to the target line versus the mask. The researchers hypothesized that higher SAT scores would correlate with better target identification and less pupillary response to the irrelevant mask. They found that a late pupillary response component reflecting attention to the mask accounted for unique variance in SAT scores beyond other factors, supporting the idea that more cognitively able individuals process information more efficiently.
The document discusses two non-verbal intelligence tests, the SON-R 2.5-7 and SON-R 5.5-17, which were developed to fairly assess children's intelligence without requiring language skills. It provides the history and characteristics of the tests, including administration details, dimensions measured, subtests, and standardizations in multiple countries. Research shows the SON tests reliably measure intelligence and are less culturally biased than verbal tests.
This document discusses the construction and verification of norms for Raven's Progressive Matrices Test using a sample of students in La Plata, Argentina. It finds an increase in scores over time, known as the Flynn Effect, when compared to previous norms from 1964. It also finds differences in mean scores between age groups, education types, and for students in a Fine Arts program. The goals were to update the norms for the test using local data and compare results to previous norms and between demographic groups.
More from Polytechnic University of the Philippines (20)
1. Quality of Life: Criteria for Behavioral Adjustment Author: Marianne FrankenhaeuseraAbstractNew insights into potentially harmful consequences of modern technology have increased efforts to use the methods of the social, behavioral, and biological sciences in searching the psychosocial environment for aversive factors and in identifying high-risk individuals and groups. Examples are given from an ongoing project concerned with the impact of technology on workers, health and satisfaction, in particular problems concerned with adjustment to underload and overload associated with automation and mechanization in industry. Furthermore, the stress involved in urban commuting is illustrated with psychophysiological data. On the basis of results obtained in these and related studies it is argued that a moderately varied flow of stimuli and events, opportunities to engage in psychologically meaningful activities and to exercise personal control over external conditions, may be considered key components in the quality-of-life concept. Health risks associated with adjusting to demands characteristic of life in technologically advanced countries are discussed in this context.From: International Journal of Psychology<br />Theories of Technology<br />There are a number of theories attempting to address technology, which tend to be associated with the disciplines of science and technology studies (STS) and communication studies. Most generally, the theories attempt to address the relationship betweentechnology and society and prompt questions about agency, determinism/autonomy, and HYPERLINK quot;
http://en.wikipedia.org/wiki/Teleonomyquot;
quot;
Teleonomyquot;
teleonomy.<br />If forced, one might categorize them into social and group theories. Additionally, one might distinguish between descriptive and critical theories. Descriptive theories attempt to address the definition and substance of technology, how does it emerge, change, and, of course, what is its relation to the human/social sphere? More substantively, to what extent is technology autonomous and how much force does it have in determining social structure or human practice? Critical theories of technology often take a descriptive theory as their basis and articulate concerns and ask in what ways can that relationship be changed? The authors mentioned in this article are those that have some concern with technology or media, though they often borrow from one another and of course build upon seminal theorists that preceded them.<br />Social theories<br />Descriptive approaches<br />Actor-network theory (ANT) - posits a heterogeneous network of humans and non-humans as equal interrelated actors. It strives for impartiality in the description of human and nonhuman actors and the reintegration of the natural and social worlds. For example, Latour (1992) argues that instead of worrying whether we are anthropomorphizing technology, we should embrace it as inherently anthropomorphic: technology is made by humans, substitutes for the actions of humans, and shapes human action. What is important is the chain and gradients of actors' actions and competences, and the degree to which we choose to have figurative representations. Key concepts include the inscription of beliefs, practices, relations into technology, which is then said to embodythem. Key authors include HYPERLINK quot;
http://en.wikipedia.org/wiki/Bruno_Latourquot;
quot;
Bruno Latourquot;
Latour (1997) and Callon (1999).<br />Social construction of technology (SCOT) - argues that technology does not determine human action, but that human action shapes technology. Key concepts include:<br />interpretive flexibility: quot;
Technological artifacts are culturally constructed and interpreted ... By this we mean not only that there is flexibility in how people think of or interpret artifacts but also that there is flexibility in how artifacts are designed.quot;
<br />relevant social group: shares a particular set of meanings about an artifact<br />closure and stabilization: when the relevant social group has reached a consensus<br />wider context: quot;
the sociocultural and political situation of a social group shapes its norms and values, which in turn influence the meaning given to an artifactquot;
<br />Key authors include Pinch and Bijker (1992) and Kline.<br />Structuration theory - defines structures as rules and resources organized as properties of social systems. The theory employs a recursive notion of actions constrained and enabled by structures which are produced and reproduced by that action. Consequently, in this theory technology is not rendered as an artifact, but instead examines how people, as they interact with a technology in their ongoing practices, enact structures which shape their emergent and situated use of that technology. Key authors include DeSantis and Poole (1990), and Orlikowski (1992).<br />Systems theory - considers the historical development of technology and media with an emphasis on inertia and heterogeneity, stressing the connections between the artifact being built and the social, economic, political and cultural factors surrounding it. Key concepts include reverse salients when elements of a system lag in development with respect to others, differentiation, operational closure, and autopoietic autonomy. Key authors include Thomas P. Hughes (1992) and HYPERLINK quot;
http://en.wikipedia.org/wiki/Luhmannquot;
quot;
Luhmannquot;
Luhmann (2000).<br />Other stances<br />Additionally, many authors have posed technology so as to critique and or emphasize aspects of technology as addressed by the mainline theories. For example, Steve Woolgar (1991) considers technology as text in order to critique the sociology of scientific knowledge as applied to technology and to distinguish between three responses to that notion: the instrumental response (interpretive flexibility), the interpretivist response (environmental/organizational influences), the reflexive response (a double hermeneutic). Pfaffenberger (1992) treats technology as drama to argue that a recursive structuring of technological artifacts and their social structure discursively regulate the technological construction of political power. A technological drama is a discourse of technological quot;
statementsquot;
and quot;
counterstatementsquot;
within the processes of technological regularization, adjustment, and reconstitution.<br />An important philosophical approach to technology has been taken by Bernard Stiegler, whose work has been influenced by other philosophers and historians of technology including Gilbert Simondon and André Leroi-Gourhan.<br />d targeting and optimization== One aspect of ad serving technology is automated and semi-automated means of optimizing bid prices, placement, targeting, or other characteristics. Significant methods include:<br />Behavioral Targeting - Using a profile of prior behavior on the part of the viewer to determine which ad to show during a given visit. For example, targeting car ads on a portal to a viewer that was known to have visited the automotive section of a general media site.<br />Contextual Targeting - Inferring the optimum ad placement from information contained on the page where the ad is being served. For example, placing Mountain Bike ads automatically on a page with a mountain biking article.<br />Creative Optimization - Using experimental or predictive methods to explore the optimum creative for a given ad placement and exploiting that determination in further impressions.<br />http://en.wikipedia.org/wiki/Theories_of_technology<br />Social Learning Theory (Bandura)<br />Summary: Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.<br />Originator: Albert Bandura<br />Key Terms: Modeling, reciprocal determinism<br />Social Learning Theory (Bandura)<br />People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. “Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences.<br />Necessary conditions for effective modeling:<br />Attention — various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. One’s characteristics (e.g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention.<br />Retention — remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal<br />Reproduction — reproducing the image. Including physical capabilities, and self-observation of reproduction.<br />Motivation — having a good reason to imitate. Includes motives such as past (i.e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model)<br />Bandura believed in “reciprocal determinism”, that is, the world and a person’s behavior cause each other, while behaviorism essentially states that one’s environment causes one’s behavior, Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and one’s psychological processes (one’s ability to entertain images in minds and language).<br />Social learning theory has sometimes been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. The theory is related to Vygotsky’s Social Development Theoryand Lave’s Situated Learning, which also emphasize the importance of social learning.<br />http://www.learning-theories.com/social-learning-theory-bandura.html<br />Situated Learning Theory by Jean Lave and Etienne Wenger<br />quot;
The theory of situated cognition…claims that every human thought is adapted to the environment, that is, situated, because what people perceive, how they conceive of their activity, and what they physically do develop togetherquot;
(Clancey, 1997).<br />Situated cognition is argued that it provides a broad, useful framework focusing on everyday cognition, authentic tasks, and the value of in-context apprenticeship training. But, how does this learning theory differ from behavioral or cognitive perspective of learning?<br />Behaviorist theories and cognitive theories look at knowledge external to world, either in behaviors or internal processes or structures. On the contrary, situated learning looks at the learning phenomenon in a broader and holistic perspective incorporating behaviors (actions) and cognition by recognizing the interaction between people and environment and the role of situation. Wilson and Myers (2000) commented that situated learning quot;
is positioned to bring the individual and the social together in a coherent theoretical perspective.quot;
<br />Situated LearningBehavioral and Cognitive Learning TheoriesLearning process is a process of enculturation, emphasizing the socio-cultural setting and the activities of the people within the setting. In other words, quot;
learning is not an accumulation of information, but a transformation of the individual who is moving toward full membership in the professional community.quot;
(Hmelo and Evensen, 2000)The situated cognition focuses on the participation in communities of practice.Knowledge is located in the actions of persons and groups. Human knowledge and interaction cannot be divorced from the world.Learning process both in behavioral and cognitive psychology is individual one.Behavioral theories focus on formation of the association between the stimuli and response via the manipulation of reinforcement; cognitive theories focus on the information process and knowledge representation within the learner, i.e. cognitive processes take place within the heads of individuals)(Norman, 1993: the brain is the computational engine of thought, and thereby concentrating one's efforts upon understanding brain mechanisms and mental representations)Knowledge is revealed in behavioral changes implied by the behavioral theories; and knowledge is organizational structure resides within the learner.<br />Lave's Situated Learning and Everyday cognition (1988)In Cognition in Practice (1988), Lave discussed the transfer problem in school learning, and argued that learning in natural setting, contrast with most of classroom learning, occurs is a function of the activity, context and culture in which it is situated. Lave studied cognition in everyday situation and gave descriptions of the following findings:<br />Cognition is socially defined, interpreted, and supported.<br />Social context constrain and aid cognition: research should examine cognition in everyday to determine the generality of cognitive skills and articulate the role of culture in the development of these skills<br />People devise satisfactory opportunistic solutions. People do not employ formal approaches to solving problems in everyday thinking. Participation in interaction results in adaptivity of successful reasoning and learning.<br />http://www.personal.psu.edu/students/w/x/wxh139/Situated.htm<br />