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Learning: A Survey of Psychological Interpretations
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An accessible survey of the theories that have provided a framework for the psychological study of learning and motivation in the 20th century, this book looks at learning through the lenses of the nurture-nature issue and evolution. Motivation is treated as a crucial aspect of the learning process.
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Mental Models: Toward a Cognitive Science of Language, Inference and Consciousness
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Introspection
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Introspection is the process by which someone comes to form beliefs about her own mental states. We might form the belief that someone else is happy on the basis of perception – for example, by perceiving her behavior. But a person typically does not have to observe her own behavior in order to determine whether she is happy. Rather, one makes this determination by introspecting. When compared to other beliefs that we have, the beliefs that we acquire through introspection seem epistemically special. What exactly this amounts to is discussed in the first part of this essay. The second part addresses the nature of introspection. Though the term “introspection” literally means “looking within” (from the Latin “spicere” meaning “to look” and “intra” meaning “within”), whether introspecting should be treated analogously to looking – that is, whether introspection is a form of inner perception – is debatable. Philosophers have offered both observational and non-observational accounts of introspection. Following the discussion of these various issues about the epistemology and nature of introspection, the third section of this essay addresses an important use to which introspection has been put in philosophical discussions, namely, to draw metaphysical conclusions about the nature of mind.
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Experiental Learning
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Drawing from the intellectual origins of experiential learning in the works of John Dewey, Kurt Lewin, and Jean Piaget, this comprehensive and systematic book describes the process of experiential learning. The author proposes a model of the underlying structures of the learning process based on research in psychology, philosophy, and physiology, and bases its typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers on this structural model. He also applies experiential learning to higher education and lifelong learning, particularly with regard to adult education.
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Vision: A Computational Investigation into the Human Representation and Processing of Visual Information
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David Marr's posthumously published Vision (1982) influenced a generation of brain and cognitive scientists, inspiring many to enter the field. In Vision, Marr describes a general framework for understanding visual perception and touches on broader questions about how the brain and its functions can be studied and understood. Researchers from a range of brain and cognitive sciences have long valued Marr's creativity, intellectual power, and ability to integrate insights and data from neuroscience, psychology, and computation. In Marr's framework, the process of vision constructs a set of representations, starting from a description of the input image and culminating with a description of three-dimensional objects in the surrounding environment. A central theme, and one that has had far-reaching influence in both neuroscience and cognitive science, is the notion of different levels of analysis--in Marr's framework, the computational level, the algorithmic level, and the hardware implementation level. Now, thirty years later, the main problems that occupied Marr remain fundamental open problems in the study of perception. Vision provides inspiration for the continuing efforts to integrate knowledge from cognition and computation to understand vision and the brain.
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A short history off-line
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Richard Millwood has produced a thorough history of the developments of hardware from the teletype to the smartphone and of software from punched card input to LOGO to cloud computing. Graphic displays, office productivity tools, interactive multimedia and social networking are considered in the context of the educational imperatives of the time and the development of communication and creativity among learners in each decade since the 1970s. The article looks at the implications of the way that technologies and pedagogies have interacted in the past to focus ideas for the educational technology of the future.
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Can we improve the future with lessons from our past?
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This invited keynote presentation addressed the nature of online life and how it makes sense for learning and identity. "My roots are England, my reference point is the moon and my sense of belong is to join the global society of humankind" was my riposte to Jacques Delors concerns about globalisation. The explosion of information and interpersonal relationships that Web 2.0 and social software enables demands that we think ‘outside the box’ about these five issues - creativity, attention, space, identity and authority, and this presentation examines the concerns of stakeholders at the levels of government, organisation and individual with respect to learning and the new opportunities offered by online technology.
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How does technology enhance learning
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Interfaces – No. 35
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An issue of the British Computer Society's Human Computer Interface Group's magazine which contains a report of the 'Usability & educational software design' conference held at King's College London in December 1996. This report contains an account of the event including Richard Millwood's presentation on 'Issues in multimedia educational software design'
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Learning Theory concept map
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A hypertextual concept map of learning theorists, paradigms, concepts and disciplines.
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