Exp learng refl-assgn3-learningand_cognitivethemes1

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 1

Assignment 3Select one contributor for Behaviorist or Cognitive

theories of learning and create a:1. Resume or2. Linkedin profile or3. Facebook page or4. Prezi presentation or5. Storybird story or6. Any other medium that summarizes the contributor’s work and theories.

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 2

Let’s Play a Game!Keep a sheet of paper and pen ready.Look at the list of words below for two minutes and memorize as

many words as you can in this amount of time.

Nine Swap Cell Ring Lust

Plugs Lamp Apple Table Sway

Army Bank Fire Hold Worm

Clock Horse Color Baby Sword

Desk Hold Fin Bird Rock

Within the next one minute, write down as many words from the list you saw.

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 3

Let’s Play a Game!Keep a sheet of paper and pen ready.Look at the list of words below for two minutes and memorize as

many words as you can in this amount of time.

Nine Swap Cell Ring Lust

Plugs Lamp Apple Table Sway

Army Bank Fire Hold Worm

Clock Horse Color Baby Sword

Desk Hold Fin Bird Rock

Within the next one minute, write down as many words from the list you saw.

How many words did you get correct?

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 4

Now Try Again!Observe another data set for two minutes.

Horse Cat Dog Fish Bird

Orange Yellow Blue Green Black

Table Chair Desk Bookcase Bed

Teacher School Student Homework Class

Apple Banana Papaya Grape Mango

Within the next one minute, write down as many words from the list you saw.

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 5

Now Try Again!Observe another data set for two minutes.

Horse Cat Dog Fish Bird

Orange Yellow Blue Green Black

Table Chair Desk Bookcase Bed

Teacher School Student Homework Class

Apple Banana Papaya Grape Mango

Within the next one minute, write down as many words from the list you saw.

How many words did you get correct? Is this number higher or lower than the previous exercise?

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 6

ChunkingMiller (1956) presented the idea that short-term memory could only

hold 5-9 chunks of information (seven plus or minus two) where a chunk is any meaningful unit.

A chunk could refer to digits, words, chess positions, or people's faces. The concept of chunking and the limited capacity of short term memory

became a basic element of all subsequent theories of memory.Chunking is a strategy used to improve memory performance. It helps

you present information in a way that makes it easy for your audience to understand and remember. Chunking is based on the assertion that our working memory is easily overloaded by excessive detail.

The best way to deliver your message is therefore to organise disparate pieces of information into meaningful units ("chunks").

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 7

Chunking

• All information should be presented in small digestible units.

Principle

• A digestible unit of information contains no more than nine separate items of information.

Digestible unit defined

• Human beings can understand and remember no more than 7 + / - 2 items of information at a time. As the complexity of the information increases the chunking limit decreases.

Rationale

• All information intended for human consumption should be presented in units that do not exceed the chunking limit.

Lessons learned

• By chunking information the author improves the reader's comprehension and ability to access and retrieve the information.

Benefits

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 8

ChunkingIn the software industry this principle can be applied to

documentation, object, data, functional and dynamic models and synthesis of computer programs.

Applications • No more than nine bullet points on a slide • No more than nine bullet points on a bulleted list - classify the

information into smaller logically related groups and introduce a subheading

• No more than nine bubbles on a single data flow diagram - consider reducing this further if the functions are complex

• No more than nine classes in an object model module - consider creation of more super-classes or a more granular partitioning

• No more than nine states in a single state transition diagram - consider creation of super-states.

NU ET511 | Assignment 3 | Learning and Cognitive Themes 9Susm

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Cognitive• learning as

purely a mental/ neurological process

Humanistic• emotions and

affect play a role in learning

Social• humans learn

best in group activities

Behaviorism• focus on

observable behavior

Ivan Pavlov1849-1936

Classical Conditioning Theory Max Wertheimer

1880 -1943

Gestalt Learning Theory Kurt Koffka1887 - 1941

Gestalt Theory

George A Miller

1920 - 2012

Information

Processing Theory

Allen Newell1927 - 1992 General Problem Solver

John B. Watson1878-1958Behaviorism

Edward L. Thorndike

1874-1949

Connectivism

B. F. Skinner 1904-1990 Operant Conditioning

Jean Piaget1896 - 1990 Genetic Epistemology

Jerome Bruner

1915 -

Constructivism

NU ET511 | Assignment 3 | Learning and Cognitive Themes

George A Miller

George A. Miller was born February 3, 1920, in Charleston, West Virginia. In 1940 he received a Bachelor of Arts degree from the University of Alabama and in 1946 he received his Ph.D. in Psychology from Harvard University. He taught at Harvard, Rockefeller, and Princeton universities

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He is known for His contributions to Cognitive Psychology and Science The Magical Number Seven, Plus or Minus Two Directing WordNet

Miller, together with Jerome Bruner and Noam Chomsky, led the "cognitive revolution" that replaced behaviorism as the leading psychological approach to understanding the mind in the 1950s.

NU ET511 | Assignment 3 | Learning and Cognitive ThemesSusm

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i1951Assistant professor at Massachusetts Institute of Technology

1946Thesis on ‘Optimal Design of Jamming Signals’

1955Joined back Harvard for next 12 years

1948Assistant professor of psychology at Harvard

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Feb 3, 1920Born in Charleston, West Virginia

1940Bachelors of ArtsAt University of Alabama

1960Founded Harvard Center for Cognitive Studies with J.S. BrunnerAuthored "Plans and the Structure of Behavior”

1962Elected to the National Academy of Science

1956Authored "The Magical Number Seven, Plus or Minus Two”

1968Joined Rockefeller University for next 14 years

1969President of the American Psychological Association

1979Joined the faculty at Princeton University

1980Founded Princeton Cognitive Science Laboratory

1986Oversaw development of WordNet

1991Received National Medal of Science, Louis E. Levy Medal

2003Received Outstanding Lifetime Contribution to Psychology at APA's Annual Convention

July 22, 2012Died in Plainsboro, New Jerse

BOOKS

The Psychology of Communication, 1967

Language and Communication, 1951

Plans and the Structure of Behavior, 1960

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 13

Information Processing Theory

George A. Miller has provided two theoretical ideas that are fundamental to cognitive psychology and the information processing framework.

Chunkin

g

Chunking and the capacity of short term memory: Miller (1956) presented the idea that short-term memory could only hold 5-9 chunks of information (seven plus or minus two) A chunk could refer to digits, words, chess positions, or people's faces. The concept of chunking and the limited capacity of short term memory became a basic element of all subsequent theories of memory.

TOTE

TOTE (Test-Operate-Test-Exit) proposed by Miller, Galanter & Pribram (1960). Miller et al. suggested that TOTE should replace the stimulus-response as the basic unit of behavior. In a TOTE unit, a goal is tested to see if it has been achieved and if not an operation is performed to achieve the goal; this cycle of test-operate is repeated until the goal is eventually achieved or abandoned. The TOTE concept provided the basis of many subsequent theories of problem solving (e.g., GPS) and production systems.

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 14

Information Processing Model

Sensory Memory

Short-Term Memory

Long-Term Memory

Forgotten Forgotten

TransferredEncoded -Transferred

Retrieved

RehearsedAuditory

Visual

Tactile

Olfactory

Taste

OUTPUT

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 15

WordNetA lexical database for EnglishA computer simulation of human word memory George A. Miller began the WordNet project in the mid-

1980s in the Princeton University Department of Psychology.

WordNet superficially resembles a thesaurus, in that it groups words together based on their meanings.

Nouns, verbs, adjectives and adverbs are grouped into sets of cognitive synonyms (synsets), each expressing a distinct concept.

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 16

WordNetA lexical database for EnglishA computer simulation of human word memory George A. Miller began the WordNet project in the mid-

1980s in the Princeton University Department of Psychology

It is currently housed in the Department of Computer Science.

Over the years, many people have contributed to the development of WordNet.

WordNet is being translated into multiple languages and is widely used by linguists in language processing systems.

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 17

WordNetThe main relation among words in WordNet is

synonymy, as between the words shut and close or car and automobile. Synonyms--words that denote the same concept and are

interchangeable in many contexts--are grouped into unordered sets (synsets).

WordNet interlinks not just word forms—strings of letters—but specific senses of words. As a result, words that are found in close proximity to one another in the network are semantically disambiguated.

WordNet labels the semantic relations among words, whereas the groupings of words in a thesaurus does not follow any explicit pattern other than meaning similarity.

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 18

WordNet: synsetsNoun X Y

Y is a hypernym of X if every X is a (kind of) Y Canine Dog

Y is a hyponym of X if every Y is a (kind of) X Canine Dog

Y is a coordinate term of X if X and Y share a hypernym Wolf / Dog Dog / Wolf

Y is a holonym of X if X is a part of Y Window Building

Y is a meronym of X if Y is a part of X Window Building

Verbs X Y

the verb Y is a hypernym of the verb X if the activity X is a (kind of) Y

to listen to perceive

the verb Y is a troponym of the verb X if the activity Y is doing X in some manner

to talk to lisp

the verb Y is entailed by X if by doing X you must be doing Y

to snore to sleep

those verbs sharing a common hypernym to lisp to yell

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 19

WordNetName: wnstats - WordNet 3.0 Database statistics

POS Unique Strings Synsets Total Word-Sense Pairs

Noun 117798 82115 146312 Verb 11529 13767 25047

Adjective 21479 18156 30002 Adverb 4481 3621 5580

Totals 155287 117659 206941

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NU ET511 | Assignment 3 | Learning and Cognitive Themes 20

The Global WordNet Association

The Global WordNet Association is a free, public and non-commercial organization that provides a platform for discussing, sharing and connecting wordnets for all languages in the world. The aims of the association are:

o To establish distribution facilities for the dissemination of the Association and Association publications and information materials:

o To promote cooperation and information exchange among related professional and technical societies that build or use wordnets.

o To provide information on wordnets to the general public. o To promote the standardization of the specification of wordnets for all languages in the world, including: o the standardization of the Inter-Lingual-Index for inter-linking the wordnets of different languages, as a

universal index of meaning o the development of a common representation for wordnet data o To promote the development of sense-tagged corpora in all the linked languages. o To promote sharing and transferring of data, software and specifications across wordnet builders for different

languages o To promote the development of guidelines and methodologies for building wordnets in new languages o To promote the development of explicit criteria and definitions for verifying the relations in any language o To promote the development of consistency checking, comparison and evaluation modules o To promote research into the psychological adequacy of models of the mental lexicon o The Global WordNet Association (GWA) builds on the results of Princeton WordNet and EuroWordNet.

NU ET511 | Assignment 3 | Learning and Cognitive Themes 21

Beginning of a journey of discovery …