Modeling the perceptual component of conceptual learning—A coordination perspective

Clancey, William J. (2004) Modeling the perceptual component of conceptual learning—A coordination perspective. [Book Chapter] (In Press)

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Although a picture may be worth a thousand words, modeling diagrams as propositions and modeling visual processing as search through a database of verbal descriptions obscures what is problematic for the learner. Cognitive modeling of language learning and geometry has obscured the learner's problem of knowing where to look—what spaces, markings, and orientations constitute the objects of interest? Today we are launching into widespread use of multimedia instructional technology, without an adequate theory to relate perceptual processes to conceptual learning. Does this matter? In this article, I review the symbolic approach to modeling perceptual processing and show its limitations for explaining difficulties children encounter in interpreting a graphic display. I present an alternative analysis by which perceptual categorization is coupled to behavior sequences, where gesturing and emotional changes are essential for resolving impasses and breaking out of loops. I conclude by asking what kind of cognitive theory we need to exploit communication technology. Have we been correct to assume that pedagogy must be grounded in an accurate psychological model of knowledge, memory, and learning?

Item Type:Book Chapter
Keywords:computer-aided instruction, language learning, cognitive modeling, perception, gesture
Subjects:Computer Science > Language
Psychology > Cognitive Psychology
Computer Science > Artificial Intelligence
Psychology > Perceptual Cognitive Psychology
ID Code:3968
Deposited By: Clancey, Bill
Deposited On:29 Nov 2004
Last Modified:11 Mar 2011 08:55

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