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Coordinating visualizations of polysemous action: Values added for grounding proportion
We contribute to research on visualization as an epistemic learning tool by inquiring into the didactical potential of having students visualize one phenomenon in accord with two different partial meanings of the same concept. 22 Grade 4-6 students participated in a design study that investigated the emergence of proportional-equivalence notions from mediated perceptuomotor schemas. Working as individuals or pairs in tutorial clinical interviews, students solved non-symbolic interaction problems that utilized remote-sensing technology. Next, they used symbolic artifacts interpolated into the problem space as semiotic means to objectify in mathematical register a variety of both additive and multiplicative solution strategies. Finally, they reflected on tensions between these competing visualizations of the space. Micro-ethnographic analyses of episodes from three paradigmatic case studies suggest that students reconciled semiotic conflicts by generating heuristic logico-mathematical inferences that integrated competing meanings into cohesive conceptual networks. These inferences hinged on revisualizing additive elements multiplicatively. Implications are drawn for rethinking didactical design for proportions. © 2013 FIZ Karlsruhe
What we talk about when we talk about "global mindset": managerial cognition in multinational corporations
Recent developments in the global economy and in multinational corporations have placed significant emphasis on the cognitive orientations of managers, giving rise to a number of concepts such as âglobal mindsetâ that are presumed to be associated with the effective management of multinational corporations (MNCs). This paper reviews the literature on global mindset and clarifies some of the conceptual confusion surrounding the construct. We identify common themes across writers, suggesting that the majority of studies fall into one of three research perspectives: cultural, strategic, and multidimensional. We also identify two constructs from the social sciences that underlie the perspectives found in the literature: cosmopolitanism and cognitive complexity and use these two constructs to develop an integrative theoretical framework of global mindset. We then provide a critical assessment of the field of global mindset and suggest directions for future theoretical and empirical research
Exploring the remuneration âblack boxâ: establishing an organizational learning insight into changing remuneration committee âsocial worldsâ
Current executive compensation research posits a need to extend analysis beyond principalagent theory in order to explore the complex social influences and processes implicated in Remuneration Committee (RemCo) decision-making (e.g. Bender, 2007; Kakabadse et al, 2006; Main et al., 2007), particularly given the current uproar surrounding reported levels and structuring of executive remuneration. We respond to this international need by highlighting how innovative organizational learning theorizing can be integrated into further investigations of the remuneration âBlack Boxâ, in order to focus attention upon the nuances of what and how organizational learning takes place in the remuneration process. Additionally, we note the importance of investigating the main actors and particularly their performance of complex roles within their rapidly evolving âsocial worldsâ. By exploring the organizational learning phenomena implicated in executive remuneration, we argue that practitioners, regulatory bodies etc. can appreciate further the implications of their respective decision-making
Cognitive networks: brains, internet, and civilizations
In this short essay, we discuss some basic features of cognitive activity at
several different space-time scales: from neural networks in the brain to
civilizations. One motivation for such comparative study is its heuristic
value. Attempts to better understand the functioning of "wetware" involved in
cognitive activities of central nervous system by comparing it with a computing
device have a long tradition. We suggest that comparison with Internet might be
more adequate. We briefly touch upon such subjects as encoding, compression,
and Saussurean trichotomy langue/langage/parole in various environments.Comment: 16 page
The Question of Competence: Reconsidering Medical Education in the Twenty-First Century
[Excerpt] The real challenge for those involved in designing competency-based educational programs is to recognize the complexity of competence as a concept. Only then can they effectively delineate the knowledge, skills, and attitudes that learners must acquire to be able to perform within each domain at a predetermined level and to recognize that the expected level of performance within each domain will vary depending on the learner\u27s stage of education and the specialty he or she is learning. The authors of this book help us do just that. They examine the challenges facing medical education and introduce the concept of discourse as a mechanism both for examining the idea of competence and considering how to implement competency-based education. In so doing, they provide us with a new way to ask the questions that are at the heart of every report advocating change, every criticism of medical education, and every conversation that questions why health care is the way it is today
Exploring the Cognitive Process and Complexity of Diverse Patient Conceptualization: A Mixed Methods Study
In an era when culture is valued in therapy, the field has increasingly emphasized therapist competence in working with diverse clients and reducing mental health disparities (Bernal, Jimenez-Chafey, & Rodriguez, 2009). While there are multiple aspects of multicultural competence (e.g., choosing assessments with appropriate norming groups, consulting with members of the clientâs culture, culturally sensitive therapy practices), case conceptualization is believed to be a crucial competence to providing effective services to clients who are racial or ethnic minorities (Hill, Vereen, McNeal, & Stotesbury, 2013). These skills allow the therapist to integrate client culture into their understanding of the client and may help improve treatment outcomes (Ridley & Kelly, 2007). Despite the potential importance of multicultural case conceptualization skills, there has been little empirical research to date on these skills. The present study sought to examine the content and quality of multicultural case conceptualizations and how the training experiences of trainees influenced the development of their multicultural conceptualization skills. A mixed methods approach was used to gain qualitative and quantitative insight into the nature of multicultural client conceptualizations among trainees, with a primary emphasis on qualitative methodology. Eleven trainees engaged in a think-aloud task through which they created a multicultural case conceptualization of a diverse client with whom they had worked in therapy. Additionally, trainees were interviewed regarding their experiences learning multicultural case conceptualization skills. Foremost, trainees described several topics related to the clients racial or ethnic background and discussed why they believed the clientâs culture was pertinent to that particular case. Further, trainees described both facilitative and challenging experiences as they learned multicultural case conceptualization skills. Limitations and implications for training and research are discussed. The study concludes with an exploration of future research directions to address gaps in the literature on multicultural case conceptualization skills
Designing a training tool for imaging mental models
The training process can be conceptualized as the student acquiring an evolutionary sequence of classification-problem solving mental models. For example a physician learns (1) classification systems for patient symptoms, diagnostic procedures, diseases, and therapeutic interventions and (2) interrelationships among these classifications (e.g., how to use diagnostic procedures to collect data about a patient's symptoms in order to identify the disease so that therapeutic measures can be taken. This project developed functional specifications for a computer-based tool, Mental Link, that allows the evaluative imaging of such mental models. The fundamental design approach underlying this representational medium is traversal of virtual cognition space. Typically intangible cognitive entities and links among them are visible as a three-dimensional web that represents a knowledge structure. The tool has a high degree of flexibility and customizability to allow extension to other types of uses, such a front-end to an intelligent tutoring system, knowledge base, hypermedia system, or semantic network
Detangling the Interrelationships Between Self-Regulation and Ill-Structured Problem Solving in Problem-Based Learning
One of the goals for problem-based learning (PBL) is to promote self-regulation. Although self-regulation has been studied extensively, its interrelationships with ill-structured problem solving have been unclear. In order to clarify the interrelationships, this article proposes a conceptual framework illustrating the iterative processes among problem-solving stages (i.e., problem representation and solution generation) and self-regulation phases (i.e., planning, execution, and reflection). The dynamics of the interrelationships are further illustrated with three ill-structured problem-solving examples in different domains (i.e., information problem solving, historical inquiry, and science inquiry). The proposed framework contributes to research and practice by providing a new lens to examine self-regulation in ill-structured problem solving and offering guidelines to design effective tools and strategies to scaffold and assess PBL
The Phenomenon of Abstract Cognition Among Scholastic Chess Participants: A Case Study
A qualitative investigation was conducted to explore the phenomenon of abstract cognition among a purposive sample of 5 secondary scholastic chess club participants. The case study enabled the researcher to explore the faculties of abstract cognition among students of contrasting skills and abilities in playing chess. The study also allowed for the consideration of potential visual-spatial, logical, academic, social competency and life benefits of chess play. Through analysis of interviews, chess simulations, blindfold chess play, and narration of chess lines and sequences, the investigator was able to extract meaning and code schemata into a holistic understanding of the phenomenon of abstract cognition within the context of Piagetâs Formal Operations Stage.
Scholastic chess systematically engages the student in a stimuli-enriched environment in which the participant must exercise optimal cognitive control in processing and anticipating chess lines and sequences, thus facilitating the manifestation and phenomenon of abstract cognition. Abstract cognition as a phenomenon may elicit increased academic, scholarly, and life potential. Participation in scholastic chess may produce both scholarly and critical thinking individuals. Suggestions for future research include continuing qualitative research in the area of abstract cognition among chess players and developing a stronger understanding of cognitive growth in students
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