scholarly journals Inferential social learning: cognitive foundations of human social learning and teaching

2021 ◽  
Author(s):  
Hyowon Gweon
Keyword(s):  
Social Learning ◽  
Learning And Teaching ◽  
Cognitive Foundations

scholarly journals Cognitive foundations of distinctively human social learning and teaching

2021 ◽  
Author(s):  
Hyowon Gweon
Keyword(s):  
Social Learning ◽  
Young Children ◽  
Distinctive Feature ◽  
Developmental Research ◽  
Learning And Teaching ◽  
Abstract Knowledge ◽  
Cognitive Foundations ◽  
Widespread View

A widespread view of social learning is that humans, especially children, learn by copying what others do and trusting what others say. This learner-centric perspective, however, fails to capture a distinctive feature of human social learning: We learn from those who help us learn, and eventually become helpful teachers ourselves. Recent computational and developmental research suggests that young children are not only powerful social learners but also helpful teachers, and their abilities as learners and as teachers have common cognitive roots: Domain-general probabilistic inferences guided by an intuitive understanding of how others think, plan, and act. Rather than studying social learning and teaching as two distinct capacities, inferential social learning paints an integrated picture of how humans acquire and communicate abstract knowledge.

The Rationality of (Over)imitation

2018 ◽  
Vol 13 (6) ◽  
pp. 678-687 ◽  
Author(s):  
Stefanie Keupp ◽  
Tanya Behne ◽  
Hannes Rakoczy
Keyword(s):  
Social Learning ◽  
Learning Strategy ◽  
Social Constraints ◽  
Rational Action ◽  
Cultural Traditions ◽  
Human Capacity ◽  
New Perspective ◽  
Cognitive Foundations ◽  
Different Levels

Imitation is a powerful and ubiquitous social learning strategy, fundamental for the development of individual skills and cultural traditions. Recent research on the cognitive foundations and development of imitation, though, presents a surprising picture: Although even infants imitate in selective, efficient, and rational ways, children and adults engage in overimitation. Rather than imitating selectively and efficiently, they sometimes faithfully reproduce causally irrelevant actions as much as relevant ones. In this article, we suggest a new perspective on this phenomenon by integrating established findings on children’s more general capacities for rational action parsing with newer findings on overimitation. We suggest that overimitation is a consequence of children’s growing capacities to understand causal and social constraints in relation to goals and that it rests on the human capacity to represent observed actions simultaneously on different levels of goal hierarchies.

Social learning and teaching in chimpanzees

2013 ◽  
Vol 28 (6) ◽  
pp. 879-901 ◽  
Author(s):  
Richard Moore
Keyword(s):  
Social Learning ◽  
Learning And Teaching

scholarly journals Autism and the mirror neuron system: insights from learning and teaching

2014 ◽  
Vol 369 (1644) ◽  
pp. 20130184 ◽  
Author(s):  
Giacomo Vivanti ◽  
Sally J. Rogers
Keyword(s):  
Social Learning ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Neuron System ◽  
Learning And Teaching ◽  
Positive Treatment ◽  
Learning From Others

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.

Folk beliefs about second language learning and teaching

AILA Review ◽  
2011 ◽  
Vol 24 ◽  
pp. 88-99 ◽  
Author(s):  
Michael Pasquale
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Dynamic Process ◽  
Second Language Learning ◽  
Folk Belief ◽  
Folk Beliefs ◽  
Learning And Teaching ◽  
Linguistic Research ◽  
Cognitive Foundations

What do students and teachers believe about the second language learning process? What if these beliefs are in conflict with each other or with prevailing applied linguistic theories? These are the types of questions that are investigated within folk linguistic research. Some researchers have taken a quantitative approach that relied on questionnaires (e.g., Horwitz 1985), while others have delved into the cognitive foundations of beliefs (e.g., Woods 2003). Lastly, some have used discoursal approaches which use discourse analytic (e.g., Pasquale & Preston, forthcoming) and culturally contextualized approaches (e.g., Barcelos 1995) suggesting that folk belief is a dynamic process. Therefore, a discoursal approach may provide insights into respondents’ reasoning rather than what might be considered more static domains of belief.

scholarly journals Brain Based Teaching Model as Transformation of Learning Paradigm in Higher Education

AL-TA LIM ◽  
2015 ◽  
Vol 22 (3) ◽  
pp. 266-275
Author(s):  
Zulfani Sesmiarni
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Theory ◽  
Cognitive Learning ◽  
Teaching Model ◽  
New Paradigm ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Key Word ◽  
The Brain

Brain -based teaching model is a new paradigm that can facilitate students in optimizing student learning by the functioning the brain as a whole. Lessons are held today assume that all students equally so that learning provide the same services to each student in the class. With this model, the students are given different stimulation according to their abilities and needs. Base on brain learning theory -based teaching, the learning should pay attention to the five needs of the brain in general. The fifth factor is the need for a sense of comfort, the need for interaction, the need for knowledge, the need for the activity and the need for self-reflection. All these needs will be connected if the lecturers able to present emotional learning, social learning, cognitive learning, physical learning and teaching reflection. Key Word : Instrucetional, Brain Based teaching, Learning.Copyright © 2015 by Al-Ta'lim All right reserved

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