Culture and the Extended Phenotype

2018 ◽  
pp. 772-792
Author(s):  
Kim Sterelny
Keyword(s):  
Learning Strategies ◽  
Skill Acquisition ◽  
Distributed Cognition ◽  
Extended Mind ◽  
Cognitive Tools ◽  
Extended Phenotype ◽  
Evolutionary Context ◽  
History Of ◽  
Improved Learning ◽  
Cognitive Foundations

This chapter takes up the links between Dawkins’s concept of the extended phenotype and that of the extended mind. More specifically, it has three aims: (1) it argues that the extended mind effects are a special case of niche construction; (2) it identifies the cognitive foundations that made it possible for hominins to amplify their cognitive powers with material supports; in particular, the chapter suggests that our reliance on cognitive tools depends on a tripod of (a) human hyper-plasticity, (b) highly structured and enriched learning environments, and (c) family support for skill acquisition long into adolescence; and (3) it situates the extended mind and related phenomena in their evolutionary context, in the deep history of human evolution. Specifically, the material record suggests an increasing footprint of these phenomena in the later Pleistocene. Distributed cognition, the material scaffolding of skill acquisition, and improved learning strategies collectively produced accelerating change, beginning about 250,000 years ago.

scholarly journals Learning Strategies at SMP Muhammadiyah 3 Pandaan During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Devi Wulandari
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Process ◽  
Learning Activities ◽  
Learning Challenges ◽  
Teachers And Students ◽  
History Of ◽  
Using Data

The purpose of this study is to examine several aspects, including: the history of the establishment of SMP Muhammadiyah 3 Pandaan, learning strategies carried out in the midst of the covid 19 pandemic, learning methods, learning challenges, and effectiveness in learning at SMP Muhammadiyah 3 Pandaan. The research process uses descriptive qualitative methods. in the research process using data collection techniques by means of observation, interviews, and photos when the research was conducted. This study aims to determine the learning strategy in SMP Muhammadiyah 3 Pandaan. The strategy used at SMP Muhammadiyah 3 Pandaan in the midst of a pandemic is to use online learning strategies. Learning is carried out using zoom, google meet, wa, and youtube media, this is as an intermediary for learning in the midst of a pandemic, using these strategies can facilitate teaching and learning activities carried out by teachers and students online. SMP Muhammadiyah 3 Pandaan also experienced several challenges in carrying out learning in the midst of the covid-19 pandemic, one of which was that many students did not have the tools to do online learning such as cellphones, laptops, or computers, and some had problems such as having cellphones but many did not. have a quota or it is difficult to reach a signal when online learning is done. Although there are many challenges in carrying out learning activities in the midst of a pandemic like this, it does not eliminate the enthusiasm to keep learning even though you have to be at home online

Optimal Variability and Complexity

2013 ◽  
pp. 328-351 ◽  
Author(s):  
Joshua L Haworth ◽  
Srikant Vallabhajosula ◽  
George Tzetzis ◽  
Nicholas Stergiou
Keyword(s):  
Learning Strategies ◽  
Human Movement ◽  
System Optimization ◽  
Discovery Learning ◽  
Optimal Solutions ◽  
Systems Perspective ◽  
History Of ◽  
Self Discovery ◽  
Set Up ◽  
Management Staff

Management seeks to provoke system optimization throughout ever changing environmental and internal conditions. Typically, perturbations to stable organizations are unpredictable and difficult to define, except from within a chaos perspective. How should management staff set up their workforce to be best responsive to these changes? It is proposed that a dynamic systems theoretical approach to the organization of the management system would foster the ideal scenario. This approach lends well to the inclusion of discovery learning strategies that promote the valuable use of optimal variability in the exploration and self-discovery of optimal solutions to existent and novel problems. In this text, the authors walk the reader through a brief history of the development of the systems perspective on human movement optimization. Next, they extend the related discoveries to applications within management systems. It is hoped that a new appreciation for complexity and beneficial aspects of variability is conveyed.

The Archaeology of the Extended Mind

2019 ◽  
pp. 143-158 ◽  
Author(s):  
Kim Sterelny
Keyword(s):  
Social Learning ◽  
Social Environment ◽  
Cognitive Skills ◽  
Extended Mind ◽  
Last Common Ancestor ◽  
Great Ape ◽  
Material Technology ◽  
Material Resources ◽  
History Of ◽  
Physical Skills

Our great ape cousins, and very likely the last common ancestor of the human and pan lineage, depend very largely on their own intrinsic capacities not just for material resources but also for their informational resources. Chimps and bonobos are capable of social learning, and very likely, in their foraging and their communicative practices, they do learn from their parents and peers. But everything they learn socially they could probably learn by themselves, by individual exploration learning. Their lives do not depend on social learning. And while they may learn about their physical and social environment from others, they do not learn how to learn. Humans are very different: for us, social learning is essential rather than optional. As a consequence, our cognitive capacities are amplified by our social environment, by our material technology, and by our capacities to learn cognitive skills, not just physical skills, from our social peers. This chapter charts the deep history of these changes and their archaeological signature.

Eight Years of Asking Questions

2006 ◽  
pp. 289-304 ◽  
Author(s):  
Jim Boyle
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Radical Change ◽  
First Year ◽  
Feedback Systems ◽  
Teaching And Learning Strategies ◽  
Personal Response System ◽  
History Of ◽  
Asking Questions ◽  
Science Classes

Eight years ago, the Department decided to embark upon a radical change to its first-year teaching. A core feature of that change was the introduction of “classroom feedback systems” in large, engineering science classes, starting with ClassTalk and then moving on to the Personal Response System. This chapter gives a brief history of the reasons for this change, which involved other, complimentary, teaching, and learning strategies, our experiences, current developments, and a look to the future, in particular, the way we would like to see the technology developing.

Learning Strategies That Help Students SOAR to Success

2020 ◽  
Author(s):  
Kenneth A. Kiewra ◽  
Linlin Luo ◽  
Junrong Lu ◽  
Tiphaine Colliot
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Graphic Organizers ◽  
Learning Strategy ◽  
Empirical Studies ◽  
Strategy Research ◽  
Academic Tasks ◽  
Strategy System ◽  
Processing Theory ◽  
History Of

Students are expected to know how to learn but rarely are taught the learning strategies needed for academic success. There is a long history of learning strategy research that has uncovered many effective and independent strategies students can use to facilitate learning and boost achievement. Unfortunately, researchers have been less successful in devising and promoting integrated and uncomplicated study systems students can employ. A prescriptive strategy system, SOAR, combines four simple and empirically proven strategies that can be readily employed by students for various academic tasks. SOAR is an acronym for the system’s four integrated components: Select, Organize, Associate, and Regulate. Briefly, select refers to selecting and noting key lesson ideas. Organize refers to representing selected information using graphic organizers such as matrices and illustrations. Associate refers to connecting selected ideas to one another and to previous knowledge. Regulate refers to monitoring and assessing one’s own learning. SOAR is based on information-processing theory and is supported by research. Five empirical studies have investigated SOAR strategies compared to students’ preferred strategies or to another strategy system (SQ3R) and found SOAR to be more effective for aiding learning and comparative writing. Specific means for how to employ each SOAR strategy are described such as recording longhand notes and revising them for select, creating appropriate graphic organizers for organize, generating examples and using mnemonics for associate, and using distributed retrieval and error analysis for regulation. Although research on SOAR is just emerging as of 2019, it appears an effective and simple means for directing students in how to learn and study.

People in Need: Challenges and Dilemmas

1994 ◽  
Vol 18 (2) ◽  
pp. 3-10
Author(s):  
Roy I Brown
Keyword(s):  
Learning Strategies ◽  
Intelligence Testing ◽  
Mental Deficiency ◽  
Persons With Disabilities ◽  
The Past ◽  
Modern Learning ◽  
History Of ◽  
Management Techniques ◽  
Scientific Practical ◽  
Behavioural Management

Historical OverviewThe recorded history of disability is long yet, apart from the past 50 years, sparse. There is anthropological evidence that early man may on occasion have cared and protected persons with disabilities. For example Hadingham (1979) cites evidence of formal burial, around 45 thousand BC, of an individual (40 years plus) with long standing physical disabilities, but in later records there is also evidence of exploitation. In more recent times the records of the American Mental Deficiency Society - A Century of Concern (Sloan and Stevens, 1976) - indicate that a variety of both benign and restrictive approaches have been tried. The ideas of normalization, vocational employment, sterilization, incarceration were all proposed though sometimes not under these headings.Developments during the past 50 years have been rapid and have been directed to scientific, practical and, more recently, societal approaches to disability. Yet, as I have indicated, these changes had their roots in earlier developments in the 19th and early 20th centuries. Itard and Seguin developed learning strategies which forecast modern learning and behavioural management techniques. Binet’s (1916) concern with disadvantaged students paved the way for intelligence testing, but also added fuel to the development of the nature-nurture controversy which was influenced by the views of Galton and Darwin.

The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties

2016 ◽  
Vol 50 (1) ◽  
pp. 34-48 ◽  
Author(s):  
Thérèse M. Chevalier ◽  
Rauno Parrila ◽  
Krista C. Ritchie ◽  
S. Hélène Deacon
Keyword(s):  
Academic Success ◽  
University Students ◽  
Learning Strategies ◽  
Reading Strategies ◽  
Reading Difficulties ◽  
Strategy Use ◽  
History Of Reading ◽  
Frequency Of Use ◽  
History Of ◽  
Metacognitive Reading Strategies

We examined the self-reported use of reading, study, and learning strategies in university students with a history of reading difficulties (HRD; n = 77) and with no history of reading difficulties (NRD; n = 295). We examined both between-groups differences in strategy use and strategy use as a predictive measure of academic success. Participants completed online questionnaires regarding reading history and strategy use. GPA and frequency of use of academic support services were also obtained for all students. University students with HRD reported a different profile of strategy use than their NRD peers, and self-reported strategy use was differentially predictive of GPA for students with HRD and NRD. For students with HRD, the use of metacognitive reading strategies and the use of study aids predicted academic success. Implications for university student services providers are discussed.

Concluding remarks

1985 ◽  
Vol 311 (1148) ◽  
pp. 187-192 ◽  
Keyword(s):  
Soft Part ◽  
Burgess Shale ◽  
Exceptional Preservation ◽  
Mazon Creek ◽  
Research Programmes ◽  
Evolutionary Context ◽  
History Of ◽  
Partial Success ◽  
Solnhofen Limestone

Charles Walcott’s discovery of the Burgess Shale was by no means the first exceptional fossil locality with soft-part preservation to be unearthed, but in many ways his publications (spanning 1910-1931) provide a landmark in the history of the documentation of soft-bodied fossil biotas. Over the last 50 years the record and interpretation of exceptional preservation has grown dramatically. Milestones include the recognition of the exquisitely preserved microbiotas of the Precambrian Gunflint Chert (Barghoorn & Tyler 1965) and Bitter Springs Chert (Schopf 1968) (see also Knoll, this symposium), the superb palaeoecological and taphonomic documentation of the Carboniferous Mecca and Logan quarries (Zangerl & Richardson 1963), the continuing research programmes on deposits such as the Carboniferous Mazon Creek (Nitecki 1979; see also Baird et al. (this symposium) and Broadhurst (this symposium)), the Jurassic Solnhofen Limestone (Barthel 1978) and comparable lithographic limestones such as those of Cerin (Jurassic), Lebanon (Cretaceous) and M ontana (Carboniferous), the Jurassic Posidonia Shales (Seilacher 1982; Seilacher et al. , this symposium) and other bituminous deposits (Martill, this symposium) and the various Ediacaran sequences (Glaessner 1984; Fedonkin, this symposium). There have been impressive advances in our understanding of these and many other biotas, not least the meticulous morphological descriptions of exquisitely preserved material. The broad aim of this meeting was to try and set such exceptional deposits in a broader ecological and evolutionary context, and while we may hope to claim partial success there remain a series of interrelated points, five of which receive brief attention here.

scholarly journals How Far we Can Go Without Looking Under the Skin: The Bounds of Cognitive Science

2015 ◽  
Vol 40 (1) ◽  
pp. 91-109
Author(s):  
Łukasz Afeltowicz ◽  
Witold Wachowski
Keyword(s):  
Cognitive Science ◽  
Empirical Evidence ◽  
Distributed Cognition ◽  
Extended Mind ◽  
Cognitive System ◽  
Human Cognition ◽  
External Representations

Abstract The aim of this paper is to discuss the concept of distributed cognition (DCog) in the context of classic questions posed by mainstream cognitive science. We support our remarks by appealing to empirical evidence from the fields of cognitive science and ethnography. Particular attention is paid to the structure and functioning of a cognitive system, as well as its external representations. We analyze the problem of how far we can push the study of human cognition without taking into account what is underneath an individual’s skin. In light of our discussion, a distinction between DCog and the extended mind becomes important.

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