Creativity and Impactful Learning Through Implicit Cognitive Vulnerability

2021 ◽  
pp. 744-761
Author(s):  
Caroline M. Crawford ◽  
Janice Moore Newsum ◽  
Sharon Andrews White ◽  
Jennifer Young Wallace
Keyword(s):  
Knowledge Acquisition ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
Instructional Facilitator

Creating an instructional environment in which the learners can be cognitively vulnerable with the information learned, with learner colleagues, as well as with the instructional facilitator is vitally important towards information attainment and actively evaluating and revising one's own conceptual frameworking of information. The instructional engagement of the learner within the instructional environment is vitally important, towards knowledge acquisition as well as the learner's creativity towards understanding and working with the information, while emphasizing the strengths associated with impactful learning. Creativity is understood within implicit cognitive vulnerability, articulated as value, effectiveness. Further, impactful learning is understood as relationships and community, as well as respect and consciousness.

Instructor Immediacy and Authenticity

2016 ◽  
pp. 15-36 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Of Practice ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
Online Instructors ◽  
Philosophical Beliefs ◽  
Talent Pool ◽  
Continuous Basis ◽  
Instructor Immediacy ◽  
Instructional Experience ◽  
Learner Success

Online instructors necessitate the implementation of immediacy and authenticity on a continuous basis within an instructional endeavor. Towards more fully understanding the immediacy and authenticity of an instructor's efforts, aspects related to interactive activities, instructor's philosophical beliefs systems, and understanding cognitive vulnerability within an online instructional environment are vitally important to learner success. Further, while developing a community of practice supports the instructor's efforts to engage learners more fully within the instructional success capable within an online instructional environment, while also focusing upon enhancing the talent pool within the course environment. A talent-propelled instructional environment supports the learners while also enhancing the instructor's viability and strength of positive instructional experience.

Implicit Cognitive Vulnerability

2019 ◽  
pp. 729-738 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Learning Community ◽  
Sense Of Community ◽  
Subject Matter ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
The Subject ◽  
Creative Understanding

Through the concept of implicit cognitive vulnerability, the learner develops a “comfortableness” within the instructional environment that engages the learner in a creative understanding of the subject matter that reflects a cognitively vulnerable sense of understanding that engages the learner in new and different ways with the subject matter. This cognitive vulnerability is not only creative in nature, but the “comfortableness” to safely “think outside the box” in new and different ways more fully supports the learner's understanding of the subject matter. The importance revolving around a learner's “comfortableness” within an instructional environment is a level of engagement within the learning community that impacts not only the sense of community engagement towards motivational and self-efficacy efforts, but more importantly the learner's sense of belonging and “comfortableness” within a learning community.

Implicit Cognitive Vulnerability through Nudges, Boosts and Bounces

2022 ◽  
Vol 6 (1) ◽  
pp. 0-0
Keyword(s):  
Conceptual Framework ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
Short Term ◽  
Theoretical Understanding ◽  
Community Environment ◽  
New Information ◽  
Motivational Support ◽  
Primary Focus

Implicit Cognitive Vulnerability is a developing theoretical understanding, wherein feeling safe within an instructional environment is of significant impact upon short-term and long-term memory’s cognitive acquisition of information so as to embed new information within a learner’s conceptual framework of understanding. Towards successfully individualizing a learner’s implicit cognitive vulnerability, the primary focus has been upon the larger community environment in which the learner is housed, yet the viability of the learner’s ability and cognitive viability must also be addressed through nudges, boosts and bounces of motivational support. Recognizing this individualized need of learners, this discussion revolves around the ability of a learner to embed implicit cognitive vulnerability within their own cognitive viability through structured and unstructured synchronous and asynchronous nudges and boosts that support self-regulatory and self-efficacy understandings.

Implicit Cognitive Vulnerability

2018 ◽  
pp. 5149-5157 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Community Engagement ◽  
Learning Community ◽  
Sense Of Community ◽  
Subject Matter ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Cognitive Vulnerability ◽  
Instructional Environment ◽  
The Subject ◽  
Creative Understanding

Through the concept of implicit cognitive vulnerability, the learner develops a “comfortableness” within the instructional environment that engages the learner in a creative understanding of the subject matter that reflects a cognitively vulnerable sense of understanding that engages the learner in new and different ways with the subject matter. This cognitive vulnerability is not only creative in nature, but the “comfortableness” to safely “think outside the box” in new and different ways more fully supports the learner's understanding of the subject matter. The importance revolving around a learner's “comfortableness” within an instructional environment is a level of engagement within the learning community that impacts not only the sense of community engagement towards motivational and self-efficacy efforts, but more importantly the learner's sense of belonging and “comfortableness” within a learning community.

Girls' Cognitive Vulnerability: Contributions of Mothers' Depression, Cognitions, and Parenting

2012 ◽  
Author(s):  
Tabatha H. Blount ◽  
Catherine C. Epkins ◽  
Stacy Graziano ◽  
Jessica Clark ◽  
Tabitha Abraham
Keyword(s):  
Cognitive Vulnerability

The Distinction between Linguistic and Conceptual Semantics in Medical Terminology and its Implication for NLP-Based Knowledge Acquisition

1998 ◽  
Vol 37 (04/05) ◽  
pp. 327-333 ◽  
Author(s):  
F. Buekens ◽  
G. De Moor ◽  
A. Waagmeester ◽  
W. Ceusters
Keyword(s):  
Natural Language ◽  
Knowledge Acquisition ◽  
Natural Language Understanding ◽  
Knowledge Bases ◽  
Linguistic Knowledge ◽  
Medical Terminology ◽  
Language Understanding ◽  
Conceptual Semantics

AbstractNatural language understanding systems have to exploit various kinds of knowledge in order to represent the meaning behind texts. Getting this knowledge in place is often such a huge enterprise that it is tempting to look for systems that can discover such knowledge automatically. We describe how the distinction between conceptual and linguistic semantics may assist in reaching this objective, provided that distinguishing between them is not done too rigorously. We present several examples to support this view and argue that in a multilingual environment, linguistic ontologies should be designed as interfaces between domain conceptualizations and linguistic knowledge bases.

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