Blog #1 Cognitive Science

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This week I will start doing an exploration of cognitive sciences. I will make a special emphasis on Artificial Intelligence, the cognitive processes of problem-solving and the different visions and learning styles.

ARTIFICIAL INTELLIGENCE

The field of cognitive science is trying to translate the human thinking into computer language that can be used to simulate human learning. But, I have a question for you:

We will be able to simulate emotions or would we even want to in computers?

In relation to this question, I do not have a specific answer, but I would like to know your opinion on this topic. Meanwhile, we will refer to an article by Sarah Griffin. She states “computers cannot handle any process that completely integrates information so they cannot be conscious and capable of feeling” (Griffin, 2014, para.2).

Therefore, if we refer to this author, her conclusion is as follows: feelings and emotions such as sensitivity or creativity are too complex to be developed and indexed by a computer. Do you think the same?

Another very controversial question related to Artificial Intelligence is:

Can the computers/robots have a consciousness?

I do not know about you, but when I think about these topics, movies like Blade Runner or Matrix come to my mind, and it scares me because we do not know the impact that this type of actions can cause. On the other hand, claims like those of Azam (2011) reassure me, since it affirms “an AI system capable of “thinking” first and then “speaking” is a form of “self-realization” which has yet to be achieved for machines to perform (p.134).

Therefore, and at least for the moment, we are safe from the robots controlling us!

You should check out this video!

 

TYPES OF LEARNING AND PROBLEM SOLVING

Something undeniable is that children and adults learn and solve problems in different ways. But …

Do you think prior knowledge and experiences can impact how adults and children approach a problem?

Experiences play a fundamental role in how adults and children learn differently. In fact, the big difference between them is that adults solve problems by planning the future and developing strategies based on previous experiences.

“As children get older they plan more and think out the solutions to problems which enhances their problem-solving skills” (Gauvain &Rogolf, 1989). That is to say, the more experience we treasure, the greater capacity we will have to solve problems.

resolucic3b3n-de-problemas

Focusing on the educational field, both group work and cooperative learning can be used to learn concepts and solve problems.

The problem solving is a quality of many species. Here, an example of cooperative work developed by dolphins.

Do you think environmental and class factors affect the learning process and the resolution of problems?

The environment that the teacher establishes in the classroom has a great impact on the resolution of problems on the part of the students. How a teacher prepares his/her classroom and how his/her students feel free to take risks is an important factor to promote problem-solving and risk-taking (Lee, 2011, p.39).

Therefore, we as teachers, we must take care of environmental factors, to achieve the greatest possible development in our students.

LEARNING STYLES

The learning and teaching styles refer to the strategies that students and teachers play when faced with the execution of the task and its solution (Hervás, 2003).

The styles depend fundamentally on two factors:

  • The learning situation
  • The pedagogical methods used

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How many learning styles are there?

A concise answer could be: “There are as many learning styles as there are people in the world”, therefore, each person has a learning style of their own.

Many authors and styles have been proposed, but we will focus on the learning styles established by Alonso, Gallego, and Honey (2005).

The authors state that there are 4 learning styles:

  1. ACTIVE: Students enjoy new experiences.
  2. REFLECTIVE: Individuals observe experiences from different angles.
  3. THEORETICAL: Students usually have a perfectionist personality. They are rational and seek to remain objective.
  4. PRAGMATIC: They are pretty practical and need to check their ideas

Therefore, we as a teacher should try to intercut the different styles. That is to say, we have to mix moments where students experiment and reflect, with theoretical and pragmatics situations.

The learning styles are not exclusive of the students, but they can be conditioned by the teaching practices.

  • designing
  • planning
  • running

These are the key elements that teachers must take into account in any classroom teaching process.

CONCLUSION

We as teachers, have to try to control all the possible variables that influence the learning process since we are responsible for guiding the learning activities in the classroom. We must not forget to place special emphasis on addressing the individual differences of each student.

REFERENCES:

Alonso, Gallego y Honey (1995). Procedimientos de diagnóstico y mejora  y conducido por los autores. Ediciones Mensajero

Azam, M. (2011). Speech Generation by Artificial Intelligent Systems: Issues and Challenges. NUML Journal Of Critical Inquiry, 9(1), 129.

Can Bottlenose Dolphins (Tursiops truncatus) Cooperate When Solving a Novel Task? Retrieved from https://www.youtube.com/watch?v=RfhtrJO4Ozs.

Gauvain, M., & Rogoff, B. (1989). Collaborative problem solving and children’s planning skills. Developmental Psychology, 25(1), 139-151.

Griffin, S (2014). Robots will Never have feelings: Mathematics reveals that droids can’t experience emotions like us. Retrieved fromhttp://www.dailymail.co.uk/sciencetech/article-2628150/Robots-NEVER-feelings-Mathematics-reveals-droids-experience-emotions-like-us.html

Hervás, R. (2003) Estilos de enseñanza y aprendizaje en escenarios educativos. Grupo editorial universitario.

Lee, T. (2011). I did it all by Myself. Scaffolding to develop problem-solving skills in young children. Texas Child Care, 38-42. Retrieved March 15, 2018, from http://www.childcarequarterly.com/spring11_story3.html

Winship, K. Eskelinen, H. and Kuczaj, S. (2016) Can Bottlenose Dolphins (Tursiops truncatus) Cooperate When Solving a Novel Task? Ocean 180 Video ChallengeRetrieved from: https://www.youtube.com/watch?v=RfhtrJO4Ozs

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