Learning with e's

SEPTEMBER 26, 2014

The Theory Paivio''s dual coding theory considers the way we process verbal and non-verbal information. Visual and verbal information are processed in different ways along discrete pathways in the brain, and these are thought to create different mental representations. Jung Archetypes and Synchronicity 19. Knowles Andragogy 24.

Cognitive 88

Cognitive Theory Maslow Learning Theory 88

Learning with e's

SEPTEMBER 22, 2014

How it can be applied in education As Norman suggests, when information to perform a task is present within the design of an object, the need to learn it is reduced. Ill-defined problems offer less parameters/information and have less information in their design. Jung Archetypes and Synchronicity 19. Knowles Andragogy 24.

Design 98

Design Cognitive Theory Maslow 98

Learning with e's

OCTOBER 5, 2014

Piaget believed that children developed along these lines by exploring their world more or less independently, assimilating new information, and accommodating it into previously formed knowledge, to construct their mental models of the world, which he identified as schemas. Jung Archetypes and Synchronicity 19. Knowles Andragogy 24.

Cognitive 94

Cognitive Theory Maslow Learning Theory 94

Learning with e's

DECEMBER 9, 2016

To retrieve an item from long term memory, the brain traverses a large network of information. Sometimes, although the information is in long term memory, it cannot be accessed. Spreading Activation is a primer theory - it explains how we create shortcuts by strongly connecting information. Jung Archetypes and Synchronicity 19.

Cognitive 40

Cognitive Theory Maslow Learning Theory 40