Cognitive strategies for virtual learning environments--论文代写范文精选

充分理解这一点将是必要的，这篇essay代写范文并不致力于详细分析文化、社会、经济、技术和政治方面,相反,重点是学生之间的相互作用和可能的技术学习环境。下面的essay代写范文进行详述。

Abstract 
Learning can be considered as a conjunction of a number of factors, both of internal and external origins. This paper offers a reconcilement of these factors in an interdependent unity, building a "total learning environment", adding up emotional, sensorial, motivational and intellectual aspects. It also approaches the use of this reconcilement in virtual learning environments, seeking for technological tools for a permanent and renewing quest of knowledge, in contrast with the behaviorist model of repetition of content and stimulus-response conditioning.
Key words: Virtual Learning, knowledge, Cognitive Strategies

Introduction
Historically, the educational process has always been linked to the social evolution of humanity itself (Gadotti, 1999). Therefore, to understand it in its plenitude, it would be necessary a detailed analysis of the cultural, social, economic, technological and political aspects, present in society. This is not the intention of this paper. Rather, the focus is on the interactions between the individual-pupil and the possible technological learning environments, analyzing the factors that influence the efficiency of such learning and suggesting alternatives to improve the effectiveness of the process. Therefore, it is imperative to acknowledge some cognitive learning strategies, including some virtual environments and the interactions between apprentice and master.

Cognitive Learning Strategies

The history of the psychology of learning retraces, pertaining to the study in question, to the IV century a.C., specifically to the school of philosophy established by Plato to spread out the ideas of Socrates. In the book VII of "the Republic", Plato displays the myth of the cave, an alegory according to which the world that we know is nothing but a shade in a wall of the cave of reality projected by the pure ideas that are planted, since birth, in our soul. In other words, knowledge is always the projection of our innate ideas (Pozo, 1999). This doctrine resurged in the racionalist and idealistic thoughts of Descartes, Leibniz or Kant, being revisited by authors representing the current cognitivist movement, like Fodor and Chomsky. 

Aristotle, disciple of Plato, developed another doctrine: the tabula rasa, according to which the knowledge comes from the senses that endow the mind with pictures, interlinked according to three laws: proximity, similarity and contrast. Aristotles influence will be felt in the psychology of learning through its consequences in both the estruturalism and, mainly, in the behaviorism of Skinner. Regarding behaviorism, it is a form of response to subjectivism. For the behaviorists, the study of higher mental processes for the understanding of human behavior is unnecessary: one learns through conditioning and repetition (Pozo, 1999). The impulse given by diverse external factors to psychology, especially the technological evolution, the new theories of communication, linguistics and cybernetics, brought a new paradigm, represented by information processing, that enables the study of the mental processes denied by behaviorism. These new studies, supported in technological bases and searching an interdisciplinarity in such fields as philosophy, computer science, medicine and psychology itself, had generated the cognitive school. The relevance of these two doctrines to the learning process is significant. Historically, as well as in the present, there is a predominance of the behaviorist approach in educational methodologies used in schools of practically all levels. Theorists like Chi and Rees (1983), Gagné Glaser (1987), Mandler (1985), Shuell (1986), among others, support that there are reasons enough to believe in the possibility that the cognitive approach may be adopted as the model of learning in a near future. Actually, some experiments are already being carried out in such direction, but they are embryonic studies and do not really represent a clear movement towards the adoption of the cognitive psychology of learning (Pozo, 1999).

One of the main criticisms to behaviorism is its incapacity to produce original theoretical responses. As a consequence, new programs are being elaborated, whose basic difference consists of a release of the behaviorist conceptual core, eliminating, mainly, the rejection of cognitive processes and increasing information gathering (Pozo, 1999). The central concept of cognitive psychology, the basis of this new program, is broader than the concept of information processing itself. According to Rivière (1987), "the most general and ordinary things we can say of Cognitive Psychology refers to the explanation of behavior, mental entities, states, processes and definitions of mental nature, all which demand an unique level of speech". This means, therefore, that the actions of the individual are determined by his mental representations, according to some authors like Piaget and Vigotsky. Fig. 2, counter-pointing fig. 1, shows the strategy of scientific research according to cognitive psychology.

Thus, learning capacity would be determined by the way that the individual represents his knowledge, together with his memory capabilities and his causal cognitive processes. To acquire these representations, the human being uses his mechanisms of assimilation as channels, understood here "as a broad sense of an integration to the previous structures" (Piaget, 1967) and uses, therefore, his senses as a door towards the perception of the external world together with the mental processes of information handling. The greater or minor effectiveness of this assimilation depends on learning factors, varying from person to person, and constituting learning strategies. These strategies take in account emotional, motivational, sensorial, and intellectual factors (or, using a computer era terminology, logical-mathematical factors).

Emotional Factors
Goleman (1995), places the issue of emotional intelligence as a new type of ability, requiring a development of aptitudes natural to the "human heart". His theory appears in the context of a society with a rising increase of violence in practically all its forms (crime, suicides, drug abuse and other indicators of social distress); individualism, even as a consequence of social pressures, reaches an unprecedented exaggeration, causing, therefore, a growing competitiveness, mainly in the job market and academic fields. This conjunction of factors brings the isolation and deterioration of social relations, generating a slow disintegration of community life and the need for self-confidence.

Placing this scenario under a learning perspective, it is inferred that emotional education - or, in other words, emotional learning - urgently needs to be rethought. The human brain has mechanisms to deal with emotions, but such mechanisms come from a biological evolution that goes back to the origin of life itself (Pinker, 1998). Our mental apparatus is prepared to face "wild" situations, as the ones experienced in a forest, but it has little power to confront rush hour traffic. Under the educator's point of view, it is important to be in harmony with the student's emotions and work the totality of the emotional repertoire.

This emotional diversity shown by Goleman demonstrates that there are moments and situations that propitiate more effective learning. An educational methodology that would provoke a feeling of happiness, or, at the very least, respect moments of sadness or anger, would have better conditions to form new mental structures and to more efficiently relate all acquired knowledge.

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