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In psychology, contextual cueing refers to a form of visual search facilitation which describe targets appearing in repeated configurations are detected more quickly. The contextual cueing effect is a learning phenomenon where repeated exposure to a specific arrangement of target and distractor items leads to progressively more efficient search.
Cognitive learning models illustrate how people connect cues with certain outcomes or responses. Learning can strengthen associations between predictive cues and outcomes and weaken the link between nondescriptive cues and outcomes. Two aspects of the EXIT model learning phenomena have been focused on by Collins et al.
The creation and display of these artifacts allow students opportunities for engagement, revision and feedback, all hallmarks of quality learning design. [3] A cognitive artifact is a physical representation of a conceptual idea, such as an experience, a memory, a thought, or a feeling. The term is used in the discipline of human-computer ...
The cue recruitment experiment is a form of classical conditioning experiment, the simplest test for associative learning in which one (or at most a few) new signal(s) are put into correlation with one or a few trusted cues. Cue recruitment (a change in perceptual appearance) does not always occur during a cue recruitment experiment.
A cue is some organization of the data present in the signal which allows for meaningful extrapolation. For example, sensory cues include visual cues, auditory cues, haptic cues, olfactory cues and environmental cues. Sensory cues are a fundamental part of theories of perception, especially theories of appearance (how things look).
Bloom's taxonomy is a source of inspiration for educational philosophy and for developing new teaching strategies, particularly in light of trends in developing global focus on multiple literacies and modalities in learning and the emerging field of integrated disciplines. [24]
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. [1] The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. [2]
According to this philosophy, gesture is our normal procedure to embody vague ideas in singular actions with a general meaning. Gesture is forged by a dense blending of icons, indices, and symbols and by a complexity of phenomenological characteristics, such as feelings, actual actions, general concepts, and habits (firstness, secondness, and ...