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According to Masakowski, cognitive warfare is an extension of information warfare (IW). [1] [better source needed] Operations in the information environment are traditionally conducted in five core capabilities - electronic warfare (EW), psychological operations (PSYOPs), military deception (MILDEC), operational security (OPSEC), and computer network operations (CNO).
The relevance of any curriculum at any university in the context of rapid technical and cultural changes is a pressing concern for all. WT President Wendler writes about 21st century curriculum in ...
Universal design calls for "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design". [7] UDL applies this general idea to learning: that curriculum should, from the outset, be designed to accommodate all kinds of learners. [1]
Bloom's taxonomy has become a widely adopted tool in education, influencing instructional design, assessment strategies, and learning outcomes across various disciplines. Despite its broad application, the taxonomy has also faced criticism, particularly regarding the hierarchical structure of cognitive skills and its implications for teaching ...
Research shows that cognitive demands required for discovery in young children may hinder learning as they have limited amounts of existing knowledge to integrate additional information. Bruner also cautioned that such discovery could not be made prior to or without at least some base of knowledge in the topic. [ 12 ]
Hideto Tomabechi (苫米地 英人, Tomabechi Hideto, born 1959) (PhD, professor, adjunct fellow) (Knight: Cav. di Gr. Cr.) [1] is a Japanese cognitive scientist (computational linguistics, functional brain science, cognitive psychology, cognitive warfare, analytic philosophy) computer scientist (distributed processing, discrete mathematics, artificial intelligence, cyber security).
Curriculum theory (CT) is an academic discipline devoted to examining and shaping educational curricula.There are many interpretations of CT, being as narrow as the dynamics of the learning process of one child in a classroom to the lifelong learning path an individual takes.
In Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn Cathy Davidson examines the phenomenon of attention blindness: humans perceive only a fraction of everything going on around us, particularly when we're focusing intently on one specific task, and that this attention blindness does not properly prepare us for the multi-task oriented digital age.