Rebecca Gómez
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195331059
- eISBN:
- 9780199864072
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195331059.003.0010
- Subject:
- Psychology, Cognitive Psychology, Developmental Psychology
This chapter discusses three types of processing constraints on learning. The first type arises from the learning process itself. The other two constraints arise from two naturally occurring memory ...
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This chapter discusses three types of processing constraints on learning. The first type arises from the learning process itself. The other two constraints arise from two naturally occurring memory processes: consolidation and reconsolidation. With respect to learning constraints, the chapter discusses research suggesting that learning is a dynamically guided process, arising in the interaction of internal and external pressures, and one that is fairly robust with respect to noisy input. With respect to memory processes instrumental in learning, it describes findings that demonstrate a type of memory consolidation occurring with sleep; one that results in generalization to novel cases. Another set of findings demonstrates how the process of memory reconsolidation enables memory change. Both memory processes are important for understanding how children sustain sensitivity to prior knowledge while incorporating new information.Less
This chapter discusses three types of processing constraints on learning. The first type arises from the learning process itself. The other two constraints arise from two naturally occurring memory processes: consolidation and reconsolidation. With respect to learning constraints, the chapter discusses research suggesting that learning is a dynamically guided process, arising in the interaction of internal and external pressures, and one that is fairly robust with respect to noisy input. With respect to memory processes instrumental in learning, it describes findings that demonstrate a type of memory consolidation occurring with sleep; one that results in generalization to novel cases. Another set of findings demonstrates how the process of memory reconsolidation enables memory change. Both memory processes are important for understanding how children sustain sensitivity to prior knowledge while incorporating new information.
Henry Plotkin
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199544950
- eISBN:
- 9780191594366
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199544950.003.004
- Subject:
- Psychology, Social Psychology, Evolutionary Psychology
The relationship between individual knowledge gain and evolution is considered; the notion of Kant's a prioris is reconsidered in the light of the notion that individual learning is itself an ...
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The relationship between individual knowledge gain and evolution is considered; the notion of Kant's a prioris is reconsidered in the light of the notion that individual learning is itself an adaptation that is constrained by the main evolutionary programme; the possibility that at least some forms of learning may occur by way of selecton processes is then reviewed and the chapter ends with wider epistemological schemes, notably that of Donald Campbell.Less
The relationship between individual knowledge gain and evolution is considered; the notion of Kant's a prioris is reconsidered in the light of the notion that individual learning is itself an adaptation that is constrained by the main evolutionary programme; the possibility that at least some forms of learning may occur by way of selecton processes is then reviewed and the chapter ends with wider epistemological schemes, notably that of Donald Campbell.
Hanno Roberts
- Published in print:
- 2006
- Published Online:
- May 2007
- ISBN:
- 9780199283361
- eISBN:
- 9780191712623
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199283361.003.0014
- Subject:
- Economics and Finance, Financial Economics
This chapter examines how existing managerial accounting mechanisms and conceptual frameworks can be brought to bear on the coordination and integration of (accumulated and generated) knowledge. The ...
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This chapter examines how existing managerial accounting mechanisms and conceptual frameworks can be brought to bear on the coordination and integration of (accumulated and generated) knowledge. The resource-base theory (RBT) and the roles of learning processes, knowledge, and the generation of organizational capabilities are briefly discussed. The intellectual capital framework is introduced and the place that management accounting takes within that framework is considered. The implications of the intellectual capital concept for the management accounting field are discussed, focusing on the concepts of connectivity and relational networks.Less
This chapter examines how existing managerial accounting mechanisms and conceptual frameworks can be brought to bear on the coordination and integration of (accumulated and generated) knowledge. The resource-base theory (RBT) and the roles of learning processes, knowledge, and the generation of organizational capabilities are briefly discussed. The intellectual capital framework is introduced and the place that management accounting takes within that framework is considered. The implications of the intellectual capital concept for the management accounting field are discussed, focusing on the concepts of connectivity and relational networks.
Martin Bell and Paulo N. Figueiredo
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199646005
- eISBN:
- 9780199949977
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199646005.003.0002
- Subject:
- Business and Management, International Business, Innovation
This chapter draws on previous research to set the context for the new empirical studies in subsequent chapters. It opens by elaborating on basic ideas about latecomer firms, catching up, and ...
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This chapter draws on previous research to set the context for the new empirical studies in subsequent chapters. It opens by elaborating on basic ideas about latecomer firms, catching up, and innovation capabilities at different stages of economic growth, and then.addresses two sets of questions. The first concerns the kinds of pathways, sequences, and rates that individual latecomer firms may follow through levels and types of capability. The second is about factors that help to explain inter-firm differences in those pathways. At the micro-level, the most important of these are about the mechanisms that firms use to create successive levels of innovative capability — in particular, the intensity of management effort and financial commitment to those ‘learning’ processes. The influence of wider industry-level and economy-wide incentives and institutions is also reviewed.Less
This chapter draws on previous research to set the context for the new empirical studies in subsequent chapters. It opens by elaborating on basic ideas about latecomer firms, catching up, and innovation capabilities at different stages of economic growth, and then.addresses two sets of questions. The first concerns the kinds of pathways, sequences, and rates that individual latecomer firms may follow through levels and types of capability. The second is about factors that help to explain inter-firm differences in those pathways. At the micro-level, the most important of these are about the mechanisms that firms use to create successive levels of innovative capability — in particular, the intensity of management effort and financial commitment to those ‘learning’ processes. The influence of wider industry-level and economy-wide incentives and institutions is also reviewed.
Geoffrey Hall
- Published in print:
- 1991
- Published Online:
- January 2008
- ISBN:
- 9780198521822
- eISBN:
- 9780191706677
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198521822.003.0003
- Subject:
- Psychology, Cognitive Psychology
A further consequence of repeated presentation of a stimulus is that the stimulus is only learned about slowly when it is subsequently employed as the conditioned stimulus in a classical conditioning ...
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A further consequence of repeated presentation of a stimulus is that the stimulus is only learned about slowly when it is subsequently employed as the conditioned stimulus in a classical conditioning procedure. This chapter examines the evidence that indicates that this latent inhibition effect involves processes other than those responsible for habituation. It goes on to argue that the effect depends on an attentional learning process; specifically one that allows the associability of a stimulus to be modulated by experience of how well it predicts its consequences. Ways in which this process can be incorporated into standard associative models are discussed.Less
A further consequence of repeated presentation of a stimulus is that the stimulus is only learned about slowly when it is subsequently employed as the conditioned stimulus in a classical conditioning procedure. This chapter examines the evidence that indicates that this latent inhibition effect involves processes other than those responsible for habituation. It goes on to argue that the effect depends on an attentional learning process; specifically one that allows the associability of a stimulus to be modulated by experience of how well it predicts its consequences. Ways in which this process can be incorporated into standard associative models are discussed.
Christiane Spiel, Barbara Schober, Petra Wagner, and Monika Finsterwald
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199600496
- eISBN:
- 9780191739187
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199600496.003.0087
- Subject:
- Neuroscience, Development, Behavioral Neuroscience
The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work ...
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The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work gets a specific aura if it is neuroscientifically based. This chapter questions whether, and if so, how neuroscience can contribute to explaining or promoting complex learning processes. To illustrate complex learning processes and the requirements associated with their enhancement, it focuses on lifelong learning (LLL). The needs of the ‘knowledge society’ have placed LLL at the centre of an intensive ongoing political debate. Essential constituents of LLL are a persistent motivation to learn and the skills to realize this motivation. Researchers in the field of education agree that schools provide the basis for LLL and therefore teachers play a decisive role for imparting relevant competences. Consequently, LLL trainings should also target teachers. As a concrete example, a training programme for teachers to enhance LLL is presented. Based on this example, the chapter discusses how bridges can be built between neuroscience and education to cooperate in explaining and promoting complex learning processes.Less
The use of the term ‘neuro’ in scientific contexts has become more and more popular. Many politicians and practitioners, especially in the field of education, seem to believe that scientific work gets a specific aura if it is neuroscientifically based. This chapter questions whether, and if so, how neuroscience can contribute to explaining or promoting complex learning processes. To illustrate complex learning processes and the requirements associated with their enhancement, it focuses on lifelong learning (LLL). The needs of the ‘knowledge society’ have placed LLL at the centre of an intensive ongoing political debate. Essential constituents of LLL are a persistent motivation to learn and the skills to realize this motivation. Researchers in the field of education agree that schools provide the basis for LLL and therefore teachers play a decisive role for imparting relevant competences. Consequently, LLL trainings should also target teachers. As a concrete example, a training programme for teachers to enhance LLL is presented. Based on this example, the chapter discusses how bridges can be built between neuroscience and education to cooperate in explaining and promoting complex learning processes.
Carolyn Price
- Published in print:
- 2001
- Published Online:
- October 2011
- ISBN:
- 9780199242009
- eISBN:
- 9780191696992
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199242009.003.0007
- Subject:
- Philosophy, Philosophy of Mind, Philosophy of Science
This chapter considers two ways in which it is possible to advance beyond the minimal intentional systems described in the previous chapters. It analyses who the learning process generates ...
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This chapter considers two ways in which it is possible to advance beyond the minimal intentional systems described in the previous chapters. It analyses who the learning process generates intentional content for and argues that a good account of a learned content will need to take account of the innate function of the mechanism that controls the process of learning. The chapter argues that the ability to represent goals is a more sophisticated capacity than the ability to signal the occurrence of some state of affairs.Less
This chapter considers two ways in which it is possible to advance beyond the minimal intentional systems described in the previous chapters. It analyses who the learning process generates intentional content for and argues that a good account of a learned content will need to take account of the innate function of the mechanism that controls the process of learning. The chapter argues that the ability to represent goals is a more sophisticated capacity than the ability to signal the occurrence of some state of affairs.
John Child, David Faulkner, and Stephen B. Tallman
- Published in print:
- 2005
- Published Online:
- October 2011
- ISBN:
- 9780199266241
- eISBN:
- 9780191699139
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199266241.003.0018
- Subject:
- Business and Management, Strategy, Organization Studies
Partnerships are established through the relationships of companies that adopt their own dynamic and may be affected by various external changes on both the alliance and their parent companies. A ...
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Partnerships are established through the relationships of companies that adopt their own dynamic and may be affected by various external changes on both the alliance and their parent companies. A sense of direction must be adopted in how these are able to transform and adapt to changes. This chapter attempts to examine the mature development or the evolution of cooperative arrangements that serve as a condition for their success. Alliances that are not able to evolve are likely to deteriorate into arrangements of little importance or altogether breakdown. Alliances have to possess certain characteristics to undergo successful evolution and these are said to reflect a learning process by the partners through identifying when and how to implement adjustments. The chapter identifies evolutionary schemata then considers the possible outcomes of evolutionary paths. It also explores the internal factors that influence the patterns of alliance evolution and aid in management policy.Less
Partnerships are established through the relationships of companies that adopt their own dynamic and may be affected by various external changes on both the alliance and their parent companies. A sense of direction must be adopted in how these are able to transform and adapt to changes. This chapter attempts to examine the mature development or the evolution of cooperative arrangements that serve as a condition for their success. Alliances that are not able to evolve are likely to deteriorate into arrangements of little importance or altogether breakdown. Alliances have to possess certain characteristics to undergo successful evolution and these are said to reflect a learning process by the partners through identifying when and how to implement adjustments. The chapter identifies evolutionary schemata then considers the possible outcomes of evolutionary paths. It also explores the internal factors that influence the patterns of alliance evolution and aid in management policy.
Henk Schmidt
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199583447
- eISBN:
- 9780191594519
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199583447.003.0024
- Subject:
- Public Health and Epidemiology, Public Health
Opinions differ as to whether problem-based learning (PBL) is an effective form of education. Some argue that, contrary to expectation, PBL has failed to promote in students higher levels of ...
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Opinions differ as to whether problem-based learning (PBL) is an effective form of education. Some argue that, contrary to expectation, PBL has failed to promote in students higher levels of knowledge. Others maintain that PBL is a form of minimally guided instruction and therefore less effective and less efficient than instructional approaches that place a stronger emphasis on guidance of the student learning process. This chapter reviews the results of a large number of studies, comparing the performance of medical students and graduates of Maastricht medical school to that of medical students and graduates trained in conventional medical programmes in the same country. The results suggest that students and graduates of the PBL curriculum perform better (1) on tests of diagnostic reasoning, and (2) in the area of interpersonal and (3) medical professional competencies. In addition, (4) students in the problem-based school consistently rate the quality of their education more highly than do students in conventional schools. The same applies to national bodies of experts visiting the schools. Furthermore, the problem-based curriculum (5) turned out to be more efficient and effective, as witnessed by lower dropout and less delay. No differences were found with respect to (6) acquired medical knowledge.Less
Opinions differ as to whether problem-based learning (PBL) is an effective form of education. Some argue that, contrary to expectation, PBL has failed to promote in students higher levels of knowledge. Others maintain that PBL is a form of minimally guided instruction and therefore less effective and less efficient than instructional approaches that place a stronger emphasis on guidance of the student learning process. This chapter reviews the results of a large number of studies, comparing the performance of medical students and graduates of Maastricht medical school to that of medical students and graduates trained in conventional medical programmes in the same country. The results suggest that students and graduates of the PBL curriculum perform better (1) on tests of diagnostic reasoning, and (2) in the area of interpersonal and (3) medical professional competencies. In addition, (4) students in the problem-based school consistently rate the quality of their education more highly than do students in conventional schools. The same applies to national bodies of experts visiting the schools. Furthermore, the problem-based curriculum (5) turned out to be more efficient and effective, as witnessed by lower dropout and less delay. No differences were found with respect to (6) acquired medical knowledge.
Charles Byrne
- Published in print:
- 2005
- Published Online:
- March 2012
- ISBN:
- 9780198529361
- eISBN:
- 9780191689628
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198529361.003.0014
- Subject:
- Psychology, Music Psychology
This chapter examines the ways in which music teachers communicate with pupils in secondary music classrooms while engaged in music making, teaching, and learning. It first considers some ideas ...
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This chapter examines the ways in which music teachers communicate with pupils in secondary music classrooms while engaged in music making, teaching, and learning. It first considers some ideas associated with communication as part of the learning process, and communication within the learning environment; links are made between these ideas, the music classroom, and the different ways teachers and students communicate. It suggests ways in which verbal and musical communication might be used to engage pupils in open-ended creative tasks using various communication strategies such as direct teaching and scaffolding. Finally, the chapter examines how verbal, non-verbal, and musical communication can be used in the classroom. It provides a template for teachers to assist in planning and implementing teaching activities with individuals and small groups.Less
This chapter examines the ways in which music teachers communicate with pupils in secondary music classrooms while engaged in music making, teaching, and learning. It first considers some ideas associated with communication as part of the learning process, and communication within the learning environment; links are made between these ideas, the music classroom, and the different ways teachers and students communicate. It suggests ways in which verbal and musical communication might be used to engage pupils in open-ended creative tasks using various communication strategies such as direct teaching and scaffolding. Finally, the chapter examines how verbal, non-verbal, and musical communication can be used in the classroom. It provides a template for teachers to assist in planning and implementing teaching activities with individuals and small groups.
