Titlebook: New Science of Learning; Cognition, Computers Myint Swe Khine,Issa M. Saleh Book 2010 Springer-Verlag New York 2010 Cognition.Cognitive sca

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An Embodied/Grounded Cognition Perspective on Educational Technologyation, graphic simulations that involve force feedback in addition to interaction, video game playing and creation, and robot creation and programming. Research results have indicated that these embodied ways of using educational technologies increases student learning and understanding as shown by memory and problem solving tests.

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New Digital Media and Their Potential Cognitive Impact on Youth Learningand. Through this approach, we captured data and narratives relating to changes in youth over time relating to new digital media (NDM), with a particular emphasis on how these tools impact the typical classroom setting..Our educator informants cite an overall decline in student attention in comparis

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Group Cognition as a Foundation for the New Science of Learningated minds. Individuals participate in this as knowledge learners, knowledge users and knowledge builders, predominantly through their interactions in small groups. The cognitive work of small groups can be distinct from individual thinking and community knowledge processing..We need a new . to comp

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Features of Computerized Multimedia Environments that Support Vicarious Learning Processesious learning occurs in contexts, such as distance learning and some classroom settings, in which learners have no opportunities to physically interact in any way with the source of the content they are attempting to master. We primarily focus on research that identified features of multimedia envir

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Human Memory and the New Science of Learningation in an effort to make sense of it, and store the information for further use. The attributes of each of the components will be described, and the implications these components have for learning in the age of technology will be discussed in detail. This chapter will also examine the cognitive pr

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Metacognitive Control of Learning and Rememberingn regulate their study experience to enhance learning by self-pacing study effectively, devising efficient study schedules, judiciously selecting items for study and re-study, strategically making use of self-testing strategies, accommodating study to anticipated test conditions, and using successfu

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