96 年教育部特色人才計畫
「以自我導向學習系統為主軸的數位人才培育計畫」認知學習之學習目標
一、認知心理學之學習目標:
(一)
1. 了解人類對訊息如何知覺、學習、記憶與思考
2. 認知心理學家如何設計及使用有效的研究方法
3. 了解認知的歷程
4. 在對人類認知歷程有一全面性的認識之後,運用這些知識來增進對事物
的理解,
5. 並有效的認識及解決自己所遭遇的難題與困境
（二）修完本課程學生應能：
1. 了解一般認知心理學理論，如工具制約理論和認知發展理論。
2. 了解資訊影響人們認知，如訊息處理論、建構論、情境認知論、ask 模
式。
3. 了解資訊需求與資訊尋求行為等心理現象，如馬斯洛的需求理論、
Kuhlthau 的研究歷程說、Wilson 資訊需求與尋求模式，人際
資訊傳播的問題。
4. 了解資訊心理學如何協助閱讀與寫作等資訊行為各論。
5. 了解網路、資訊科技及大眾媒體衍生的新問題，和個人心理的關係及影
響，如資訊超載、資訊焦慮、網路沉迷、虛擬社群、及各種網
路現象等。
二、
(一) Course Objectives
2. Know important terms in the field of Cognitive Psychology.
3. Know important theories in the field of Cognitive Psychology.
4. Know some important topics investigated by cognitive psychologist.
5. Understand the internal cognitive process and structures.
6. Apply cognitive theories and skills to improve learning.
7. Apply the knowledge of Cognitive Psychology to improve teaching.
(一)
Course Objectives for Cognitive Psychology
This course is designed as a survey of the topic of cognitive psychology. Cognition is
an immense area of study encompassing topics as diverse as development,
neuroscience, sensory processes, memory, language, and artificial intelligence, just to
name a few. There is no way that we can come close to achieving an in-depth
understanding of any one of these topics in a single semester, let alone mastering the
whole of cognitive psychology. My goal is to open your eyes to some of the
fundamental principals of cognition with emphasis on the topics that I find most
interesting.
(二) Course Objectives: Upon completion of this course the student should be
able to...
1. Understand the experimental methods used to study cognition
2. Recognize and be able to apply the theories related to cognitive psychology
3. Critically analyze cognitive theories and concepts
4. Utilize and critique cognitive psychology literature
5. Apply cognitive research findings to everyday applications
(三)
Course objectives
This course features the description and discussion of human language as a unique
system for cognitive representation. Current theories in linguistics and cognitive
linguistics have earmarked language as a tool that stands out among communication
systems, both for its levels of abstractness and complexity. There are several critical
issues we are to inspect throughout semester sessions. The topics chose range from
the cognitive basis of language, language and thought, cross-cultural semantics,
language and representations, language and mind, mental lexicon, Space under
construction, Categorizing experience, animal language and language consciousness,
language disorder and cognition, and language symbol and metaphor
(四)
Instructional Objectives
This course is designed to review and analyze in detail theories and research on
situated cognition. Situated Cognition is a recent term for a family of research efforts
that explain cognition, including problem solving, sense making, understanding,
transfer of learning, creativity, etc., in terms of the relationship between learners and
the properties of specific environments (affordances). The emphasis of research on
situated cognition is to study realistic complex "situated" learning, problem solving
and thinking. A contrast can be made with schema theories in which knowledge is
considered to be solely contained within the learner (represented in memory as
schemata or mental models), and with behaviorist theories in which cognition plays a
less central role. The works of major theorists will be reviewed and discussed.
Consistent with the theory, discussion will be "situated" in a realistic project designed
to apply the concepts of the theory to instruction through technology. Upon
completion of this course students should have acquired knowledge on two fronts, the
content domain of situated cognition research and its application to real learning
problems. Students will be expected to undertake a situated cognition design project
and to construct a research proposal that would test the theory in the context of this
project. The course will be organized around the following instructional objectives:
Students will be able to:
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identify the major theories and issues of Situated Cognition
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identify the themes of situated learning with citations
develop and design research on issues of Situated Learning
identify issues of assessment for Situated Learning
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(五) Course Objectives:
This course will serve as an introduction to cognitive psychology. We will cover core
areas of psychology such as perception, attention, learning, memory, language, as well
as other topics listed below. You will be introduced to the theories, some experimental
techniques, and methods that cognitive psychologists use. By the end of the course,
you should:
1. Posses a basic understanding of the areas of cognitive psychology.
2. Be able to apply lecture material to real-life situations and demonstrations.
3. Be able to read an original and empirical piece of research, be able to
understand the motivation for the study, how it was conducted, and the basic
results. You should feel comfortable discussing such material with the class.
4. Be familiar with APA style and scientific writing basics.
5. Be able to propose a simple cognitive psychological experiment of your own
both written and orally to the class.
Throughout the course, you will develop your critical and analytical skills
(六)
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Goals and objectives of the course.
This professional development course is intended for an audience which has
not had course work in Cognitive Psychology and has five basic objectives.
The first objective for the tutorial is to provide attendees with an intuitive
understanding of a variety of phenomena through direct, "hands-on"
(actually, "minds-on") exposure. Demonstrations and examples focus a
participant's attention upon significant aspects of memory and problem
solving processes which he or she may not otherwise ordinarily notice.
The second objective is to help attendees develop a basis for making
educated design choices when interpreting guidelines and when guidelines
fail, conflict, or are non-existent. The demonstrations, examples, and
mini-lectures create a general understanding of memory and problem
solving.
The third objective is to relate some of the phenomena being demonstrated
to human-computer interaction. Occasional mini-lectures, examples and
thought questions in the notes will be used to bridge the gap between the
demonstrations and general characteristics of human-computer interaction.
The fourth objective is to assist attendees in undertaking self-directed study
on these or related topics of their own choosing in cognitive psychology. The
demonstrations and examples are chosen to supplement present or future
textbook knowledge with insights based upon direct experience. Suggestions
for further reading are provided.
The fifth objective is to provide those who may be asked to teach some of
the psychological aspects of human-computer interaction with a useful set of
teaching materials. All of the demonstrations have been classroom tested,
work well, and can be done with minimal equipment.
(七) Course Objectives
Students completing this course will:
1. be introduced to various scientific approaches to studying human cognition
2. become familiar with important research findings in each of the different areas of
cognitive psychology (e.g., perception, attention, memory, language)
3. develop an understanding of the theories of human cognition that have resulted
from the findings of researchers.
4. be able to relate aspects of what is learned in class to real life situations
Objectives:After successful completion of the course students should be able
to:
1. Briefly describe and understand the origins and future goals of cognitive
psychology.
2. Describe the various models of attention and differentiate between them.
3. Describe pattern recognition. What is it? What is its role?
4. Understand the information processing approach to memory.
5. Explain the modal model of memory including all of its parts and how they
relate to one another.
6. Explain working memory and its relation to the modal model.
(八)
7. Distinguish between several different models of memory and describe how
theydiffer from one another.
8. Describe the constructivist approach to memory and how it differs from the
information processing model.
9. Distinguish between processes that both aid and hinder successful encoding
and retrieval of information.
10. Describe the steps that go into evaluative thinking and decision making.
11. Determine effective problem-solving strategies.
12. Explain the development of expertise and its role in cognitive processing.
(九) COURSE GOALS AND OBJECTIVES:
All students should be able to:
1. demonstrate an indepth understanding of the fields of cognitive psychology
from the two perspectives of information processing theory biofunctional
science.
2. interpret, organize, and utilize theory and research in cognitive psychology
and biofunctional science.
3. compare and contrast critically the information processing theory and
biofunctional science and their implication for how the nervous system might
function and the implications of knowing how the nervous system functions for
research and practice in educational and real-world settings.
4. discuss and evaluate from the two different perspectives the major perceptual
processes, the major factors that influence the working of these processes, and
their implications for schooling.
5. discuss and evaluate from both perspectives the different ways cognitive
psychologists might think about knowledge representations and their
6.
7.
8.
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acquisition.
discuss and evaluate from both perspectives the theory and research on
learning remembering processes and how the different ways we think about
memory influence the way we approach learning and teaching.
discuss from both perspectives the psychological processes involved in
problem solving and the major factors that influence these processes in
academic, social, cultural, and global settings.
discuss and evaluate from both perspectives theory and research on factors
that influence language and its role in the development of expertise.
discuss and evaluate from both perspectives the theory and research on
reasoning and decision making.
10. discuss and evaluate from both perspectives the theory and research on
language structure and comprehension.
11. discuss and evaluate from both perspectives the theory and research on
individual differences in cognition.
12. discuss from both perspectives cognitive and affective theories of interest,
13. emotion, motivation, and their relationship to learning.
14. discuss how each of the objective A-J relates to piecemeal and wholetheme
15. approaches school and real-world settings.
(一〇)
三、Cognitivism：Goal of Instruction
Communicate or transfer knowledge in the most efficient, effective manner
(mind-independent, can be mapped onto learners)
Focus of instruction is to create learning or change by encouraging the learner to use
appropriate learning strategies
Learning results when information is stored in memory in an organized, meaningful
way.
Teachers/designers are responsible for assisting learners in organizing information
in an optimal way so that it can be readily assimilated
四、學習理論之學習目標：
(一) Course Goals
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The learner will explain the utility of learning theory in education and
instruction.
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The learner will explain basic principles of behavioral learning theories.
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The learner will apply behavioral learning theories to instructional
problems.
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The learner will explain basic principles of social learning theory.
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The learner will apply social learning theory to educational/instructional
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problems.
The learner will explain basic principles of information processing theory.
The learner will explain the basic principles of learning within information
processing theory.
The learner will apply information processing theories of learning to
instructional problems.
The learner will explain the basic principles of developmental/constructivist
learning theory.
The learner will apply developmental/constructivist learning theory to
instructional problems.
Given a description of a successful instructional intervention, the learner
will identify which learning theories were used in it.
Given examples of the application of behaviorist learning theory to
instructional problems, the learner will discriminate between the good and
poor applications.
Given examples of the application of social learning theory to instructional
problems, the learner will discriminate between the good and poor
applications.
Given examples of the application of information processing learning
theory to instructional problems, the learner will discriminate between the
good and poor applications.
Given examples of the application of development/constructivist learning
theory to instructional problems, the learner will discriminate between the
good and poor applications.
The learner will design educational interventions, lessons, and systems
based on behaviorist principles.
The learner will design educational interventions, lessons, and systems
based on social cognitive principles.
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The learner will design educational interventions, lessons, and systems
based on cognitive science principles.
The learner will design educational interventions, lessons, and systems
based on developmental/constructivist principles.