1 / 21

Mapping for Learning: Mapping

Mapping for Learning: Mapping. “ A given set of data only acquires significance when we map it onto a pattern of some kind.” (March and Steadman, p.29). Brain Waves. In 1930s, Berger, a German psychiatrist discovered electrical brain waves

gizi
Download Presentation

Mapping for Learning: Mapping

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mapping for Learning: Mapping “ A given set of data only acquires significance when we map it onto a pattern of some kind.” (March and Steadman, p.29) Mara Alagic: Mapping for Learning

  2. Brain Waves • In 1930s, Berger, a German psychiatrist discovered electrical brain waves • Any stimulus produces electrical responses in the brain called evoked potentials (recorded; averaged to remove noise) • When the stimulus is cognitive or intellectual task, the recording is a cognitive evoked potential Mara Alagic: Mapping for Learning

  3. Analyzing Brain Activity • Brain mapping using X-rays makes it possible to see brain structure (CT scan) • Brain mapping using radioactive chemicals (PET scan)made it possible to study brain function over time (in intervals of thousandths of a second) • Millions of pieces of information can be stored on computers to be analyzed Mara Alagic: Mapping for Learning

  4. Cognitive Process of Mapping (1) • “ A given set of data only acquires significance when we map it onto a pattern of some kind.” (March and Steadman, p.29) • Cognitive (process of) mapping = those abilities which enable us to collect, organize, store and recall, and operate on information about our environment Mara Alagic: Mapping for Learning

  5. Cognitive Process of Mapping (2) • Mental map is a product of the cognitive process of mapping - cross sections of the world at one instant in time • Key concepts employed in studying cognitive mapping: representation and environment Mara Alagic: Mapping for Learning

  6. Why is cognitive mapping important? (1) • Draw and describe in one sentence THIS picture. Mara Alagic: Mapping for Learning

  7. Why is cognitive mapping important? (2) • Are cognitive maps accurate? • Is there a 1-1 correspondence between ones representations and the actual spatial environment? • Are mental maps similar? Given two individuals, how similar might their maps be of the same environment? • Is learning going to induce dissimilarities? Mara Alagic: Mapping for Learning

  8. How Useful Are Mental Maps in Everyday Life? • Examples? • ... • An understanding of how individuals cognitively map an environment can be used to provide a “common” map which can convey the maximum information to the greatest number of individuals Mara Alagic: Mapping for Learning

  9. Research on the Cognitive Process of Mapping • Think about this moment in which I am trying to convey some (new?) concepts to you • What guides this mapping process? • … Mara Alagic: Mapping for Learning

  10. Mapping: Problem Solving Sanford’s (1985) • A mapping between a problem-statement and relevant schemata in LTM • Problem solving begins with the manipulation of this mapping in WM • If an information-state developed in WM matches a structure in LTM, a new structure is stored in LTM (WM LTM) Mara Alagic: Mapping for Learning

  11. Problem Solving & Abduction Sanford’s (1985) • A problem  schemata in LTM • Manipulation of this mapping in WM • WM LTM: a new structure stored in LTM • Abduction: The new knowledge-state which a solved problem represents can often be achieved by introducing information from sources external to the problem-statement Mara Alagic: Mapping for Learning

  12. Mathematical Mapping • f: XY For every xX there exists exactly one yY such that y=f(x) • Is geographical mapping a species of mathematical mapping? • Cartography is seen as a type of mathematical modeling involving abstraction • Domain? Mara Alagic: Mapping for Learning

  13. Cognitive Mapping: Formal Definition Downs and Stea (1973) formally define cognitive mapping as: … a process composed of a series of psychological transformations by which an individual acquires, codes, stores, recalls, and decodes information about the relative locations and attributes of phenomena in their everyday spatial environment Mara Alagic: Mapping for Learning

  14. About Cognitive Maps(Neisse, U.,1976) • An individual’s cognitive map is an active information seeking structure of which spatial imagery is but one aspect • Cognitive maps are created as the result of active and passive modes of information processing Mara Alagic: Mapping for Learning

  15. Cognitive Mapping: Information Processing • Generally, active information processing gives the greatest meaning to the information processed and produces more information for the perceiver • The information produced by locomotion is fundamental to an individual’s spatial orientation Mara Alagic: Mapping for Learning

  16. Cognitive maps: Content and Form • Cognitive maps are also made up of memories of objects and kinesthetic, visual and auditory cues (Griffin, D. R. 1973) • Aside from the way cognitive maps are formed, the types of information stored in a cognitive map are also of interest Mara Alagic: Mapping for Learning

  17. What are cognitive maps made up of? Kuipers (1983) suggests that a cognitive map consists of five different types of information, each with its own representation: • topological • metric • route descriptions • fixed features and • sensory images Mara Alagic: Mapping for Learning

  18. Cognition: Independent Variables • An individual’s cognition of the environment is not only a function of the behavior by which information is obtained but also depends on the characteristics of the environment • The amount of information gained by each sensory modality is also environmentally dependent Mara Alagic: Mapping for Learning

  19. Personal Nature of Cognitive Maps • How the observer interprets and organizes a common exterior form is unique (Lynch) • This interpretation governs how the observer directs his attention and this in turn affects what is seen/learned. So at both a societal level and a cultural level cognitive maps are highly individualistic Mara Alagic: Mapping for Learning

  20. References (1) • Downs, R. M. & Stea, D. (1973). Cognitive Maps and Spatial Behavior. Process and Products. In Image and Environment, (Downs, R. M. & Stea, D. Eds.), Aldine Publishing Co., Chicago, pp 8-26 • Griffin, D. R. (1973) Topographical orientation. In Image and Environment, (Downs, R. M. & Stea, D. Eds.), Aldine Publishing Co., Chicago. pp 296-299. • Neisse, U. (1976).Cognition and reality, WH Freemn, San Francisco. Mara Alagic: Mapping for Learning

  21. References (2) • Kuipers, B. (1983) The cognitive map: Could it be any other way. In Spatial Orientation: Theory, research and application, (Pick, H. L. & Acredolo, L. P. Eds.) Plenium Press, New York. pp 345-360. • Billinghurst, M. & Weghorst, S. The use of sketch maps to measure cognitive maps of virtual environment (www.hitl.washington.edu/publications/p-94-1/paper.html) Mara Alagic: Mapping for Learning

More Related