Literature Review Resources

DISSERTATION DEVELOPMENT 1

DISSERTATION DEVELOPMENT 3

Relationship Between Cognition and Instruction in Knowledge Transference: A Case of the Autism Spectrum Disorder Learner

Name

Grand Canyon University: RES 820

Date

Relationship Between Cognition and Instruction in Knowledge Transference: A Case of the Autism Spectrum Disorder Learner

Annansingh, F. (2019). Mind the gap: Cognitive active learning in virtual learning environment perception of instructors and students. Education and Information Technologies, 24(6), 3669-3688.

Convenience both in time and in flexibility has prompted the growth of virtual learning in a faster way than the deduction system could foresee. As such, the paper focuses on the virtual learning environment provides insight into the flexibility expected in recognition of needs and how to meet them. The author points out that VLEs promote independent learning and within that a new definition to the students’ experiences with cognitive active learning to successful knowledge acquisition. Within the contest, there is a constructivist approach that is enhanced within the methodology of feedback analysis. In recognition, the authors investigate the disparity between the student and instructor perception of their cognition which essentially allows the understanding of the aspects of intrinsic motivation and appropriateness of instructions and support from the faculty to the student. Therefore, there is a weighting criterion that facilitates the definition of expectations and allowances necessary for successful knowledge transference.

Dawson, M., Mottron, L., & Gernsbacher, M. A. (2008). Learning in autism. Learning and memory: A comprehensive reference, 2, 759-72.

The level of understanding of any student can be matched by the capacity and thus matched to the appropriate model of teaching that is suitable for them. In the case of the autistic student, knowledge transference can be challenging and thus consensus must be attained. In the atypical environment, there is already a large distinction that fundamentality can be seen would impair learning for this population. As such many efforts are made to allow sufficient comfort and stability and within this reading, there is recognition of the distinct need to make sure that dissemination of knowledge and information is rightly perceived and implemented. The attention to detail and development of memory for the doctoral student needs a thematic perspective by looking at the history of the student learning process, the link association between experience and learning, and the ability for research. In recognition of this, the paper adds value to the determination of an empirical basis for research.

Duff, C. K., & Flattery, J. J. (2014). Developing mirror self-awareness in students with autism spectrum disorder. Journal of autism and developmental disorders, 44(5), 1027-1038.

The importance of recognizing one’s strengths and weaknesses is essential in the education process. The fact that curriculums are designed to make it easy for a student to measure this is a fact that cannot be ignored. The teaching methodology as explained in this paper is shown to be one of the most important strategies in knowledge acquisition and thus transference into practice. The identity that is derived through self-awareness and self-diagnosis allows for the consideration of personal input as a necessity to learning. For ASD students, having the idea is as important as executing it as it provides stability for the initiation of the first step to tackling an activity. The paper provides the opportunity for the derivation of positivity factors in step-by-step framework development to stimulate personal growth from a path that allows for progressive personal growth hence assimilative way of learning and influencing knowledge transference.

Eraut, M. (2012). 1 Transfer of knowledge between education and workplace settings. In Knowledge, values and educational policy (pp. 75-94). Routledge.

The transfer of knowledge relies on the particularity of subject matter and with that the descriptive factors in methodologies of choice. Different ways of knowledge descriptions can be said to necessitate the integration of deliberate action to the dissemination of information. When looking at the development of skills that could be useful for the future, during the education process, simplification of the education process depends on reliability. The author brings to attention the fact that approach builds consequences and within that a need to make sure that reliance is balanced with support and need. The assurance of this is the fact that the education setting allows for the transference of knowledge to be conceptualized under attribution in a way that bridges the cultural gap, nature, amount of learning needed. This article lends the specifics to the fact that learning involves realizing the relationships are instructional hence must be established in form of procedures. Cognition is progressive and must be aligned in a way that is methodological and incrementally progressive.

Fauziyah, N., Le Lant, C., Budayasa, I. K., & Juniati, D. (2019). Cognition Processes of Students with High Functioning Autism Spectrum Disorder in Solving Mathematical Problems. International Journal of Instruction, 12(1), 457-478.

Students with ASD often have a unique depth of understanding, especially in mathematics. This article focuses on process development especially when it comes to data gathering. Subjects such as mathematics allow for growth in cognition by allowing for problem-solving to be visualized effectively. Understanding the problem set at the beginning and developing ways in which it can be solved allows for the opportunity to be represented in a form that depends on the process. This process is essential for grasping the idea of connections and connectivity. Therefore, the paper facilitates the opportunity for the transference of knowledge through planning and identification of critical points that do not change or evolve. The result is a differentiation of intelligence in a way that subject and object are related making it easy for even the most difficult learners. Perceptible cognition gives a predictive variable necessary to determine whether the pathways of planning give room for high functioning.

Galitsky, B., & Shpitsberg, I. (2016). Autistic learning and cognition. In Computational Autism (pp. 245-293). Springer, Cham.

The difficulties of human and machine learning give hypersensitivity to the student-instructor relationship and within that the learning systems and the way it affects the introduction and model of learning hence cognition. Comprehension of active learning in the ASD allows for the development of a model for adaptation in a way that stereotypically provides reasoning in a way that is both abductive and inductive. As the article points out, the derivation of patterns, stereotypes, and behavioral concepts is an opportunity that allows for cognition to focus on the individual and within that realization that different scenarios require a different approach. Therefore, the connection between knowledge and instruction is the ability to form a system that is consistent and focuses on learning appropriately. Active learning in computer science for ASD students is a pat within the text that contextualizes model development for better bridging between cognition and instruction. There is thus active presentation of reason for causative action development.

Mowbray, S., & Halse, C. (2010). The purpose of the PhD: Theorising the skills acquired by students. Higher Education Research & Development, 29(6), 653-664.

Fundamentally, pushing for the bridging of cognition and instruction to a level that is satisfactory requires the involvement of stakeholders in both the educative sectors and those looking after the needs of the students. Therefore, there is a participatory level that is required to define the grounded rules for the facilitation of the acquisition of intellectuality. Summatively, it is within this article that formative development can be analyzed in a way that recognition of the beginning of the bridge between the two aspects of knowledge transference can be defined. The development of a framework allows the conceptualization of ideologies through looking at virtues of intellect. In consideration of this, the article provides a perspective of looking at the institutional role in connection both cognition and knowledge. The result is a development of contrasting research that would add value to the overall association of elemental external factors in cognition study.

Perkins, D. N., & Salomon, G. (2012). Knowledge to go: A motivational and dispositional view of transfer. Educational Psychologist, 47(3), 248-258.

Like touching the topic of self-awareness, motivation is essential for the synthesis of information ordinarily. However, information transference requires an exploration of the cognitive performance in a way that the dispositional drivers are recognized with pursuance. The learning process requires detailing the circumstantial connection of concepts in a way that investigative action is cognitive by its foundational “bridges”. As mentioned by the authors, the individualization of facts surrounding cognition and knowledge transference allows for recognizing that independence, detailing, and broadening. These three form the basic unit of understanding knowledge in length. It is an association of the simplification of the complexities through a detection and analysis model in a way that facilitates the connection of relationships with the process. A realization within this paper points to the fact that for cognition and knowledge to work well, transference should be facilitated within a process that is laid out and clarified through the exploration of different themes.

Schopler, E., & Mesibov, G. B. (Eds.). (2013). Learning and cognition in autism. Springer Science & Business Media.

The author begins by providing elaboration on the diagnostic system that categorizes the ASD students and within that a definition of the intervention needed for their education in a way that matches their specialty and acquisition of skills. Functionality is discussed right from the beginning and within that a deliberation on the response to stimuli. By understanding the responses cognitive and behavioral aspects can be understood systemically such that casual roles are tangible. Within the realization of this, there is a representation of knowledge transference in a way that is directed but only through an understanding of limitations. Comparability of failures and successes allows for the recognition of environmental factors such as social aspects to match functionality. Sufficiency ingrained within the representation is an opportunity that facilitates cognitive description for dynamic interpretation hence simplifying barriers of communication. The development of learning, therefore, is streamlined within the ability to sift out capability and ability for skill development.

Townsend, J., Westerfield, M., & Chukoskie, L. (2019). Autism Spectrum Disorder: A Cognitive Neuroscience Perspective. Handbook of Medical Neuropsychology, 223-262.

The authors introduce the categorization of autism and thus the definition of the characteristics of what it implies to be in the ASD category. To grasp the fact that autism presents its own set of challenges at all levels of education, the author details the co-morbid symptoms as well as the cognitive traits and within that a realization of profiles of character development. The information provided within this text contextualizes the expectation of the ASD and thus allows for the research to look at all angles. The functional development that is ingrained within this article allows for the trait development to be associated with the subject matter and thus a connection necessary for conclusive discussion. Realizing that relevancy is important, the discussion from this paper paves way for the introduction of an argument from a point of view that is appropriate for the subject matter. The cognitive ability of the subject is necessary to connect knowledge and cognition as essential to knowledge transference.

Degree

The program I study is Doctor of Philosophy in General Psychology with an emphasis in Cognition & Instruction.

Research Focus

The research focus area is the comprehension of the understanding of the bridge between cognition and knowledge in such a way that there is recognition of modalities and methodologies for the transference of information.

Feasibility of Research Problem

Understanding the cognitive challenges in the ASD student allows for the opportunity to grasp the real connection between cognition and knowledge in a way that is basic yet takes all variables into account.

Problem Statement

While literature indicates that ASD students are likely going to face more challenges at all levels of education, the crosscutting issue for understanding the relationship between cognition and instruction in knowledge transference is a need for systemization.

Need for Study

Specificity is necessary when it comes to the recognition of what ticks and for what population. Cognitive studies in the ASD population have been done by several researchers and within the context of education, there is little understanding of how the adaptation of the system can alienate. However, with the identification of the characteristics of the individual, there would be recognition of the limits and thus a step-by-step development of the process of bridging students and educators. The development of cognitive traits within the study is a realization of profiles of character development which aids in students knowing their motivators. Self-awareness through knowing the limits is something that both the student and the instructor must grasp in the long run hence a need for a study to improve the bridging elements.

Conceptual/Theoretical Framework

Conceptualization of ideologies of what can be real and what is considered ideal is one of how research on the disparity between the student and instructor through the perception of cognitive functions can be understood. A large distinction of the fundamentals can be seen in impairment of learning in the ASD population, essentiality that allows the understanding of the aspects of intrinsic motivation and appropriateness of instructions and support. Therefore, learning and knowledge transference is a factor in identity development through self-awareness and self-diagnosis. The ease of factoring the attention that grows due to this fact is an approach that builds consequences necessarily from the reliance on balance, support, and need. The consideration of personal input as a necessity to the learning process indicates that it should be paced based on student cognitive needs. As such, there is a better opportunity for the transference of knowledge through planning and identification of critical points. that do not change or evolve

Significance

Eraut, (2012) acknowledges that knowledge transference requires rationality based on the specificity of the subject matter. Within the context of descriptive methodologies, integration, and deliberation of knowledge, there is an examination of how the dissemination of information can be done. The assurance accounted within this article emphasizes simplification of the process of transference of knowledge to be conceptualized under attribution in a way that bridges the cultural gap, nature, amount of learning needed. The specifics allowed within this discussion provide an insight in a way that categorizes how relationships between cognition and instruction in knowledge transference work. By emphasizing the specifics in cognitive progressiveness there is a methodological and incrementally improvement quality necessary for the educative process and the future as well. This points to an added value in skill impartment hence not strictly educative alone. The attention to detail within this can be seen in the simplification of education and the need for process and procedure.

Defense of Article Selection

There is a variety of opportunities to understand ASD in many ways and within that a realization of how it affects knowledge transference. However, recognition of this is a step-by-step development in a way that is progressive by nature. All the articles and books are up to date on the characteristics of the ASD and within this recognition of attributes that carry out into the education environment. By realizing this, there was a need for emphasis on effects and affects that allow for the possibility of the relationship between cognitive and ability to follow instruction to exist suitably. All the articles emphasize cognition, behavior, and knowledge in a way that brings to attention the fact that differentiation is necessitated through understanding individuality.

All the ten articles are specific to the topic and within that an ease to identify common theme and goal that would allow subjective development of theory and thus translation to the discussion. Categorization of discussion from a different perspective provides the opportunity to understand the different ways in which application can be made. At the same time, there is the differentiation of topics in a way that allows approaches to be separately analyzed such that contrast could be evaluated. This aligns with the research in a way that promotes the development of relevance and appropriateness without taking away from the topic at hand. The result is a realization of a concept in a way that offers insight after another.