Chronometric Constructive Cognitive Learning Evaluation Model: Measuring the Consolidation of the Human Cognition Schema in Psychology Students' Memory

Guadalupe Elizabeth Morales-Martinez, Maria Isolde Hedlefs-Aguilar, Janneth Trejo-Quintana, Yanko Norberto Mezquita-Hoyos, Miriam Sanchez-Monroy

Abstract


This study illustrates the application of the Chronometric Constructive Cognitive Learning Evaluation Model to assess learning about human cognition knowledge schema in 48 second-year psychology students (79% females, 21% males). In the first phase, the participants carried out a conceptual definition task based on the Natural Semantic Networks technique. They defined ten target concepts related to the course by using verbs, substantives, adjectives, and pronouns (definers). Participants then rated the grade of relatedness between definers and targets concepts. Subsequently, the present authors carried out a computational simulation with data from the first study. In addition, students participated in a semantic priming experiment. They participated in a lexical decision task. Participants read pairs of words; these pairs were sometimes related by cognition scheme or common association, and sometimes were unrelated. The three tasks were applied at the start of the course and the end. The computational simulation analysis and ANOVA indicated that the initial pattern for conceptual activation had changed at the end of the course. Additionally, the initial chronometric behavior of the human cognition schema of the participants also changed at the end of the course. This evidence supports the idea that cognitive evaluation tools can help assess the schematic behavior patterns induced by academic learning.

https://doi.org/10.26803/ijlter.20.5.4


Keywords


academic learning; knowledge scheme; cognitive evaluation; semantic priming; psychology students

Full Text:

PDF

References


Arieli-Attali, M. (2013, October 20−25). Formative assessment with cognition in mind: The cognitively based assessment of, for and as learning [Paper presentation]. 39th Annual Conference: Educational Assessment 2.0: Technology in Educational Assessment, Tel Aviv, Israel. https://www.iaea.info/conference-proceedings/

Bower, G. H. (1975). Cognitive psychology: An introduction. In W. K. Estes (Ed.), Handbook of learning and cognitive processes: Introduction to concepts and issues (pp. 25–80). Lawrence Erlbaum Associates.

Figueroa, J. G., Gonzalez, E. G., & Solis, V. M. (1976). An approach to the problem of meaning: Semantic networks. Journal of Psycholinguistic Research, 5(2), 107−115. https://doi.org/10.1007/BF01067252

Gonzalez, C. J., Lopez, E. O., & Morales, G. E. (2013). Evaluating moral schemata learning. International Journal of Advances in Psychology, 2(2), 130−136. http://www.ijJpsychol.org/paperInfo.aspx?ID=1981

Harlen, W. (2007). Assessment of learning. Sage Publications.

Lambert, D., & Lines, D. (2000). Understanding assessment: Purposes, perceptions, practice (1st ed.). Routledge. https://doi.org/10.4324/9780203133231

Lopez, E. O. (1996). Schematically Related Word Recognition (Publication No. 9613356) [Doctoral dissertation, University of Wisconsin-Madison]. ProQuest Dissertations & Theses Global.

Lopez, E. O, & Theios, J. (1992). Semantic analyzer of schemata organization (SASO). Behavior Research Methods, Instruments, & Computers, 24(2), 277−285. https://doi.org/10.3758/BF03203508

Lopez, E. O., Morales, G. E., Hedlefs, I., & Gonzalez, C. J. (2014). New empirical directions to evaluate online learning. International Journal of Advances in Psychology, 3(2), 40−47. https://doi.org/10.14355&ijap.2014.0302.03.

Lopez, R. E. O., Morales, M. G. E., Hedlefs, A. M. I., Gonzalez, T. C. J., & Moreno, M. A. P. (2015). Nuevas direcciones empiricas en la investigacion e innovacion de tecnologia educativa para la evaluacion del aprendizaje en linea: Una aproximación conexionista [New empirical directions in educational technology research and innovation for the evaluation of online learning: A connectionist approach]. UANL Science / Ciencia UANL, 18(71), 52−64.

McNamara, T. P. (2005). Semantic priming. Perspectives from memory and word recognition. Psychology Press Ltd.

Morales-Martinez, G. E. (2015). Protocolo para la recoleccion de conceptos objetivo y definidores centrales y diferidos (PRECODECD): Un sistema de codificacion de conceptos extraidos de las redes semanticas naturales [Protocol for the collection of objective concepts and central and deferred definers (PRECODECD): A coding system for concepts extracted from natural semantic networks] [Unpublished manuscript]. Institute of Research on the University and Education, National Autonomous University of Mexico.

Morales-Martinez G. E. (2020). Sistema de evaluacion cognitiva constructiva cronometrica del aprendizaje en linea y presencial [Online and face-to-face learning's constructive-chronometric cognitive assessment system] [Manuscript submitted for publication]. Institute of Research on the University and Education, National Autonomous University of Mexico.

Morales-Martinez, G. E., Angeles-Castellanos, A. M., Ibarra-Ramirez, V. H., & Mancera-Rangel, M. I. (2020). Cognitive e-tools for diagnosing the state of medical knowledge in students enrolled for a second time in an anatomy course. International Journal of Learning, Teaching and Educational Research, 19(9), 341−362. https://doi.org/10.26803/ijlter.19.9.18

Morales-Martinez, G., & Lopez-Ramirez, E. (2016). Cognitive responsive e-assessment of constructive e-learning. Journal of e-Learning and Knowledge Society (Je-LKS), 12(4), 39−49. https://doi.org/10.20368/1971-8829/1187

Morales-Martinez, G. E., Lopez-Perez, R. M., Garcia-Collantes, A., & Lopez-Ramirez, E. O. (2020). Evaluacion constructiva cronometrica para evaluar el aprendizaje en linea y presencial [Chronometric constructive assessment to assess online and face-to-face learning]. Technology, Science and Education / Tecnología, Ciencia y Educación, 15(1), 105−124. https://doi.org/10.51302/tce.2020.371

Morales-Martinez, G. E., Lopez-Ramirez, E. O., Castro-Campos, C., Villarreal-Trevino, M. G., & Gonzales-Trujillo, C. J. (2017). Cognitive analysis of meaning and acquired mental representations as an alternative measurement method technique to innovate e-assessment. European Journal of Educational Research, 6(4), 455−464. https://doi.org/10.12973/eu-jer.6.4.455

Morales-Martinez, G. E., Lopez-Ramirez, E. O., Garcia-Duran, J. P., & Urdiales-Ibarra, M. E. (2018). Cognitive constructive – Chronometric techniques as a tool for the e-assessment of learning. International Journal of Learning, Teaching and Educational Research, 17(2.), 159−176. https://doi.org/10.26803/ijlter.17.2.10

Morales-Martinez, G. E., Lopez-Ramirez, E. O., & Lopez-Gonzalez, A. E. (2015). New approaches to e-cognitive assessment of e-learning. International Journal for e-Learning Security (IjeLS), 5(2), 449−453. https://doi.org/10.20533/ijels.2046.4568.2015.0057

Morales-Martinez, G. E., Trejo-Quintana, J., Charles-Cavazos, D. J., Mezquita-Hoyos, Y. N., & Sanchez-Monroy, M. (2021). Chronometric Constructive Cognitive Learning Evaluation Model: Measuring the Construction of the Human Cognition Schema of Psychology Students. International Journal of Learning, Teaching and Educational Research, 20(2), 1−21. https://doi.org/10.26803/ijlter.20.2.1

Morales-Martinez, G. E., & Santos-Alcantara M. G. (2015). Alternative empirical directions to evaluate schemata organization and meaning. Advances in Social Sciences Research Journal, 2(9), 51−58. https://doi.org/10.14738/assrj.29.1412.

Moreno, R. (2010). Educational psychology. John Wiley & Sons, Inc.

Pozo, J. I. (2006). Teorias cognitivas del aprendizaje [Cognitive theories of learning] (9th ed.). Morata.

Rumelhart D., Smolensky P., McClelland, J., & Hinton, G. (1986), Schemata and sequential thought processes in PDP models. In J. McClelland, D. Rumelhart & the PDP Research Group (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition: Psychological and biological models (pp. 7-57). MIT Press. https://doi.org/10.7551/mitpress/5236.003.0004

Urdiales-Ibarra, M. E., Lopez-Ramirez, E. O., Castro-Campos, C., Villarreal-Trevino, M. G., & Carrillo-Colon, J. E. (2018). Biology schemata knowledge organization and meaning formation due to learning: A constructive-chronometric approach to concept mapping usability. Creative Education, 9(16), 2992−2706. https://doi.org/10.4236/ce.2018.916203


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493