Basis of Knowledge Transference-Cognition

 

Basis of Knowledge Transference Through Cognition and Instruction Models: A Case of the Autism Spectrum Disorder Learner

 

 

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Grand Canyon University

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

Dillon, R. F., & Sternberg, R. J. (Eds.). (1988). Cognition and instruction. Academic Press. Retrieved from https://www.elsevier.com/books/cognition-and-instruction/dillon/978-0-08-088583-4

The authors look at the definition and elements within cognition and instructions as separate yet complimenting disciplines. To identify the relationship of focus with the two, the authors point out that processing in reading, writing, curriculum design, reasoning, and reformation must be recognized. There is understanding and derivation of proscriptive ways in which teaching and cognitive components can be related to mental activity—as such, delving into the translation of different learning showcases high order skills acquisition. The authors have added value as a need for information processing and thus a requisite in transforming knowledge or its transference. Therefore, there is a question of style and its applicability to different audiences in examining the educational considerations and their effect on the learners. The authors contextualize the scientific merit of cognitive studies and its application to the transference of knowledge.

Haskell, R. E. (2000). Transfer of learning: Cognition and instruction. Elsevier.

The author looks at education, educators, and psychologists as the major stakeholders in the transference of learning and thus significant in imparting change. As discussed, the teaching and that transfer of knowledge across cuts multiple disciplines so that neglecting one can be detrimental to the development of the other. This is a simplistic way of explaining the reasoning, personal growth., social policy, and thinking allowing meaningful early experiences to be laid out. However, majorly, the author points out that by the early 2000s, research pointed to a lack of transference of knowledge in classrooms and thus a failure in the fundamentality of meaning and basic level implementation of cognition and instruction. The author draws attention to the models of knowledge transfer and its loss, looking at formative historical education and thus a call for their revision. The perspective is an earlier understanding of knowledge on language comprehension and the interaction in the learning environment.

Carnahan, C. R., Williamson, P. S., & Christman, J. (2011). Linking cognition and literacy in students with an autism spectrum disorder. Teaching Exceptional Children, 43(6), 54-62.

In this article, the authors have a fascinating insight into the development of cognition and instruction in the transference of knowledge to ASD students. By focusing on the cognitive style, the foundation of learning, and the differences in ASD learners, the authors highlight that quality of life can only be weighed based on individual needs. The documentation of the student’s difficulty comprehending provides insight into aspects of decoding the student use and thus applicable teaching models. This way, the article approaches determinants of student communication differences as a graphic element of categorizing the student’s limitation and reconfiguring teaching methods. The focus of the discussion delivers suggestions to the supporting details of comprehension, facilitating a look at the style of reading as a part of the learning process hence educating on the need for an individual-based approach in education.