module+3

http://www.eaea.org/index.php?k=12117

Stuff I found on Bandura's Social Cognitive Learning Theory

Bandura's Social Cognitive Learning Theory posits that reciprocal determinism suggests that learning is "the result of interacting variables." The three basic variables are personal, behavioral and environmental factors. According to Bandura, the idea of reciprocal determinism suggests that "personal factors, such as self-beliefs, affect behaviors and the interpretation of environmental cues." As a result, as these elements interact with each other they can impact a student's self-efficacy and his or her outcome expectancy both of which can impact learner motivation and understanding. As the environmental cues are a primary element to this learning model and as environmental cues are not universal, it would stand to reason that as learning is impacted by these cues that instruction would need to be adjusted to ensure that the environmental cues included in the instructional design are elicting the response according to the learning objectives. These would need to take into account the cultural norms in order to ensure effective learning.

Why don't you see what you can gain from it and what you can cite, I think there are some valuable points made. From Kevin:

A pdf I found on the difference between Eastern and Western Education. Although it seems that this may have actually been written by a student (with no scholarly references), I think it does provide some relevant insights we might be able to use as a springboard:

www.shs.edu.tw/works/essay/2006/10/2006102810584206.pdf

Kevin I think we still need a little bit more on learning and cultural differences let me know if you need help

From Kevin: Some of the most relevant research in this field is by this guy named Richard Nisbett (Christina has more of his stuff below) who studies the 'geography of thought.' Here are some links to his work:

[] From this link: he addresses such questions as: · Why did the ancient Chinese excel at algebra and arithmetic, but not geometry? · Why do Western infants learn nouns more rapidly than verbs, when it is the other way around in East Asia? · Why do East Asians find it so difficult to disentangle an object from its surroundings?

[|http://www-personal.umich.edu/~nisbett/] (with links to his presentations)

From Kevin: Something I wrote a while back, much of it seems relevant:

In all the books on Eastern philosophy I have read (and much of the contemporary Western self-help literature based on Eastern philosophy), a common theme prevails: //All human suffering is the result of either thinking about the past, or thinking about the future.// Regrets about, or pining for, the past, or worries and anxiety about the future. The answer – live in //the Now// (the ‘eternal’ Now). Live in present moment awareness (detached), and think not about past or future – on ‘the razor’s edge,’ as they say, in complete faith and acceptance. Nelson seems to be illustrating this mentality in her section on //Autobiographical Memory and Narrative in Contemporary Cultures//, p. 131. She states, “Almost all the (Eastern) interviewees claimed that they did not remember specific episodes from the past, and further that there was “no point” to doing so.”

Living without an autobiographical memory (or minimal one) in the Eastern psyche seems to allow people to live in relative acceptance and peace (if not bliss) in conditions that would appear to Westerners as impoverished, deprived or otherwise wanting and apparent of human suffering. I would venture this is much the same strategy with which certain religious figures (illustrated by the late Jesuit Priest Anthony de Mello in his book, //Awareness//) and stoics (ref, Epictetus’ //Enchiridion//) in Western culture negotiate the same. Yet, as for the rest of us ‘first-world’ Westerners, we’re the ones getting cancer, ulcers, having heart attacks, exhibiting road rage, going to therapy, taking meds…and we think they’re suffering.

It seems from the readings that AM is formed and reinforced simply by talking about it. According to Sutton, “autobiographical memory grows out of interpersonal exchanges.” Joint reminiscing and language form ‘cognitive scaffolding’ (Sutton, p. 376), and in fact, “that there are no clear nonverbal measures of AM.” (p. 386). Nelson also illustrates the importance of language:

With language, individuals could pass on to other members of the group specific information about what they had experienced or observed. Individual episodic memories could be turned into episodic narratives, thereby expanding the practical knowledge base within the group, and establishing a shared memory store….” (p. 126) Everything in Western culture and life seems to depend on the identity we create for ourselves. Nelson states, “It is important to imagine one’s past and future for one’s own self-image and concept; at the same time, it is important to learn to tell the narrative in ways that interest the listener as well as the teller.” I would assert that we often do this by retelling personal AM spiced up with what have been called “attack thoughts.” We criticize, judge or otherwise ridicule others, while implicitly or otherwise esteeming ourselves, creating our own (self-justified) internal map of reality that governs not only our current choices, but also our perception of the world in which we live. My favorite saying from NLP being, “The map is not the territory.”

The simple solution would seem, as indicated by the Eastern response to questions about AM, to be simply, //don’t talk about it!// Several spiritual maxims come to mind – “Judge not that ye be not judged,” and “We can change the world we see by giving up attack thoughts.” To go way out there into the Metaphysical realm, we might consider the assertion that “what we acknowledge (or resist), we give energy to,” and “we strengthen in ourselves.” Western thought seems based on the assertive (or aggressive) position, that, if you want something, you’ve got to go get it! ‘Grab the bull by the horns,’ and make it happen! ‘Cause it ain’t going to fall in your lap.’ With that, Westerners want to be able to tell a good story. We want to tell stories of struggle and conquest, to elevate our own ego, create our own identity, and of course make lots of money. We use AM to this end, shaping it accordingly.

The Eastern mentality seems to be a more passive one, embracing aphorisms such as “all things come to those who wait,” or perhaps something similar to the Beatitudes, “the meek shall inherit the world.” Who needs AM for that? I tend to think the Eastern mentality relatively free of AM makes for a very content, happy and peaceful life…of sitting on your mule and tending your little garden. But that's just my Western bias talking. Westerners struggle to achieve and overcome, //by choice,// creating their identities along the way. Certainly, Easterners do that too, where it suits them, while Westerners embrace what I would call ‘selective consciousness,’ or ‘selective memory’ – retaining the memories that suit their goals, purposes and outcomes, while blinding themselves to all else. Either way, I’d just have to respond, “Whatever works!”


 * Nelson, K. (2003). Self and social functions: Individual autobiographical memory and collective narrative. //Memory, 11//, 125-136.**


 * Sutton, J. (2002). Cognitive Conceptions of Language and the Development of Autobiographical Memory. //Language and Communication, 22,// 375-390.**

From Kevin: Another very relevant article.




 * Wang, Q. & Conway, M. (2004). The Stories We Keep: Autobiographical Memory in American and Chinese Middle-Aged Adults. //Journal of Personality, 72, 5,// 911-938.**

From Christina: Hi I found some great stuff-on brain The yellow arrows in the image direct your attention to the areas of the brain that were most active while subjects were engaged in processing task s; the more effort, the more activity. The image above demonstrates what scientists Trey Hedden and John Gabrieli at the Massachusetts Institute of Technology found as  they compared brain activity between Americans and East Asians. The researchers asked subjects to make relative and absolute judgments while undergoing brainscans/fMRI (functional Magnetic Resonance Imaging). fMRIs measure levels of neural activity by tracking blood flow. The yellow arrows in the image direct your attention to the areas of the brain that were most active while subjects were engaged in processing tasks;the more effort, the more activity. Both groups had MRIs/brain scans while solving the same two tasks. One task was to look a line and estimate its length, which is a task Americans find easier because it has a singular focus. The other task was to estimate a line's length relative to the size of a square, which is an easier task for the Asians because their culture and their familiarity with considering interdependence. It was also determined via survey instruments before the MRI s, that individuals who fell higher/lower on the independent vs interdependent thinking continuum demonstrated similarly in higher/lower brain activity /more difficulty in the MRI images. Other researchers including psychologist Richard E. Nisbett found similar evidence in experiments. Dr. Nesbit found that American students, focused attention and comments on a large fish swimming among smaller fish when they observed an animated underwater scene, while Japanese students focused attention and comments on the background of the animated underwater scene and not on the large fish. -As Nisbett writes in his book, //The Geography of Thought,// people process the world differently due to their cultures which include influence their social structures, philosophy, and educational systems. He states that ancient Greeks had a remarkable sense of personal //agency// ; the sense that they were in charge of their own lives and free to act as they chose. He states that one definition of happiness for the Greeks was the ability to pursue excellence in a life free from constraints and that exploring through the independent Socratic method of questioning was a source of pleasure. Even our English word, school, comes from the Greek schole-, which means ‘ leisure’. While the Chinese counterpart to the Greek’s personal agency was //harmony.// and comparison, the ancient Chinese were not independent but members of a collective. References [] Goldberg  Carey Globe Staff /  March 3, 2008. []  Nisbett, R. E. (2003). The geography of thought: How Asians and Westerners think differently ... and why. New York: The Free Press. <span style="font-size: 11.5pt; color: black; font-family: 'Georgia','serif';">
 * Different Cultures different brain function[[image:MRI_EAST_VS_WEST.jpg]] **

5-10 Page paper and power point to correlate with paper.

Christina I don't think the power point can get started until the paper is written it will be last minute. I have a power point quiz that we can use it is only 4-5 slides. It can activate prior knowledge.

Power Point Bibliography research on east/west research on learning- (Vicky) will work on the brain and learning. I will try to have it done by Saturday so we all can look at it and maybe have him look at it in class for feedback.

Exceeds five resources. References indicate substantial research. Synthesizes finding from alternative resources State your answer/position and provide a rationale for your conclusion. Identify related questions or issues as appropriate.

It then stands to reason if people from a particular country or culture have similar experiences that differ from other countries and cultural, they may also develop different brains structures and/or functions and learn in different ways; but is that really logical and does that make sense?

"Do people from different culture's learn in significantly differ ways?

To receive an A
 * Paper or Presentation **
 * Establishes and maintains clear focus and purpose.
 * Depth and complexity of ideas supported by rich, engaging, and or pertinent details.
 * Demonstrates clear and consistent evidence of analysis, reflection and insight.
 * Synthesizes finding from alternative resources.
 * Exceeds five resources. References indicate substantial research.
 * Careful, suitable and explicit organization, with clear beginning, middle and end.
 * Control of surface features (grammar, formatting, etc.).
 * Posting **
 * Complete assignment posted on time.
 * Complete assignment posted in appropriate location.
 * Complete assignment properly linked to index page.
 * Discussion **
 * Actively participates in class discussion.
 * Well prepared to present individual findings.
 * Readily apparent that individual reviewed other postings.

http://www.knowledgeboard.com/item/227 East/West Intercultural learning perspectives

Vicky Wrote:
 * References/ Bibliography **

Sousa, D. (2001). //How the brain works//. Thousand Oaks, CA: Corwin Press.

Leamnson, R. (2000). Learning as biological brain change. //Change, 32//(6), 34-40 Retrieved June 2, 2009, from the Wilson Web database. Tigner, R.B. (1999). Putting memory research to good use: Hints from cognitive psychology. //College Teaching, 47//(4), 149-152. Retrieved June 2, 2009, from the Wilson Web database.

Gredler, M. E. (2009). Learning and instruction: Theory into practice. (6th ed.). Columbus, Ohio: Pearson Merrill Prentice Hall

Jensen, E. (2008) A fresh look at brain-based education. Phi Delta Kappan, Vol. 89, No. 6. Retrieved May 27, 2009, from []

Slavin R. (2008). Theory into practice, In Educational Psychology (chapter 6). Retrieved May 27, 2009, from[| http://wps.ablongman.com/ab_slavin_edpsych_7/3/867/222019.cw/index.html]

Sobel, D. (2005). Place-based education: Connecting classrooms &communities. Barrington, MA: The Orion Society.

Sprenger, M. (1999). Learning and memory: The brain in action. Alexandria Virginia, ASCD. 2.

Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press. . Canadian Institutes of Health Research, (n.d.) The Brain from Top to Bottom. Retrieved May 31st, 2009 from [] Gredler, M. E. (2009). Learning and instruction: Theory into practice. (6th ed.). Columbus, Ohio: Pearson Merrill Prentice Hall Intelegen Inc. (1995). Memory and Related Learning Principles. Retrieved May 31st, 2009 from []

http://www.worldwidelearn.com/learning-other-cultures/index.html

Other Cultures** - [|Education in China] - [|Education in Germany] - [|Education in India] - [|Education in Iran] - [|Education in Japan] - [|Education in USA] The above website focuses on learning in the above countries.
 * Learning in

http://rstb.royalsocietypublishing.org/content/362/1482/1083.full Neuroscience research and China.

http://findarticles.com/p/articles/mi_qa3722/is_200207/ai_n9138968/ Focuses on Learning styles and cultural differences

http://www.scn.ucla.edu/research.html Schema

**Option 3 - How does a specific culture differ?**
We know that different countries and culture are educated in different ways. The question is, "Do people of various cultures learn in different ways?" Recent cognitive neuro-science research suggests that the way people learn are affected by their past experiences. It then stands to reason if people from a particular country or culture have similar experiences that differ from other countries and cultural, they may also develop different brains structures and/or functions and learn in different ways; but is that really logical and does that make sense? Keep in mind, option "3" focuses on whether people from two or more cultures "learn" in a different manner, not whether they are or should be "taught" using different methods.


 * Directions**
 * 1) Read the performance criteria specified for Assignment 3. Consider, "Do people from different cultural s learn in significantly different ways?"
 * 2) You may either pick specific country or culture or choose to answer the question broadly based on what your finding. Search for literature on learning and cultural differences. Be sure to focus on whether people "learn" in different ways, rather than whether they are "taught" in different ways.
 * 3) Prepare a 5-10 page paper or 20 minutes presentation that summarizes your findings and answers the question, "Do people from different culturals learn in significantly differ ways?" State your answer/position and provide a rationale for your conclusion. Identify related questions or issues as appropriate.
 * 4) Compare your work to the performance criteria specified for Assignment 3 and revise as necessary.
 * 5) Post Assignment 3 to your personal or team presentation site in WebCT.

Some information I had.

1. Relationship between memory and learning ** // Learning and memory are interconnected: The firing of neurons cause the learning to take place. // Memory process focuses on sensory register, short-term memory, and long-term memory. The first component sensory registry is when the senses receive stimuli. The five senses process them and then disregard if not needed, all in the matter of seconds. The senses perceive the stimuli and process it based on experiences, mental interpretation, knowledge of stimuli and / or motivation. Short-term memory is a storage system in which a limited amount of information is stored. It is the working memory producing repetition, which leads to long-term memory. Our working memory has the capacity to think of about 5-9 bits of information at a time (Miller, 1956). The longer the bits are stored in short-term memory the greater the chance of transference to long-term memory. Long-term memory has three parts: episodic, semantic, and procedural. The episodic memory retains personal experiences and connections, the semantic retains facts and generalized information and the procedural is the knowing how to do something area. All of learning is transferred through neurons and glial cells, these brain cells are the primary connection of learning. Neuroscientists define learning as two neurons communicating with each other (Wolfe in Sprenger, 1996). Wolfe states that we have one quadrillion neural connections and these connection transfer learning into short- term or long-term memory. The glial cells nurture cells for the neurons, their fibers act like glue or ropes for the neurons to hold onto as they make their way through the brain (Wolfe in Springer, 1996). When scientist dissected Albert Einstein’s brain, they discovered an extended collection of glial cells (Diamond in Spenger, 1996). In short, the firing of the neurons is causing the learning and the glial cells are transferring the learning throughout the brain. Brain-based teaching is the active engagement of practical strategies based on principles derived from brain-related sciences (Jensen, 2008). Factors that enhance long-term memory are instructional strategies that actively involve the student in learning. Dewey stated that authentic teaching result in “knowing.” To understand the notion of “knowing” one must stand within the world, interacting with the elements, rather than standing outside, looking in (Dewey in Sobel, 2004). Brain based education is based on Dewey’s component of engagement it also focuses on strategies and principles. Springer (1999) states that strategies must be based on principles derived from an understanding of the brain. Accusation of new knowledge and behavioral skills derive from the interaction and development of cognition. Vygotsky (1978) showed that social interaction plays a fundamental role in the development of cognition and that students will engage in their Zone of Proximal Development (ZPD). Through brain based education educators can increase their ZPD. The most important factor in Brain based education is the metacognitive factor, knowing why one strategy is used instead of another. Gredler (2009) agrees with this concept and states that classroom instruction must have teacher, student self-monitoring, and evaluation when addressing application of a particular situation. Our brain changes from experiences and therefore our experiences change our brain. Learning is a social activity interacting with our environment and our experiences (neurons) have the ability to rewrite or remap (neuroplasticisty) our learning based on skill building and thinking skills. Ericsson found that individuals not only store information in their long-term memory but also store learning strategies (Ericsson and Kintsch in Slavin, 1995). How reputable is brain-based education? Harvard University now has both master's and doctoral degrees in it…
 * 2. Application **