We address the question of how
natural learning context and application of visual materials can positively
affect the student learning. After discussing theory, we report an application
of natural learning context and application of visual materials in the teaching
of a recent undergraduate preservation course. In this study, the research
questions addressed are: 1) What are the differences between a natural learning
situation and a conventionally designed learning situation? 2) How does this
difference affect a learner? 3) Why the follow-up activities and application of
visual resources are beneficial? This study also points out the function of
emotions in cognitive process and adopts the view that all representations
arise with the contingent of a context in which emotions are implied,
activated, and experienced.
References
[1]
Halliday, M.A.K. (1978) Language as a Social Semiotic: The Social Interpretation of Language and Meaning. Edward Arnold, London.
[2]
Norman, A.D. (1990) The Design of Everyday Things. Doubleday, New York.
[3]
Oatley, K. and Johnson-Laird, P.N. (1995) The Communicative Theory of Emotion: Empirical Tests, Mental Models, and Implications for Social Interaction. In: Martin, L.L. and Tesser, A., Eds., Goals and Affect, Erlbaum, Hillsdale.
[4]
Halliday, M.A.K. and Hasan, R. (1985) Language, Context and Text: Aspects of Language in a Social-Semiotic Perspective. Deakin University Press, Geelong.
[5]
Arieti, S. (1976) Creativity: The Magic Synthesis. Basic Books, Inc. Publishers, New York.
[6]
Hochberg, J. (1987) Machines Should Not See as People Do, but Must Know How People See. Computer Vision, Graphics, and Image Processing, 37, 221-237. http://dx.doi.org/10.1016/S0734-189X(87)80003-8
[7]
Ernest, C.H. and Paivio, A. (1969) Imagery Ability in Paired-Associate and Incidental Learning. Psychonomic Science, 15, 181-182. http://dx.doi.org/10.3758/BF03336270
[8]
Paivio, A. (1978) On Exploring Visual Knowledge. In: Randhawa, B.S. and Coffman, W.E., Eds., Visual Learning, Thinking, and Communication, Academic Press, New York.
[9]
Paivio, A. (1986) Mental Representations: A Dual Coding Approach. Oxford University Press, New York.
Butterworth, G. (1993) Context and Cognition in Models of Cognition Growth. In: Light, P. and Butterworth, G., Eds., Context and Cognition: Ways of Learning and Knowing, Lawrence Erlbaum Associates, Publishers, New Jersey.
[12]
Elkins, J. (1994) The Poetics of Perspective. Cornell University Press, Ithaca.
[13]
Dunbar, K. (2001) The Analogical Paradox: Why Analogy Is So Easy in Naturalistic Settings, Yet So Difficult in the Psychological Laboratory. In: Gentner, D., Holyoak, K.J. and Kokinov, B.N., Eds., The Analogical Mind: Perspectives from Cognitive Science, The MIT Press, Cambridge, 313-334.
[14]
Piaget, J. (1952) The Origins of Intelligence in Children. International Universities Press, New York.
http://dx.doi.org/10.1037/11494-000
[15]
Peirce, C.S. (1960) A Neglected Argument for the Reality of God. In: Hartshorne, C. and Weiss, P., Eds., Collected Papers of Charles Sanders Peirce, Vol. 6, Scientific Metaphysics, Harvard University Press, Cambridge.
