journal article
Computer Technology-Cognitive Psychology Interface and Science Performance AssessmentEducational Technology Research and Development
Vol. 42, No. 4 (1994)
, pp. 6-16 (11 pages)
Published By: Springer
//www.jstor.org/stable/30220093
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Abstract
The emerging interface between computer technology and cognitive psychology for performance assessment in science education is explored. Cognitive theories of learning offer promises to transform computer technology from a test administration tool into a process assessment tool, and computer technology offers a medium for studying the cognitive processes of learning. Interface theories and interface technologies are briefly discussed. The technology-psychology interface may be a base for building an alternative assessment technology. Some prototype projects in this line of inquiry are presented. As in any other novel approaches to testing, there are several questions that need to be answered in establishing the role of the technology-psychology interface in performance assessment.
Journal Information
Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology. The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically-based formative evaluations and theoretically-based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one or more aspect of the instructional development process; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions.
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Springer is one of the leading international scientific publishing companies, publishing over 1,200 journals and more than 3,000 new books annually, covering a wide range of subjects including biomedicine and the life sciences, clinical medicine, physics, engineering, mathematics, computer sciences, and economics.
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At the very heart of cognitive psychology is the idea of information processing. Cognitive psychology sees the individual as a processor of information, in much the same way that a computer takes in information and follows a program to produce an output.Cognitive psychology compares the human mind to a computer, suggesting that we too are information processors and that it is possible
and desirable to study the internal mental / mediational processes that lie between the stimuli (in our environment) and the response we make.
The information processing paradigm of cognitive psychology views that minds in terms of a computer when processing information.
However, there are important difference between humans and computers. The mind does not process information like a computer as computers don’t have emotions or get tired like humans
Managing Director at Shivnandani Industries Private Limited
At the very heart of cognitive psychology is the idea of information processing. Cognitive psychology sees the individual as a processor of information, in much the same way that a computer takes in information and follows a program to produce an output.Cognitive psychology compares the human mind to a computer, suggesting that we too are information processors and that it is possible and desirable to study the internal mental /
mediational processes that lie between the stimuli (in our environment) and the response we make.
The information processing paradigm of cognitive psychology views that minds in terms of a computer when processing information.
However, there are important difference between humans and computers. The mind does not process information like a computer as computers don’t have emotions or get tired like humans