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Top1. Introduction
Cognition has grown as a doctrine based on the various time-empirical observations, and hard data of field research evidence proof, that are mental structures underlying not only thought, but also emotion, as well as the very perception and interpretation of both, inner/internal and outer/external source information (Gardner, 1993). (Feuerstein, 1990) Whose multiple intelligence theory is based on cognitivism, asserts that mind consists of numerous fairly specific and independent computational mechanisms, and it is in this context that research on learning styles has also been promoted. Based on cognitive learning theory, the structure of content of the cognitive matter should be organized hierarchically. Relevant research (Gardner, 1993) has surely led to the conclusion that students learn mainly from the progressive and relation-linked construction of knowledge. This approach may well find applications in a Learning Management System (LMS) with a psycho-pedagogically driven learning path creation module (Gardner, 1993).
From constructivist point of view, the knowledge “built” by an individual and not broadcasted, is itself both a reflective and active process. The interpretation that the individual performs of the new experience is influenced by their prior knowledge introducing in social interaction, multiple perspectives of learning. Learning requires understanding of the whole and the parts, and should be understood in a global context. In this perspective, (Feuerstein, 1990) introduces one new dynamic, co-constructivism.
The theory of Structural Cognitive Modifiability (SCM) (Feuerstein, 1990), far transcends the purely cognitivist approach, and advocates that every individual is modifiable, a process that is inherent to the human species.
The knowledge creation and management have recently been seen as a means for enduring a sustainable competitive advantage. However, there is little known about knowledge or how it can be measure. Also, knowledge when used in research is rarely explicitly defined (Russ & Fineman, 1999). In spite of its being inaccessible for direct measurement, its power of influence over performance can be overwhelming (Hunt, 2003).
Assessing knowledge prior to testing performance of a complex task has the advantage of detecting and identifying deficiencies before they are revealed by errors in performance or other near-accident incidents. To be useful to a person, knowledge must not only be acquired, but also retained or remembered. It is not enough for teachers, instructors and trainers to be concerned only with the acquisition of knowledge by trainees or students. They must also be concerned with the retention of knowledge so that learners will have the knowledge available to them at later times. If the knowledge is acquired but does not influence behavior and cannot be retrieved from memory, e.g. is forgotten prior to its intended later use, then the earlier learning has failed to attain its instructional purposes.
The process of acquiring and retaining knowledge in memory is called learning and is a product of all the experiences of a person from the beginning of his/her life to the moment at hand. A computer analysis of the person’s answers and self-assessment certainly responses provide multidimensional scores about a person’s knowledge that remedy some deficiencies of knowledge assessment and achievement tests now employed (Hunt, 2003).
In addition, acquisition of new skills and knowledge is not only affected by an individual’s mental schemes or beliefs, but also by their interaction, cooperation and collaboration with others (Buzzi, 2012). By that, along with interaction, cooperation and collaboration has another important issue related to adaptability. In an e-Learning System it is primordial to predict and adapt to new situations and subjects, according to their cognitive capacities (Hunt, 2003). This perspective fits e.g. in teaching blind and deaf people alongside children with special educational needs.