Research on human cognition has a long tradition of being carried out in a multidisciplinary context, within areas such as psychology, philosophy, linguistics, artificial intelligence, and neuroscience. At the University of Gothenburg, individual researchers and research teams investigating cognition are spread across departments and faculties. At each department, the numbers of researchers and PhD students focusing on cognition are fairly low. Although there are research groups related to cognition in various departments, their seminars draw mostly an internal audience. These circumstances prevent optimal knowledge exchange and collaboration. To ameliorate this situation, a forum for research on cognition at University of Gothenburg gather researchers across the university in informal seminars. The forum hosts presentations of both local researchers and invited speakers from outside the university.
The main target group is researchers, teachers, and PhD students at the University of Gothenburg. Also Master's and undergraduate students are welcome to attend.
Pierre Gander (pierre.gander@gu.se), Dept. of Applied IT (main organizer)
William Hedley Thompson (william.thompson@gu.se), Dept. of Applied IT
Christine Howes (christine.howes@gu.se), Dept. of Philosophy, Linguistics and Theory of Science
Jonas Linderoth (jonas.linderoth@ped.gu.se), Dept. of Education, Communication and Learning
Gaia Olivo (gaia.olivo@psy.gu.se), Dept. of Psychology
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Sept. 15, 15.00-16.30
A Framework for Teaching Grounded in the Science of Learning
Jonas Linderoth, Dept. of Education, Communication and Learning
Location: Room 2121 Rodinia (entrance floor), Natrium, Medicinaregatan 7B
Abstract: This presentation introduces a framework for teaching grounded in research from cognitive science and educational psychology. The framework originates in the Swedish book Undervisning på kognitionsvetenskaplig grund by Jonas Linderoth and Andreas Jemstedt, but is presented here in English and adapted for an international audience.
The framework integrates Cognitive Load Theory, Bjork and Bjork’s New Theory of Disuse, and Self-Determination Theory. Together, these research traditions address how teachers can manage cognitive load, support durable learning through retrieval and spacing, and create conditions that foster students’ competence, autonomy, and motivation.
Rather than treating these theories as separate sets of recommendations, the framework integrates them into a coherent model for instructional decision-making.
The framework is organised around four instructional processes: sequencing learning in manageable steps and planning for key content to recur over time, instructing through clear explanations that manage cognitive load, elaborating knowledge by connecting new content to prior knowledge in long-term memory, and embedding learning through retrieval, interleaving, and varied practice.
Home page (this): bit.ly/g-cog
Cognitive Science @ University of Gothenburg (at Department of Applied IT)
Department of Philosophy, Linguistics, and Theory of Science
Funded by the Adlerbert Research Foundation and Helge Ax:son Johnsons Stiftelse