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Toward a Unified Theory of Cognition: a Kantian Analysis Clayton Daniel Austin University of North Florida

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Toward a Unified Theory of Cognition: a Kantian Analysis Clayton Daniel Austin University of North Florida UNF Digital Commons UNF Graduate Theses and Dissertations Student Scholarship 2003 Toward a Unified Theory of Cognition: A Kantian Analysis Clayton Daniel Austin University of North Florida Suggested Citation Austin, Clayton Daniel, "Toward a Unified Theory of Cognition: A Kantian Analysis" (2003). UNF Graduate Theses and Dissertations. 107. https://digitalcommons.unf.edu/etd/107 This Master's Thesis is brought to you for free and open access by the Student Scholarship at UNF Digital Commons. It has been accepted for inclusion in UNF Graduate Theses and Dissertations by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 2003 All Rights Reserved TOWARD A UNIFIED THEORY OF COGNITION: A KANTIAN ANALYSIS by Clayton Daniel Austin A thesis submitted to the Department of Curriculum and Instruction in partial fulfillment of the requirements for the degree of Master of Arts in Education UNIVERSITY OF NORTH FLORIDA COLLEGE OF EDUCATION AND HUMAN SERVICES August, 2003 Unpublished work c Clayton Daniel Austin Certificate of Approval Theff~" ~.uiiel is approved: (Date) Signature Deleted Signature Deleted *2 I -vII Ie } Signature Deleted Accepted for the Depa Signature Deleted / Chairperson Accepted for the College: Signature Deleted Accepted for the University: Signature Deleted 11 Acknowledgments I would like to acknowledge the tremendous aid of Dr. Paul Eggen, University of North Florida. More than an advisor, Dr. Eggen was truly a mentor who gave me invaluable insight and unfailing encouragement throughout this process. 1ll Table of Contents List of Tables and Figures .................................................................... v Abstract ....................................... '" ........................... '" ................. vi Chapter I: Identification of the problem.................................................................. 1 Introduction ........................................................................... 1 The limitations of infonnation processing theory ............................... 2 The limitations of schema theory .................................................. 6 The limitations of constructivism .................................................. 8 The need and possibility of a unified theory of cognition ... '" ................ 10 How to move toward a unified theory of cognition .............................. 15 Chapter II: Review ofliterature............................................................ 17 Infonnation processing theory ...................................................... 17 Constructi vism ........................................................................ 24 Schema theory ......................................................................... 28 Declarative and procedural knowledge ........................................... 32 Concept theory ....................................................................... 36 Chapter III: Research ........................................................................ 41 Empiricism and rationalism in philosophy ....................................... 42 Kant's synthesis of empiricism and rationalism ................................. 47 Empiricism and rationalism in psychology ....................................... 52 Structuralism .......................................................................... 54 Functionalism ......................................................................... 57 Behaviorism ........................................................................... 61 Current cognitive theories ........................................................... 63 Chapter IV: Results... .. 66 Kant and Constructivism ............................................................ 67 Kant and Schema Theory ......................................................... '" 70 Kant and Infonnation Processing Theory ......................................... 83 A Rebuttal of Dual Coding Theory ................................................ 92 Chapter V: Discussion... ......... ...... ... .......... ............ ...... ...... ......... ..... 99 Conclusion ............................................................................ 107 References ...................................................................................... I 09 Vita .............................................................................................. 116 IV List of Tables and Figures Table 1: Empiricist and Rationalist Views of the Mind, Learning and the Possibility of Knowledge ................................................... .42 Table2: Empirical, Rational and Kantian Views of the Mind, Learning and the Possibility of Knowledge ......................................... .49 Table 3: Empiricist and Rationalist Views of the Mind, Learning, the Possibility of Knowledge and Focus of Psychology ......................... 54 Figure 1: Classic information processing with one-way flow of information ..................................................................... 90 Figure 2: A unified view of information processing with fluid flow of information ................................................................... 90 v Abstract The goal of this paper is to provide classroom teachers a more unified theory of cognition. The current cognitive theories of information processing, schema theory, and constructivism exhibit limitations and a lack of cohesion that make their implications for teachers unclear. This paper will be presented in five sections. 1) The first describes problems with current cognitive theories and the need for a unified theory of cognition 2) The second provides a review of the literature of current cognitive theories. 3) The third section consists of research in the history of cognitive theory both in philosophy and psychology. 4) The fourth describes how a fresh look at the philosophy of Immanuel Kant can provide a more unified cognitive theory to educational psychology. 5) Finally, the paper offers specific implications for instruction under these headings: 1. Teachers should describe the concept to be taught as a rule. 2. Teachers should introduce the concept rule by experience or by example. 3. Teachers should use the concept rule as a framework for effective questioning. 4. Teachers should describe the rule with abstract language only after students have understood the rule. VI Chapter 1: Identification of the Problem Introduction The goal of this paper is to provide classroom teachers a unified theory of cognition. The current cognitive theories of information processing, schema theory and constructivism have provided insights that have greatly improved classroom practice. However, when considered independently and as a whole, they exhibit limitations, which make their application in classrooms difficult. Viewed independently, each theory suffers from vagueness and an inability to describe common phenomena. When considered as a whole, their relationship is unclear and at times contradictory. Specifically, information processing provides a general understanding of cognitive architecture while schema theory and constructivism provide a general understanding of cognitive processes, but classroom teachers still need a theory that can unify understanding of architecture and processes, of structure and function. This paper will propose such a unified theory. This paper will be presented in five chapters. The first describes the limitations of current cognitive theories and the need for a unified theory of cognition. The second provides a review of the literature of current cognitive theories. The third chapter consists of research in the history of cognitive theory both in philosophy and psychology. The fourth describes how a fresh look at the philosophy of Immanuel Kant can provide a more unified cognitive theory. The final chapter offers specific implications for instruction under these headings: • Teachers should describe the concept to be taught as a rule. • Teachers should introduce the concept rule by experience or by example. • Teachers should use the concept rule as a framework for effective questioning. • Teachers should describe the rule with abstract language only after students have understood the rule. The limitations of information processing theory • How does background knowledge affect information processing? Kelly & Lindsay (1996) emphasize the unconscious influence of background knowledge: Past experiences can have pervasive effects on an individual's current behavior without that individual necessarily having a conscious recollection of those experiences. Perception, problem solving, thinking, and judgment can all be altered by the effects of specific past experiences in the absence of conscious remembering. (p. 31) However, classic information processing, with its one-way flow of information from sensory memory to working memory to long-term memory, cannot explain how background knowledge affects perception and reasoning. For example, information processing cannot explain why an expert physician might perceive an abnormality in an x-ray that a novice might not perceive. Beers (1987) refers to the work of Shaw & Bransford (1977) when stating, "the machine metaphor responsible for the information processing approach typically glosses over questions concerning the nature and origin of the information process, how information is selected and how its value is determined" (p. 374). Furthermore, information processing, in its classic structure, suggests a
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