! Whether chocolate or mushroom, the two types of truffles are related to each other, from a cognitive science perspective. Perhaps not as an analogy, but certainly metaphorically. Both types of truffles are relatively rare, (or at least good ones are), decadent and dark, lumpy and dirty and both types are expensive. The idea that one truffle metaphorically transfers into the other truffle is that concepts from one domain (mushroom) map onto another domain (chocolate.)

! Metaphor and analogy are often confused in their usages. Metaphor means to transfer and analogy means proportion. Metaphor is a figure of speech that applies the meaning of one thing (the mushroom) directly onto another item (the chocolate.) Analogy, provides a parallel relationship of the two words and explains a comparison between the similarities of the two concepts. The mind as a computer is an analogy.

! Artificial Intelligence is the mind as a computer. IBM has paired with the Institute of Culinary Education in creating the IBM Watson food truck, debuting in February 2014. IBM Research is attempting to determine if a computer can create flavorful recipes to enhance human creativity. Kelly and Hamm describe cognitive cooking as:

The goal is not to replicate human brains or replace human thinking with machine thinking. Rather, in the era of cognitive systems, humans and machines will collaborate to produce better results, each bringing its own skills to the partnership (2013, p. 8).

!Cognitive computing like Watson can execute a program, but also adapt to situations, apply reason and solve problems. The food truck is how IBM and the

ICE are displaying cognitive cooking and customers are able to sample the computer generated dishes. Examples of recipes produced by the system include Belgian Bacon Pudding, Austrian Chocolate Burrito and Swiss-Thai Asparagus Quiche.

! The brain as a computer analogy is the central definition of cognitive science. “The central hypothesis of cognitive science is that thinking can best be understood in terms of representational structures in the mind and computational procedures that operate on those structures. ” (Thagard, 2012, "Representation Computation”). Rapaport adds to Thagards definition by stating cognitive science can also be defined as the intersections of the disciplines of artificial intelligence, linguists, and psychology (1996). Artificial Intelligence models human thought, except “A computer only understands code, ones and zeros, not nouns, verbs

people and places, let alone the relationships between them” (IBM Watson, 2011, min. 32). Logic, rules, concepts, analogies and images are mental representations of ways the brain uses and processes information. Understanding these cognitive connections can help to improve student learning in the classroom. Logic is the ability to use deductive and inductive reasoning to evaluate information for problem solving, decision making, and reaching proper conclusions based on previous experiences and information. Rules are standards to be followed based on actions, conduct, and procedures that are used to ensure safe, consistent, and fair results. Concepts are an abstract idea, thought, notion, or mental image used to categorize, connect and help retain learned information. Images are pictorial representations that aid in learning and play a role in human thought.

Problem-solving is a fundamental human cognitive process that searches for a solution to a given problem and finds the means to reach the identified goal. Problem-solving requires the use of other cognitive processes such as analyzing, inferring, synthesizing, decision-making, searching and learning. Problem-solving is different between children and adults due to the amount of experience, maturity, brain development and level of knowledge. "Piaget showed that young children think in strikingly different ways compared to adults" (McLeod, 2012, para.4).

Problem solving described by Barbey and Barsalou is the process of planning steps that lead from the current situation to the goal. The person must be able to visualize the situation and predict possible scenarios that would result from the steps taken (2009).

! There is a direct connection between learning styles and brain processing. The wiring of the brain indicates different types of learning styles. There are “biomarkers” for behaviors, moods, and thoughts (James, 2011, min. 7:08). Morgan (2007) describes a synapse as an important part of the nervous system where impulses are transmitted and received. Simply stated, learning style is the preferred style the brain moves information.

It might be possible to change the chemistry of how a person thinks in order to strengthen a specific learning style. James demonstrates that in processing MRI data, connectivity between different areas of the brain are visible (2011). This ongoing study could provide additional knowledge of how the brain processes information.

Amen describes the brain as “the hardware of your soul” (2007, p 3) and is involved in brain imaging research and began a study referred to as SPECT (single photon emission computed tomography), which indicates areas in the brain of high and low activity. Amen’s research claims there is physical evidence that certain behaviors are related to how specific structures in the brain work. Amen’s work has been referred to as controversial, but he has claimed that through imaging he has been able to help individuals change their brain. Whether that is true or not, Amen’s research connects behavior and learning styles to specific locations in the brain and believes SPECT imaging can physically prove this.

An instructor that is aware of their students specific learning styles can potentially maximize and improve the quality of learning in the classroom. Culinary students use a mixture of learning styles, but every culinary student, no matter where in the world they study, will be introduced to Mise en Place.

Mise en Place (meez on plahss) French term meaning "everything in place." The setup for food production. All the preparations and organization that must be made before actual production can begin (Glissen, 2011, p. 1070).

This concept can be quite frustrating and challenging to the active learner. The student is required to mise en place or obtain and prepare all ingredients and equipment, prior to beginning any procedures outlined in a formula or recipe. The reflective learner thrives during this preparation; allowing them time to think about

the ingredients and contemplate which method to incorporate items together. The differences between a sensing learning style and an intuitive learning style can mean the difference between a student becoming a sous chef or pastry chef. A sous chef can work much faster than a pastry chef and problem-solve in a much faster productive manner. The pastry chef’s sensory abilities allow them to perform more detailed work and memorize methods of incorporating ingredients, essential in baking, more easily than a chef who is more intuitive. All areas of culinary are visual. Presentation can be just as important as the smell and taste of the dish.

Again, both culinary students, whether in cooking or baking also, must possess the ability to learn verbally as well. Whether in the classroom listening to a lecture on the Mother Sauces or in the kitchen having the executive chef explain menu changes. The chef needs to be able to rely not only on visual and verbal abilities, but the use of all of their senses to learn the aspects of the final product. Culinary students learn both sequentially and globally. As the student evolves and becomes confident, they will realize the bigger picture of the project and then begin to explore the details. That might be the difference between a student remaining a cook and one becoming a certified chef. A global learner can see the entire meal or the seven layers of cake, filling, fondant and decorations.

As an instructor, recognizing these differences in learning styles is necessary in order to guide the student in developing their talents. There are very keen differences between a sous chef and pastry chef. Their learning styles may very well be what determines which direction a student chooses and which direction a chef instructor guides them. The requirements for becoming and remaining a chef are very demanding. Mismatching the learning style to the very different methods of food preparation can result in a very frustrated and confused student. It would be best practice for a chef instructor to have every student complete a survey, indicating their learning preference and conduct the class accordingly.

Index of Learning Styles Questionnaire

Interpretations and Strategies Handout

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References

Amen, D. (1998). Change your brain change your life. New York, NY: Three Rivers Press. !Barbey, A. & Barsalou, L. (2009). Reasoning and problem solving: Models. Encyclopedia of Neuroscience, 8, 35-43. [Article]. Retrieved from http://psychology.emory.edu/cognition/barsalou/papers Barbey_Barsalou_Enclopedia_Neuroscience_2009_reasoning.pdf !Felder, R. & Soloman, B. (n.d.). Learning styles and strategies. [Website]. Retrieved from http:// www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm !Glissen, W. (2011). Professional cooking. Hoboken, NJ: John Wiley & Sons, Inc. !ICE. (2012). IBM cognitive cooking collaboration. [Website]. Retrieved from http:// www.ice.edu/about-us/ibm-cognitive-computing-collaboration !James, A. (2011, May 17). TEDxHendrixCollege – Andy James- the cognitive connectome [Video file]. Retrieved from https://www.youtube.com/watch? v=XMGRFPBLiv8&feature=youtu.be !Kelly, J.E. & Hamm, S. (2013). Smart machines. IBM’S Watson and the era of cognitive computing. New York, NY: Columbia University Press. !McLeod, S. (2012). Jean Piaget. Simply Psychology. [Website]. Retrieved from http://www.simplypsychology.org/piaget.html !Morgan, D. (2007). Essentials of learning and cognition. Long Grove, IL: Waveland Press, Inc. !Rapaport, W. (1996). Cognitive science. Informally published manuscript, Department of Computer Science, Department of Philosophy, State University of New York at Buffalo, Buffalo, N.Y., Retrieved from http://www.cse.buffalo.edu/%7Erapaport/Papers/cogsci.pdf !Thagard, P. (2012). Cognitive Science. The Stanford Encyclopedia of Philosophy. [Website]. Retrieved from http://plato.stanford.edu/archives/fall2012/entries/ cognitive-science/ !!!!