Ed Psych

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Basic Tenets of Piaget's Theory of Cognitive Development

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Basic Tenets:
1.Biological maturation (nature)
2.Active Exploration of physical environment (nurture)
3.Social Experiences (nurture)
4.Equilibrium or self-regulation (disequilibrium- discrepancy between what they know and new experiences)
Stages:

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Stages of Piaget's Theory of Cognitive Development

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1.Sensorimotor 0-2 years: Discovering relationship between themselves and their environment, no object permanence, explore world using sensory and motor activities. “Out of sight, out of mind”
2.Pre-Operational 2-7 years: Egocentric, don’t understand conservation, centration (focus on one thing at a time), “mine, mine, mine:
3.Concrete Operational: Ability to think logically and use concrete materials
4.Formal Operational: Can solve physical, logical and mathematical problems using abstract thinking.

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Vygotsky’s Socio-cultural Theory:

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Learning can lead development. Each learning experience pulls a child along in their development. Development cannot be separated from its social context. Language & play plays a central role in mental development. Expert other (person who pulls them up in ZPD)

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Zone of Proximal Development:

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Area between level of independent performance and the level of assisted performance *Zone where we can help students move forward beyond what they can do themselves and what they can do w/help.
Scaffolding

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Principles of Effective teaching for both Piaget and Vygotsky:

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1.Encourage students to be active learners
2.Consider students developmental levels when designing curricula and activities (Piaget)
3.Link new concepts to students prior knowledge
4.Provide multiple exposures to content
5.Recognize cultural context in learning situations

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Assimilation:

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A process of adaptation in Piaget’s theory that involves fitting new information or experiences into one’s existing way of thinking.

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Accommodation:

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A process of adaptation in Piaget’s theory that involves modifying one’s existing knowledge or creating new concepts when new information cannot fit into one’s existing thinking.

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Equilibration/Disequilibrium:

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One of the basic tenets of Piaget’s Theory. Equilibrium is a balanced state, disequilibrium is unbalanced (when something happens to make you go, “huh?”), equilibration is the process of getting back to equilibrium (good for learning- pushed us to solve problems)

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The Brain & Healthy Brain Development:

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Factors affecting brain development: Nutrition- especially critical during 10th to 18th weeks of fetal development. Malnutrition can impair the flow of neurotransmitters. Teratogens- foreign substances that cause abnormalities in developing fetuses (i.e. lead, alcohol, mercury, cigarette smoke).

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Mirror neurons:

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-Mirror neurons are found in the key parts of our brain, including the pre-motor cortex and centers for language, pain and empathy
-Mirror neurons fire when we perform an action, as well as when we watch someone else perform that action (This means we mentally rehearse and imitate everything we watch someone else do; we do it mentally along with them)
-Mirror neurons also fire when they hear someone doing something (in experiments where people lisened to sentences describing actions, their mirror neurons fired as if they were actually performing the action or watching it be performed)
- (Modeling) Vygotsky: Learning through experience, doing together we are much more capable than on our own (ZPD). Learning is social. Mirror neurons associated with language development Piaget: Watching those around you you become aware of your environment.

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Neural architecture:

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Brain architecture is built in a hierarchical, “bottom-up” sequence:
-Brain is 85% water
-Higher-order thinking in the prefrontal cortex or frontal lobe
-3 layers of the brain (reptilian, limbic for emotion, neocortex is the newest layer- cortex does the thinking)
-Neural circuits that process basic information are wired earlier than those that process more complex information.
-Higher circuits build on lower circuits, and higher capacities are more difficult to develop if lower-level capacities have not developed appropriately.
-Advanced skills build on basic skills
-“Relationships are the ‘active ingredients’ of healthy brain development”
-Brain often works in “pattern recognition” mode for survival/coping
-With repetition, neural connections are strengthened
-Thinking, learning, and behavior, often develop as patterns or habits that become more and more engrained over time.

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Information Processing Theory:

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Assumptions of the info processing approach:
-Cognitive processes influence learning (attention, memory, synthesize, retrieve, problem-solving, visualization, language, metacognition)
-People are selective about what they pay attention to and learn
-Meaning is personally constructed by the learner and is influenced by prior knowledge, experiences and beliefs

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Three Stage Model of Human Memory (Information Processing)

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3-Stage Model: Information enters our sensory memory, where it is wither lost or enters our working memory through perception and attention. Then if we are able to connect it to prior knowledge it is moved into long-term memory. *Pay attention and connect to prior knowledge to keep it in memory
sensory memory: Has unlimited capacity and holds fleeting sensory data that we register but do not yet process
Working Memory: Can hold 5-9 chunks of data at a time. Information is typically lost within 5-20 seconds (can be extended by active rehearsal) *Attention is necessary for sensory infor to move to working memory.
Long Term: Can store a huge amount of info for days, weeks or years

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Strategies for enhancing Long Term memory storage and retrieval

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Encoding Strategies: Mneumonic Devices- aids designed to help students remember information by making it more meaningful (acronyms). Organizational Strategies; Chunking or grouping information together in a meaningful way, Hierarchies or dividing broad concepts into narrower concepts or facts and Visual Imagery or constructing mental pictures.
BIG IDEAS: *People learn new information more easily when they can relate it to something they already know (Connect to prior knowledge). *People learn several pieces of info more easily when they can relate the pieces to an overall organizational structure (offer opportunities to organize)
Encoding strategies: Make learning meaningful, organized, Visual imagery, Elaboration (Vygotsky- when you have to explain your understanding to someone else you really understand it) & Rehearsal.

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Bloom’s Taxonomy and Higher order thinking skills

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Ruby Understands Apples And Even Cantelopes
Remembering: Can the student recall info?
Understanding: Can the student explain ideas or concepts?
Applying: Can the student use the new knowledge in another familiar situation?
Analyzing: Can the student differentiate between constituent parts?
Evaluating: Can the student justify a decision or a course of action?
Create: Can the student generate new products, ideas, ways of viewing things?

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Behaviorism:

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Learning processes are very similar across species and include an association between a stimulus and a response that occur close together in time. Behaviors occur due to experiences in the environment. Classical and Operant conditioning. Generalization (an extend learning to other situations)

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Reinforcement:

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A consequence of a behavior that increases the future occurrence of that behavior.
Positive reinforcement: adding something that is desired by the individual, such as praise, candy or wanted attention.
Negative: Taking away something undesired by the individual, such as an annoying noise, an unpleasant chore, or unwanted attention

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Operant Conditioning:

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Behavioral learning theory. Proposes that learning leads to a change in an individual’s behavior. Behaviors followed by good consequences will be more likely to happen again and behaviors followed by bad consequences will be less likely to happen again. B.F. Skinner

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Overjustification Effect:

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Give a reward for something they wouldn’t usually get a reward (something they would do normally) and they start to view it as work (less intrinsic motivation).

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Research-Experimental designs:

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Deccriptive Studies: Describes current state of situation (ex: 30% of high school students report being bullied)
Correlational: How does one variable relate to another? Allows prediction. Correlation is not causation- doesn’t tell us why.
Experimental: Researcher manipulates independent variable to see if there is an effect on dependant variable (outcome). Testing cause-effect relationships.
Quasi-Experimental: “Wannabe experimental” Researcher cannot assign randomly because of ethical limitations (divorce example)

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Classical Conditioning

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Involuntary behaviors (such as reflexes) that includes two elements:
an unconditioned stimulus (the behavior or event that evokes the automatic response) and an unconditioned response that is physiological... learning by association (baby screams when it hears the noise and sees the white rat- fears the white rat)