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16 Cards in this Set
- Front
- Back
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Albert Bandura |
Social Learning Theory: posits that people learn from one another, via observation, imitation, and modeling. The theoryhas often been called a bridge between behaviorist and cognitive learning theoriesbecause it encompasses attention, memory, and motivation
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Jerome Bruner |
Constructivist Theory: is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
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John Dewey |
Pragmatism: essentially a view of education that emphasizes the need to learn by doing. Dewey believed that human beings learn through a 'hands on' approach.
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Jean Piaget |
4 Stages of Cognitive Development: the sensorimotor, preoperational, concrete operational and formal operational period. |
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Lev Vygotsky |
-Social Development Theory: This theory suggests that social interaction leads to continuous step-by-step changes in children's thought and behavior that can vary greatly from culture to culture -Zone of Proximal Development: students learn best in a social context in which a more able adult of peer teacher the student something he or she could not learn on his or her own |
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Lawrence Kohlberg |
Theory of Moral Development 1. Preconvential (0-9): Obedience inspired by punishment 2. Conventional: approval of others and meeting obligations 3. Post Conventional: social mutuality and interest in the welfare of others |
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Benjamin Bloom |
Bloom's Taxonomy: is often used by teachers as a hierarchical guide for developing objectives to address lower- and higher-order thinking skills. Cognitive Domain (academic and school learning) 1. Remembering: rote memorization of specific information 2. Understanding: explaining information in one’s own words 3. Applying: using information in a particular situation 4. Analyzing: examining the various parts of information 5. Evaluating: appraising information or data· 6. Creating: constructing something unique by combining information |
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Edward Throndike |
Connectionism: Learning is the result of associations forming between stimuli and responses. Such associations or "habits" become strengthened or weakened by the nature and frequency of the S-R pairings |
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John B. Watson |
Behaviorism: Perspective in which learning and behavior are described and explained in terms on stimulus and response relationships |
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Abraham Maslow |
Hierarchy of Needs: Students have to satisfy certain basic needs before they can satisfy higher needs. 1. Physiological Needs: Hunger, thirst, sleep (5th) 2. Safety Needs: Ensuring survival, safe place to learn (4th) 3. Love and Belonging Needs: Security, affection, attention from others (3rd) 4. Esteem Needs: Feeling good about one's self (2nd) 5. Self-Actualization: Realization of one's potential (1st) |
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B.F. Skinner |
Operant Conditioning: the idea that behavior is determined by its consequences, be they reinforcements or punishments, which make it more or less likely that the behavior will occur again.
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Erik Erikson |
8 Stages of Human Development. theory of psychosocial development from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development
1. Trust vs Mistrust - Hope - 0to1 2. Autonomy vs Shame Doubt - Will - 1to3 3. Initiative vs. Guilt - Purpose - 3to5 4. Industry vs. Inferiority - Competence - 5to12 5. Identity vs. Role Confusion - Fidelity -12to18 6. Intimacy vs. Isolation - love - 18to40 7. Generativity vs. Stagnation - care - 40to65 8. Ego Integrity vs. Despair - Wisdom - 65+
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Basic concepts of congnitivism |
Schema, information processing, mapping |
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Basic concepts of social learning theory |
Modeling, reciprocal determinism, and vicarious learning |
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Basic concepts of constructivism |
Learning as experienced, problem based learning, zone of proximal development, scaffolding, and inquiry/discovery learning |
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Basic concepts of behaviorism |
Conditioning, intrinsic and extrinsic rewards, reinforcement, punishment |
