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36 Cards in this Set
- Front
- Back
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Albert Bandura |
Social learning theory: Theory that emphasizes learning through observation of others
Social cognitive theory: Theory that adds concerns with cognitive factors such as beliefs, self-perceptions, and expectation to social learning theory Social cognitive theory distinguishes between enactive and vicarious learning Enactive learning is learning by doing and experiencing the consequences of your actions (self-regulation of behavior, goal directed behavior, self-monitoring) Vicarious learning is learning by observing others Four elements of observational learning 1.Attention 2.Retention 3.Production 4.Motivation and reinforcement |
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Jerome Bruner
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Promoted the concept of discovery learning by encouraging teachers to give students more opportunity to learn on their own.
Discovery learning encourages students to think for themselves and discover how knowledge is constructed Discovery learning is learning in which students construct an understanding on their own Related to Piaget and Dewey’s views |
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John Dewey
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Viewed problem solving according to the scientific method as the proper way to think and the most effective teaching method |
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Jean Piaget
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Organization – ongoing process of arranging information and experience into mental systems or categories
Schemes – mental systems of categories and experiences Adaptation – adjustment to the environment Adaptation – adjustment to the environment Assimilation – fitting new information into existing schemes Accommodation – altering existing schemes or creating new ones in response to new information Equilibration – search for mental balance between cognitive schemes and information from the environment Operations – actions a person carries out by thinking them through instead of literally performing the actions Four stages of cognitive development Sensorimotor – 0-2 yrs – involves the senses and motor activity Preoperational – 2-7 yrs – stage before a child masters logical mental operations Concrete operational – 7-11 yrs – mental tasks tied to concrete objects and situations Formal operational – 11-adult – mental tasks involving abstract thinking and coordination of a number of variables Goal of education should be to help children learn how to learn Importance of developmentally appropriate education Individuals construct their own understandings Value of play |
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Lev Vygotsky
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Sociocultural theory – emphasizes role in development of cooperative dialogues between children and more knowledgeable members of society
Children learn the culture of their community (ways of thinking & behaving) through interactions Zone of Proximal Development – phase at which a child can master a task if given appropriate help and support Scaffolding – support for learning and problem solving. The support could be anything that allows the student to grow in independence as a learner Private talk |
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Howard Gardner
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Theory of Multiple Intelligences
Linguistic (verbal) Musical, Spatial, Logical-mathematical Bodily-kinesthetic (movement) Interpersonal (understanding others) Intrapersonal (understanding self) Naturalist |
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Abraham Maslow
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Humans have a hierarchy of needs ranging from lower-level needs for survival and safety to higher-level needs for intellectual achievement and finally self-actualization
Self-actualization – fulfilling one’s potential 1.need for self-actualization 2.esteem needs 3.love and belonging needs 4.safety needs 5.physiological needs |
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B.F. Skinner
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Operant conditioning – a form of learning whereby a response increases in frequency as a result of its being followed by reinforcement
When behaviors are followed by desirable consequences, they tend to increase in frequency When behaviors do not produce results, they typically decrease and may even disappear altogether |
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Erik Erikson
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Eight stages of psychosocial development
Developmental crisis – conflict between a positive alternative and a potentially unhealthy alternative The way in which the individual resolves each crisis will have a lasting effect on that person’s self-image and view of society Erik Erikson’s 8 Stages Trust vs. mistrust Autonomy vs. shame/doubt Initiative vs. guilt Industry vs. inferiority Identity vs. role confusion Intimacy vs. isolation Generativity vs. stagnation Ego integrity vs. despair |
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Lawrence Kohlberg
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Moral dilemmas – situations in which no choice is clearly and indisputably right
Stages of moral reasoning Stages of moral reasoning Level 3 – Postconventional Moral Reasoning – social contract and universal ethics Moral reasoning – the thinking process involved in judgments about questions of right and wrong Level I – Preconventional Moral Reasoning – judgment is based own person needs and others’ rules Level 2 – Conventional Moral Reasoning – judgment is based on others; approval, family expectations, traditional values, laws of society, and loyalty to country |
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Carol Gilligan
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Proposed a different sequence of moral development, an Ethic of Care
Individuals move from a focus on self-interest to moral reasoning based on commitment to specific individuals and relationships, and then to the highest level of morality based on the principles of responsibilities and care for all people |
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Constructivism
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a theoretical perspective that proposes that learners construct a body of knowledge from their experiences—knowledge that may or may not be an accurate representation of external reality.
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Metacognition
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Metacognition – One’s knowledge and beliefs about one’s own cognitive processes, and one’s resulting attempts to regulate those cognitive processes to maximize learning and memory
Knowledge about our own thinking processes |
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Scemata
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Schemata (plural for schema) – In contemporary cognitive psychology, an organized body of knowledge about a specific topic
Basic structures for organizing information, concepts |
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Transfer
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Transfer – A phenomenon whereby something that an individual has learned at one time affects how the individual learns or performs in a later situation
Influence of previously learned material on new material |
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Bloom's Taxonomy
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Bloom’s Taxonomy – a taxonomy in which six learning tasks, varying in degrees of complexity, are identified for the cognitive domain:
Knowledge, comprehension, application, analysis, synthesis, and evaluation |
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Intrinsic Motivation
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Intrinsic motivation – the internal desire to perform a particular task; motivation associated with activities that are their own reward
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Extrinsic Motivation
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Extrinsic motivation – motivation promoted by factors external to the individual and unrelated to the task being performed; motivation created by external factors (reward or punishment)
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Learning Styles
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Learning styles – characteristic approaches to learning and studying
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Areas of Exceptionality in Learning
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Visual and perceptual difficulties
Special physical or sensory challenges Learning disabilities Attention Deficit Disorder (ADD); Attention Deficit-Hyperactivity Disorder (ADHD) Functional mental retardation EBD |
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Legislation and institutional responsibilities relating to exceptional students
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Americans with Disabilities Act (ADA)
Individuals with Disabilities Education Act (IDEA) Inclusion Mainstreaming Least Restrictive Environment IEP – what’s included? |
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Approaches for accommodating various learning styles, intelligences, or exceptionalities
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Differentiated Teaching
Alternative Assessments Testing Modifications |
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Student learning is influenced by:
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Individual experiences
Individual talents Prior learning Language Culture Family Community Values |
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Considerations in teaching:
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Multicultural backgrounds
Age-appropriate knowledge and behavior The student culture at the school Family backgrounds Linguistic patterns and differences Cognitive patterns and differences Social and emotional issues |
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Correlational Relationship
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the extent to which two variables are related to each other, such that when one variable increases, the other either increases or decreases in a somewhat predictable manner
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Causal Relationship
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explains why behaviors occurs
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Learned Helplessness
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a general belief that one is incapable of accomplishing tasks and has little or no control of the environment
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Self-efficacy
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the belief that one is capable of executing certain behaviors or reaching certain goals
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Reinforcement
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the act of following a particular response with a reinforcer and thereby increasing the frequency of that response
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Positive Reinforcement
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a consequence that brings about the increase of a behavior through the presentation (rather than removal) of a stimulus.
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Negative Reinforcement
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a consequence that brings about the increase of a behavior through the removal (rather than presentation) of a stimulus.
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Shaping
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a process of reinforcing successively closer and closer approximations of a desired terminal behavior
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Extinction
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In classical conditioning, the eventual disappearance of a conditioned response as a result of the conditioned stimulus being repeatedly presented alone
In operant conditioning, the eventual disappearance of a response that is no longer being reinforced |
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Punishment
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a consequence that decreases the frequency of the response it follows
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Continuous Reinforcement
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reinforcing a response every time it occurs
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Intermittent Reinforcement
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reinforcing a response only occasionally, with some occurrences of the response going unreinforced |
