Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
153 Cards in this Set
- Front
- Back
|
Albert Bandura
|
Social or Observational Learning Theory - Children learn by observing others. We do not perform behavior because it was reinforced in the PAST, but we anticipate FUTURE reinforcement (a cognitive activity).
|
|
|
BANDURA'S SOCIAL LEARNING THEORY
|
We do not perform behavior because it was reinforced in the PAST, but we anticipate FUTURE reinforcement (a cognitive activity).
|
|
|
Infant Birth to 1 year- Erikson
|
Type of development: Psychosocial
Stage: trust vs. mistrust |
|
|
Bandura, Albert
|
Social Learning Theory; he found that although environment causes behavior, behavior also causes environment as well. Bandura labeled this concept reciprocal determinism,“both the world the individual’s behavior "cause" affect each other. Bandura is considered a “father” of the cognitive movement, or, observational learning, commonly referred to as the famous, Bobo Doll studies. Bandura called this phenomenon, observational learning or modeling, better known as the social learning theory.
|
|
|
Bandura, Albert
|
Social Learning Theory; he found that although environment causes behavior, behavior also causes environment as well. Bandura labeled this concept reciprocal determinism,“both the world the individual’s behavior "cause" affect each other. Bandura is considered a “father” of the cognitive movement, or, observational learning, commonly referred to as the famous, Bobo Doll studies. Bandura called this phenomenon, observational learning or modeling, better known as the social learning theory.
|
|
|
John Dewy
|
Learning Through Experience - school is a social instituion and process of living, focus on creating problem solvers, students should direct their own education.
|
|
|
Infant Birth to 1 year- Freud
|
Type of development: Psychosocial
Stage: Oral |
|
|
Erik Erikson
|
8 Stages of Human Development
Stage 5: Adolescens 12-18 - Identity vs. role confusion, key - Sense of Identity |
|
|
Which theorist proposed the idea of cognitive ability?
|
Jean Piaget
|
|
|
Infant Birth 1 year- Piaget
|
Type of development: Cognitive
Stage: Sensorimotor |
|
|
Pavlov
|
focused on the links between stimuli and responses, "reflexes."
|
|
|
Cognition
|
The capacity for knowing, organizing perceptions, and problem solving.
|
|
|
Social Learning Theory
|
Learn by watching others.
|
|
|
Jean Piaget
|
Stages of Cognitive Development- Foramal Operational 11+yrs, Reasoning in hypothetical situations and use of abstract thought
|
|
|
Social Learning Theory
|
Learn by watching others.
|
|
|
What were the four stages of development for cognitive ability?
|
Sensorimotor
Preoperational Concrete Operational Formal Operational |
|
|
Who provided an experimental basis for behavorism?
|
Ivan Petrovich Pavlov with his experiments on dogs. Classical Conditioning (also Pavlovian or Respondent Conditioning) is a form of associative learning. He would ring a bell just before feeding the dog. After the conditioning the dog would salivate from just hearing the bell.
|
|
|
Constructivism
|
people construct their own understanding through reflection on experiences
|
|
|
What are the characteristics and educational implications of the Sensorimotor stage?
|
Characteristics
1. Ages 0-2 2. cog. dev. thru use of body and senses 3. obj. permanence and language dev. later in stage 4. egocentrism Educational Imp. a. provide mult. obj. of various shapes, colors, sizes b. allow for active engagmt. with obj. |
|
|
Assimilation
|
In Piaget's theory of cognitive development, the process of incorporating objects or events into existing schemes.
|
|
|
Erik Erikson
|
The most important force driving human behavior and the development of personality is social interaction.
|
|
|
What are the characteristics of the Preoperational stage?
|
Characteristics
1. Ages 2-7 2. begins using symbols but cannot manipulate them 3. realism, animism, artificialism, transductive reasoning, centering, egocentrism, and irreversibility 4. beg. of repres. 5. egocentric & socialized speech Educ. Imp. a. deferred imitation, symbolic play, drawing a& mental images b. encourage lang. .usage |
|
|
Learned Helplessness
|
tendency towards passive learning, dependent on others
|
|
|
Erikson's Theory of Socioemotional Development
|
At certain ages, people experience and resolve conflicts.
|
|
|
Accommodation
|
(1) In Piaget's theory of cognitive development, the process of changing existing schemes in order to account for novel elements in the object or the event. (2) In vision, changes in the curvature of the lens in response to the distance of the stimulus.
|
|
|
Erikson: Infant
|
Trust vs. Mistrust. Child develops a belief that the environment can be counted on to meet basic physiological and social needs.
|
|
|
Scaffolding
|
Assistance given that is weened away as the learner progresses
|
|
|
What are the characteristics of the Concrete Operational stage?
|
Characteristics
1. ages 7-11 2. perf. mental oper. w/concrete obj., not verbal statements 3. conservation, seriation, classification, & # concepts 4. verbal understanding Educ. Imp. a. classification activities b. integ. act. allowing connections b/w ideas prev. thought to be separate |
|
|
Schema
|
concepts form from past experiences. Mind loves organization and associates information with past events
|
|
|
Erikson: Toddlerhood
|
Autonomy vs. Shame and Doubt. Child learns what they can control. Develops a sense of free will as well as regret and sorrow for inappropriate use of self-control.
|
|
|
Zone of Proximal Development
|
Vygotsky - students learn best in social context where taught information student could not learn on own.
|
|
|
Erikson: Early Childhood
|
Initiative Vs. Guilt. Child learns to begin action, to explore, to imagine as well as feeling remorse for actions.
|
|
|
Howard Gardner
|
Multiple Intelligences - Verbal/linguistic, Logical/mathematical/ Visual/spatial, Bodily/kinesthetic. Musical, Interpersonal. Intrapersonal, Naturalist
|
|
|
What are the characteristics of the Formal Operational stage?
|
Characteristics
1. ages 11 & up 2. abstract thinking 3. may sep. real from possible, hypothetic/deductive reasoning 4. dev. of logico-mathematical structures 5. language freed from concrete, able to express the possible Educ. Imp. a. challenge, do not frustrate b. be aware of adole. limitations c. encourage analysis of information in drawing conclusions |
|
|
Erikson: Middle Childhood / Elementary
|
Accomplishment/Industry Vs. Inferiority. Child learns to do things well or correctly in comarison to a standard or to others.
|
|
|
Sensorimotor Intelligence
|
In Piaget's theory of development, the first stage of cognitive growth, during which schemes are built on sensory and motor experiences.
|
|
|
Erikson: Adolescence
|
Identity Vs. Role Confusion. Develops a sense of self in relationship to others and to own internal thoughts and desires.
|
|
|
Toddler- Erikson
|
Type of development: Psychosocial
State: Autonomy vs. Shame |
|
|
What are schemes? (Piaget)
|
An individual's generalized way of responding to the world; method of organization.
|
|
|
Toddler- Freud
|
Type of Development:Psychosocial
Stage: Anal |
|
|
Toddler-Piaget
|
Type of Development: Cognitive
Stage Sensorimotor transitions to preoperational |
|
|
New information is organized into existing schemes using three approaches. What are they?
|
Assimilation, Accommadation, & Equilibration
|
|
|
Preoperational Thought
|
In Piaget's theory of cognitive development, the stage in which representational skills are acquired.
|
|
|
Social Learning Theory
|
People learn by watching others,
|
|
|
What is assimilation? (Piaget)
|
Dealing with new info. in a manner that is consistent with a present scheme.
|
|
|
Generally speaking, what moral behavior do children exhibit in Kohlberg's stage of Preconventional Morality?
|
N conscience, no clear morality
|
|
|
Constructivist
|
Emphasizes teaching children to make their own meaning of the world through experiences.
|
|
|
Kohlberg's model of moral reasoning
|
Growing children advance through definate stages of moral development. They progress consecutively from stage one without skipping or going back. The stages are of thought processing.
|
|
|
Preschooler-Erikson
|
Type of development: Psychosocial
Stage: initiative vs. guilt |
|
|
Kohlberg Stage 1 of moral reasoning
|
Punishment and obedience. Might makes right.
|
|
|
What is accommodation? (Piaget)
|
Dealing with a new exp. by modifiying an old scheme or forming a new scheme.
|
|
|
Kohlberg Stage 2 of moral reasoning
|
Instumental exchange. The Egoist. Do unto others as they do unto you.
|
|
|
Preschooler- Freud
|
Type of development: Psychosocial
Stage: Phallic |
|
|
Kohlberg Stage 3 of moral
|
Interpersonal (tribal) conformity. Good Boy/ Good Girl.
|
|
|
Kohlberg Stage 4 of moral
|
Law and oeder (societal conformity). The good citizen.
|
|
|
Preschooler- Piaget
|
Type of development: Cognitive
Stage: Preoperational |
|
|
Kohlberg stage 5 of moral
|
Prior rights and social contract. The philosopher/King.
|
|
|
Concrete Operational Thought
|
In Piaget's theory, a stage of cognitive development in which rules of logic can be applied to observable or manipulable physical relations.
|
|
|
Kohlberg stage 6 of moral
|
Universal ethical principles. The prophet/Messiah.
|
|
|
Formal Operational Thought
|
In Piaget's theory, the final stage of cognitive development, characterized by reasoning, hypothesis generation, and hypothesis testing.
|
|
|
School-Age child-Erikson
|
Type of development: psychosocial
Stage: Industry vs. Inferiority |
|
|
Body and Brain Development: Birth-2 months
|
Can lift and turn head when laying on back, neck can't support the head when in a sitting position, primitive reflexes in full operation.
|
|
|
Banura, Albert
|
"Modeling" - observational learning - Attention, Retention, Reproduction, Motivation
|
|
|
Child Development: 3-6 Months
|
Begins to smile, enjoys playing with others, raises head and chest, recognizes familiar objects.
|
|
|
School-Age child- Freud
|
Type of development: Psychosocial
Stage: Latency |
|
|
Child Development: 7-12 Months
|
Social play, watches self in mirror, sits, transfers objects from hand to hand, responds to own name.
|
|
|
Metacognition
|
Thinking about one's own thinking, including what individuals understand about their reasoning capacities and about how information is organized, how knowledge develops, how reality is distinguished from belief or opinion, how to achieve a sense of certainty about what is knnown, and how to improve understanding.
|
|
|
Pavlov, Ivan
|
"Classical Conditioning" - conditioned responses, Pavlov responsible for experimental basis of behaviorist learning theory
|
|
|
Child Development: Toddlers
|
Imitates behavior of others, aware of being separate of others, increasing independance, shows defiant behavior, sorts shapes and colors, begins to pretend play.
|
|
|
School-age- Piaget
|
Type of development: Cognitive
Stage: concrete operations |
|
|
Child Development: Preschool
|
Can take turns in games, understands "mine" and "his/hers", shows wide range of emotions, completes puzzles, follows a two-three part command, walks up and down stairs alternating feet, kicks ball, runs easily
|
|
|
What is the zone of proximal development?
|
Implies an optimal time for students to learn; spans from unactualized potential to actualized potential.
|
|
|
Child Development: School age (5 years old)
|
Wants to please friends and be like friends, shows more independance, can distinguish fantasy from reality, hops, sumersaults, swings.
|
|
|
Child Development: Preteens
|
World expands out of imidiate family; makes friends. Expanding experiences, can see consequences for their actions, can talk through problems, can set and meet a goal.
|
|
|
Adolescent-Erikson
|
Type of Development Psychosocial
Stage: Identiy vs. role confusion |
|
|
Glasser
|
"choice theory" - students co-determine rules, guidelines and consequences
|
|
|
Child Development: Adolescents
|
Rapid gains in height and weight, puberty, brain development,
|
|
|
According to Lev Vygotsky, two factors affect a child's cognitive ability.
|
Social and Cultural Environments
|
|
|
Adolescent- Freud
|
Type of development: Psychosocial
Stage: Genital |
|
|
Zone of Proximal Development
|
The emergent developmental capacity that is just ahead of the level at which the person is currently functioning.
|
|
|
Adolescent-Piaget
|
Type of development: Cognitive
Stage: formal operations |
|
|
What was Vygotsky's perspective on the social aspect of cognitive ability?
|
Children's social interactions with those more knowledgeable aids in cognitive development
|
|
|
Before Dewey's campaign for education reform (1900's-1940's), what were classrooms like?
|
-Concerned with delivering knowledge
-Not concerned with student's experience -Which in turn made kids hate school |
|
|
Classical Conditioning
|
A form of learning in which a formerly neutral stimulus that evokes a specific reflexive response. After repeated pairings, the neutral stimulus elicits a response similar to the reflexive response.
|
|
|
What is scaffolding?
|
Support learners need when faced with a task that is too challenging to accomplish alone. Scaffolding can aid students in moving away from unactualized to actualized potential in the zone of proximal development.
|
|
|
What methods maximize the effectiveness of reaching actualized potential in the zone of proximal development? (Vygotsky)
|
1. activate prior knowledge
2. less complex taks first 3. work with an expert to plan a task 4. social interactions, peer teaching |
|
|
Operant Conditioning
|
A form of learning in which new responses are strengthened by the presentation of reinforcements.
|
|
|
Reinforcement
|
In operant conditioning, the application of any stimulus that makes the repetition of a response more likely.
|
|
|
What is taxonomy that was proposed in 1956 by Benjamin Bloom?
|
The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive.
|
|
|
Social Learning Theory
|
A theory of learning that emphasizes the ability to learn new responses through observation and imitation of others.
|
|
|
Social Cognition
|
Concepts related to understanding interpersonal behavior and the point of view of others.
|
|
|
Efficacy
|
The capacity for producing a desired result, including planning intentional actions, guiding and directing one's own behaviors toward a goal, and reflecting on one's actions to assess their quality, impact, and purpose.
|
|
|
SOCIAL LEARNING THEORY
|
(Theory of Observational Learning) According to this theory, human learning and behavior cannot fully be explained by behavioral principles of reinforcement (operant conditioning) or association (classical conditioning).
Learning occurs through observation and modeling. The classic BOBO doll study by BANDURA & ROSS2 found children exposed to violent models tended to imitate the exact violent behavior. |
|
|
Piaget's Theory of Cognitive Development
|
Identifies four developmental stages and the processes by which children progress through them.
|
|
|
Piaget's Theory: Sensorimotor stage (birth - 2 years old)
|
The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where a child does not know that physical objects remain in existence even when out of sight (object permanance).
|
|
|
Piaget's Theory: Preoperational Stage (ages 2-7)
|
The child is not yet able to conceptualize abstractly and needs concrete physical situations.
|
|
|
Piaget's Theory: Concrete Operations (ages 7-11)
|
As physical experience accumulates, the child starts to conceptualize, creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible at this stage. For example, arithmetic equations can be solved with numbers, not just with objects.
|
|
|
Piaget's Theory: Formal operations (beginning at ages 11-15)
|
By this point, the child's cognitive structures are like those of an adult and include conceptual reasoning.
|
|
|
Piaget: Loss of Equilibrium
|
A different, or new, experience.
|
|
|
Jerome Bruner
|
Psychologist of the 20th century. Key figure in cognitive revolution and field of education. He believed that how one conceives education is a function of how they conceive their culture and its aims.
|
|
|
What is Assimilation?
|
Assimilation is fitting new info into existing schemas, often by distorting, transforming, and imposing meaning on the information.
|
|
|
Bruner: Intuative thinking
|
The intellectual technique of arriving at plausable byt tentative formulations without going through analytical steps. Bruner argues its a much neglected but essential feature of productive thinking.
|
|
|
What is Accommodation?
|
modifying, transforming, and reconstructing existing schemas.
|
|
|
Theme one of the process of education (Bruner)
|
The role of stucture in learning and how it may be made central in teaching. The teaching and learning of structure, rather than simply the mastery of facts and techniques, is at the center of the classic problem of transfer... If earlier learning is to render later learning easier, it must do so by providing a general picture in terms of which the relations between things encountered earlier and later are made as clear as possible.
|
|
|
What are the levels of moral reasoning?
|
Preconventional Morality (ages 4-10)
Conventional Morality (ages 10-13) Postconventional Morality |
|
|
Theme two of the process of education (Bruner)
|
Readiness for learning. Here the argument is that schools have wasted a great deal of time by postponing the teaching of important areas because they are deemed too difficult.
|
|
|
What is the difference between Cognition and Constructivisim?
|
Cognition: things inside people's heads
Constructivism: learner's construct knowledge |
|
|
Theme three of the process of education (Bruner)
|
Intuitive and analytical thinking.
|
|
|
Theme four of the process of education (Bruner)
|
Motives for learning. Ideally, interest in the material to be learned is the best stimulus to learning.
|
|
|
Piaget had stages of development for a child. What were they?
|
Sensorimotor (First 2 Years Old): Thinking only by doing, infant gains physical knowledge
Preoperational (2-7 Years Old):Children start to use symbols such as language to represent objects, learn from concrete evidence. Concrete Operational (6-11 Years Old): children begin to think logically. Operations are associated with personal experience. Concrete, not in abstract manipulation, classification. Formal Operational (11 Years and Beyond): think abstractly, recognize and identify a problem, alternative hypotheses |
|
|
Vygotsky: Zone of Proximal Development
|
A level of development attained when the children engage in social behavior. Full development of the ZPD depends upon full social interaction.
|
|
|
How is Learning a Social Process?
|
Learning is an active, social process in which students construct new ideas or concepts based on current knowledge.
|
|
|
Two main principles of Vygotskys theory:
|
1. Cognitive development is limited to a certain range at any given age.
2. Full cognitive development requires social interaction. |
|
|
What is Constructivism?
|
-A theory of knowledge in which humans generate meaning from experiences. (Students are not blank slates to be filled)
-Learning is active rather than passive -If what learners encounter is inconsistent with their current understanding, their understanding can change to accommodate new experience. |
|
|
What theory is Lev Vygotsky tied with?
|
ZPD, Sociocultural
|
|
|
Dewey: Reflective thought
|
active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends
|
|
|
What is ZPD?
|
The gap between actual competence (what problem level a student is able to independently solve), and the potential development level
ZPD is based on the mental functions that have not yet matured but are being in the process of maturation. |
|
|
In order to scaffold you must first assess the learner's,
|
current understanding.
|
|
|
What is a limit of ZPD?
|
the level of skill reached by the child working independently.
|
|
|
What is the upper limit of ZPD?
|
The level of additional responsibility the child can accept with the assistance of an able instructor.
|
|
|
Vygotsky saw speech as...
|
a connection to thinking.
|
|
|
What are some issues about current assessment?
|
-Teaching to the test
-Schools tied to the test results (No Child Left Behind; Bush) -Teachers tied to test results (Race to the Top) -ELL-English Language Learners -Non-dominant populations |
|
|
What are some weaknesses of standardized tests?
|
-Students as numbers
-No remediation opportunities -Narrow thinking measure not problem solving -Teaching to the test -One dimensional learning and teaching experience |
|
|
What are some benefits of standardized test?
|
-Efficient, cheap, easy to store, grade
-Given to large numbers -Show trends over time, eg between groups and years -Can be used with other measures -Give a general sense of students strengths and weaknesses |
|
|
What Is Scaffolding in Teaching?
|
Scaffolding is the assistance (parameters, rules or suggestions) a teacher gives a student in a learning situation. Scaffolding allows the student to have help with only the skills that are new or beyond her ability. One conceptual example is training wheels.
|
|
|
What are Piaget's stages of cognitive development?
|
Piaget outlined four stages of cognitive development: Sensorimotor, Preoperational, Concrete Operational, and Formal Operational.
|
|
|
What are Howard Gardner's eight types of intelligence in his theory of multiple intelligences?
|
They are Spatial, Linguistic, Logical-mathematical, Bodily-kinesthetic, Musical
Interpersonal, Intrapersonal Naturalistic with Existential, the ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal as know accepted ninth. |
|
|
Lev Vygotsky
|
pointed out that language is a reflection of one’s culture and environment therefore, it’s critical for learning success.
|
|
|
Scaffolding
|
approach used by parents and teachers to provide assistance to children/students by modeling appropriate behavior or skills. In the classroom, teachers model or demonstrate specific strategies and gradually shift the responsibility to the student to demonstrate.
|
|
|
Constructivism Cognition
|
a constructive developmental process involving qualitative change in children's ability to move forward as they internalize learning tasks and skills. Reality is also a constructive process based on environmental information and current knowledge, both cognition and reality tend to influence how and what new information is acquired. Learning is viewed as a cognitive domain, and knowledge is structured in systems called schemata. During the learning process, students tend to invent new categories. One such category is called assimilation - the cognitive process where information from the environment is integrated into existing schemata. Another category is called accommodation - the cognitive process where existing schemata are modified or new schemata are restructured to fit the child’s environment.
|
|
|
assimilation
|
students add new information to their view of the world
|
|
|
accommodation
|
they alter that view based on the new information they have learned.
|
|
|
concept
|
involves the process of grouping and/or classifying information in order to determine what kinds of things or objects match or go together.
|
|
|
schema
|
includes various plans, ideas, and information that help one solve problems. This process is active and constantly changing as new information is acquired.
|
|
|
Ausubel, Davio
|
pointed out that learning is based primarily on the types of superordinate processes that occur during the early learning stage. Here, new material is related to relevant ideas in the existing cognitive structure. Ausubel's subsumption theory is concerned with how individuals learn vast amounts of meaningful material from lecture assignments in a school setting. Verbal learning was seen as the predominant method of classroom learning. Ausubel felt discovery learning techniques are often uneconomical, inefficient, and ineffective. He felt most school learning is verbal learning (receptive learning) and indicated that individuals tend to forget things because certain details become integrated and lose their importance.
|
|
|
mental set
|
established via a force of habit and based primarily on the way individuals are accustomed to solving problems. When students are confronted with a new problem or dilemma, they attempt to solve the problem the way they learned initially. However, if the problem is unfamiliar, they will have difficulty solving the problem since they have now developed a mental set.
|
|
|
Ausubel, Davio
|
pointed out that learning is based primarily on the types of superordinate processes that occur during the early learning stage. Here, new material is related to relevant ideas in the existing cognitive structure. Ausubel's subsumption theory is concerned with how individuals learn vast amounts of meaningful material from lecture assignments in a school setting. Verbal learning was seen as the predominant method of classroom learning. Ausubel felt discovery learning techniques are often uneconomical, inefficient, and ineffective. He felt most school learning is verbal learning (receptive learning) and indicated that individuals tend to forget things because certain details become integrated and lose their importance.
|
|
|
Behaviorism
|
a theory of animal and human learning that focuses on observable behaviors and ignores psychological activities.
|
|
|
Bruner, Jerome
|
suggested that learning is an active process where students’ constructed new ideas and concepts based upon their current/past experiences and knowledge. The learned information selected is then transformed to constructs hypotheses and makes decisions based on the cognitive structure.
|
|
|
Dewey, John
|
was concerned with how student the classroom environment affected learning.
|
|
|
Equilibration
|
coined by Piaget to identify a process that regulates tension between assimilation (information) and accommodation (learning). Equilibration implies that individuals learn through experiences somewhat different from previous experiences. Thus, their mental structure is modified in small steps. Individuals learn best when the new incoming information is slightly different from existing information. This process will allow the new information to be assimilated with a small degree of accommodation.
|
|
|
Glaser, William
|
credited with the concept control theory – a motivation theory developed by that contends that behavior is never caused by a response to an outside stimulus. Instead, the control theory states that behavior is inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need.
|
|
|
Kohlberg, Lawrence
|
developed the theory suggesting that children proceed through a series of stages during which they refine their concept of justice. The Theory of Moral Reasoning is designed to help teachers identify a student's level of reasoning and to stimulate their moral and behavioral growth.
|
|
|
Piaget, Jean
|
a Swiss biologist and psychologist constructed a model of child development and learning based on the idea that the developing child builds cognitive structures or mental maps, “schemes,” or networked concepts for understanding and responding to physical experiences within their environment. The child's cognitive structure advances in sophistication with development and grows from a few innate reflexes such as crying to highly complex mental activities.
|
|
|
Zone of Proximal Development (ZPD)
|
the gap between what individuals know and do not know about a specific topic. A child's ZPD is the gap or range of specific tasks they can perform with assistance from parents or teachers, but are unable to perform on their own. Children's ability to learn is facilitated via their interaction with adults; therefore, extensive meaningful conversations between adults and children is important to the learning process.
|
|
|
Glaser, William
|
credited with the concept control theory – a motivation theory developed by that contends that behavior is never caused by a response to an outside stimulus. Instead, the control theory states that behavior is inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need.
|
|
|
Kohlberg, Lawrence
|
developed the theory suggesting that children proceed through a series of stages during which they refine their concept of justice. The Theory of Moral Reasoning is designed to help teachers identify a student's level of reasoning and to stimulate their moral and behavioral growth.
|
|
|
Pavlov, Ivan P.
|
discovered "conditioning" and initially believed that all behavior was reflexive. Pavlov thought that all learning, whether the elicited responses in animals, or of highly conceptual behaviors in humans was due to the mechanisms of classical conditioning. We now believe theory to be wrong.
|
|
|
Piaget, Jean
|
a Swiss biologist and psychologist constructed a model of child development and learning based on the idea that the developing child builds cognitive structures or mental maps, “schemes,” or networked concepts for understanding and responding to physical experiences within their environment. The child's cognitive structure advances in sophistication with development and grows from a few innate reflexes such as crying to highly complex mental activities.
|
|
|
Scaffolding
|
is a metaphoric term used by Vygotsky to show how parents and teachers provide temporary assistance to children/students by modeling appropriate behavior or skills. In the classroom, teachers model or demonstrate specific strategies and gradually shift the responsibility to the student to demonstrate.
|
|
|
Vygotsky, Levis
|
credited with developing the Social Cultural learning model. Vygotsky pointed out that culture is the prime determinant of individual development and humans are the only species to have created culture that helps children develop in the context of its culture. Language is an important process in the learning scheme.
|
|
|
Watson, John B.
|
convinced psychologists that the real explanation of behavior was found in the nervous system, and that the study of the brain would explain the concept of conditioning as it related to behavior change.
|
|
|
Zone of Proximal Development (ZPD)
|
the gap between what individuals know and do not know about a specific topic. A child's ZPD is the gap or range of specific tasks they can perform with assistance from parents or teachers, but are unable to perform on their own. Children's ability to learn is facilitated via their interaction with adults; therefore, extensive meaningful conversations between adults and children is important to the learning process.
|
