CHAPTER 3 Flashcards
Robert Gagné: classification of learning outcomes
VICMA
1) verbal information (declarative knowledge-facts, principles, knowledge)
2) intellectual skills (procedural knowledge-concepts, rules, procedures)
3) cognitive strategies
4) motor skills
5) attitudes
Kraiger Classification scheme of learning outcomes
CSA
1) cognitive
- verbal knowledge
- knowledge organization
- cognitive strategies
2) skill-based
- compilation (proceduralization and composition)
- automaticity
3) affective (attitudinal and motivational)
- attitudinal
- motivational (goal orientation, self-efficacy, goals)
ACT theory
DKP
adaptive character of thought theory
-learning takes place in 3 stages:
1) declarative knowledge
2) knowledge compilation (ability to translate declarative knowledge into action)
3) procedural knowledge - mastery of task
resource allocation theory
individuals possess limited cognitive resources that can be used to learn a new task
Kolb’s learning styles
CE: concrete experience -feeling
AC: abstract conceptualization -thinking
AE: active experimentation -doing
RO: reflective observation -watching
-Converging-AE& AC (thinking & doing)
-Diverging-CE & RO (feeling and watching)
-Assimilating-AC & RO (thinking and watching)
-Accommodating-CE & AE (feeling and doing)
conditioning theory
BF Skinner
1) Stimulus: events or cues in the environment attract attention
2) Behaviour: a response or set of responses
3) consequence: positive/negative reinforcement, no consequence, punishment
social cognitive theory
OSS
- social learning: learning through interactions with others
- 3 key components: observation(attention, retention, reproduction, reinforcement), self-efficacy (beliefs people have about their ability to be successful), self-regulation
adult learning theory
- malcolm Knowles
- andragogy-adult oriented approach to learning that takes into account differences between adult and child learners
- make learning experiences more consistent with needs and expectations (independent, intrinsic, roles)
- pedagogy - traditional approach to learning used to educate children and youth
Alderfer’s ERG need theory
- existence (physiological, safety)
- relatedness (belonging)
- growth (esteem, self actualization)
- lower level doesn’t need to be satisfied to satisfy a higher need
expectancy theory
-expectancy
-instrumentality
-valence
(IxV of receiving job offer) + (IxV of experiencing a sense of accomplishment)
-effort =expectancy x (instrumentality x valence)
distal goal
long term
end goal
proximal goal
short term or sub goal
LGO
learning goal orientation
-developing competence by acquiring new skills and mastering new tasks
PPGO
prove performance goal orientation
-focus on favourable judgments from others for one’s performance outcomes
APGO
avoid performance goal orientation
-focus on avoiding negative judgments from others for one’s performance outcomes
