LEARNING THEORIES Flashcards
Concepts (thoughts, ideas, notion of something) and propositions (combination of all concepts that are learned, introduced, suggested or consideration for acceptance) that explain why people learn and predict what circumstances they will learn
Learning Theories
Principle of Proposition: statement or idea w/c people can consider/ decide whether things like concepts are to considered, accepted, adopted, or to be done and apply
Learning Theories
Describes how students receive, retain, process knowledge during learning
Learning Theories
Major Learning Theories
Behaviorist Theories
Cognitive
Social Learning
Major Learning Theories:
Earliest formal theories for learning used for children
Behaviorist Theories
Major Learning Theories:
Focused on studying thoughts and feelings, fears and phobia
Behaviorist Theories
Same as behavioral learning theory/ behaviorism theory
Major Learning Theories:
Behaviors are learned from the environment, innate or inherited factors have little influence on behavior
Behaviorist Theories (Ways students were raised and kind of environment they have is the ultimate factor or influence that will determine their action, response or how they’ll behave)
Major Learning Theories:
Purpose: condition children, focuses all behaviors are learned thru interaction w/ the environment
Behaviorist Theories
Parents or genetics have very little influence
Major Learning Theories:
Purpose: condition children, focuses all behaviors are learned thru interaction w/ the environment
Behaviorist Theories
Major Learning Theories:
Teachers can directly influence how their students behave and can adjust how home environment and lifestyle can impact or affects their students’ behavior
Behaviorist Theories
Key to educators in order to understand to relate how students react or behave in the classroom
Theorists: (Behaviorist Theories)
Defined behavior as a muscle movement (large or small activities)
John Watson
(Large motion: locomotion, walk, dance, eat, etc…
Small/ hidden motion: thinking, blinking of the eye; hidden from casual observation)
Theorists: (Behaviorist Theories)
Began studying behavior because it is more objective.
(Behavior: pure/ actual movement of body, activity of muscles and glands)
John Watson
Rejected the theory himself
Theorists: (Behaviorist Theories)
Focused on observable or quantifiable events and behaviors telling that behaviors could be accurately measured and understood
John Watson
There are tools used on how to understand, quantify, and accurately measure behaviors
Theorists: (Behaviorist Theories)
Contiguity theory: association of things
Believed that even a skill such as walking is learned through a series of conditioned responses
Watson and Edwin Guthrie
Theorists: (Behaviorist Theories)
Learning will occur regardless of reinforcement is given as long as there is a conditioned stimulus and response occur together
Watson and Edwin Guthrie
Same as classical and operant conditioning: Learn things thru association
Theorists: (Behaviorist Theories)
Reinforcement theory: positive (reward) and negative (punishment) reinforcement
Edward Thorndike and B.F. Skinner
Proposed that stimulus-response bonds are strengthened by reinforcements such as reward or punishment
Major Learning Theories:
Broad theory and explains the mental processes and how they are influenced by both internal and external factors to produce learning in an individual
Cognitive Theories
Understanding the human mind and how it works while learning
Major Learning Theories:
How info is processed by the brain and how learning occurs thru the internal processing of info
Cognitive Theories
Focuses on more effective use of the brain
study of how our brains work in the process of perceiving, thinking, remembering and learning
Cognitive Science (How mind works, it’s function, and how we behave)
sometimes used to describe a subset of this field of study
Under the field of cognitive psychology
Information Processing
Acquisition, recording, organization, retrieval, display, and decimation of info
Major Learning Theories:
Explains the way that information is handled once it enters the senses and how it is organized and stored.
Cognitive Theories
An active process in which the learner constructs meaning based on prior knowledge and view of the world.
Learning (in cognitive perspective)
Correlation, connection, and application of new things to the existing info
Theorists: (Cognitive Theories)
Learning is a process whereby the novice becomes expert
By repeating basic skills we become proficient/ skilled individual
Breuer
(physician and physiologist)
Learning: accumulating bits of info and isolated skills
Teacher: transfer knowledge directly to the students
Theorists: (Cognitive Theories)
An active process which the learner constructs meaning based on prior knowledge and view of the world
Feden, 1994
Teaching and Learning: focuses primarily on the interaction bet teacher and individual students
Theorists: (Cognitive Theories)
Developed earliest model of cognitive learning (Meaningful Learning Theory)
David Ausubel, 1963
(psychologist)
Students = center of teaching and learning process
Teachers= facilitators
Theorists: (Cognitive Theories)
The Subsumption Theory of Meaningful Verbal Learning
David Ausubel, 1963
New information is subsumed into existing thought and memory structures
Theorists: (Cognitive Theories)
Meaningful learning is thought to occur only if existing cognitive structures are organized and differentiated.
David Ausubel, 1963
Repetition of meaningful material and its use in various contexts would enhance the retention of the material
Theorists: (Cognitive Theories)
Concept of schema or schemata. Knowledge is used in memory recall
David E. Rumelhart, 1980 Schema Theory (“All knowledge is packaged into units. These units are schemata.”) Schemata (plural): knowledge structures that store concepts, and the knowledge of how to use them in memory
3 Kinds of Learning Based on Schema Theory: ART
Accretion
Restructuring
Tuning
3 Kinds of Learning Based on Schema Theory:
Learner is learning new facts, new information is added to existing schemata
No changes are made to existing knowledge
Accretion
The learning of new facts
3 Kinds of Learning Based on Schema Theory:
Existing schema evolve or refined throughout the lifespan as new situations and issues are encountered
Tuning
schema evolution
3 Kinds of Learning Based on Schema Theory:
Unprocessed perceived info are slowly processed, see it differently, according to how it is perceived and understood
Tuning
3 Kinds of Learning Based on Schema Theory:
Development of new schemata by copying an old schema and adding new elements that are different to create a new schema
Restructuring (schema creation)
3 Kinds of Learning Based on Schema Theory:
Info processed is now correlated to existing/ prior knowledge to create new concept
Restructuring
Other Theories/ Models of Information Processes: LTCS
Level of Processing Theory
The Parallel Distributing Model
Connectionist Model
Stage Theory of Information Processing
Other Theories/ Models of Information Processes:
Information is processed sequentially, from perception to attention- to labelling and meaning. One operation at a time.
Level of Processing Theory
Sequentially: processing info in logical/ chronological order
Logical order (PALMCAM): perception → attention → labeling → meaning → create imagery → association → memory in the long run (All happens in the brain )
Other Theories/ Models of Information Processes:
Information is processed by different parts of the memory system simultaneously rather than sequential
The Parallel Distributing Model
(Allows hundred of operations to be completed all at once in order to store memories
Neurons stop interacting = memory strength weakens)
Other Theories/ Models of Information Processes:
Information is stored in any places throughout the brain, forming network of connections
Connectionist Model (Cells that work together, have connection, interact creates network)
Other Theories/ Models of Information Processes:
Relates to memory activity
Same as A but D is clustered
Stage Theory of Information Processing
In order to achieve long-term memory it happens thru stages, information is both processed and stored in stages
3 Stages of Info Processing (SSL)
Sensory Memory
Short-Term Memory
Long-Term Memory
3 Stages of Info Processing:
Fleeting or passing swiftly, everything that we experience in our senses and decide what info that needs to be saved
Sensory Memory
(Creation of memory using different stimuli)
Sight and hearing: important ones
3 Stages of Info Processing:
Info will be filtered by retaining (imp info) or discarding (not important)
Retain indefinitely if rehearsed or meaningful to us
Short-Term Memory: Needs interest
3 Stages of Info Processing:
Working memory: filtering of info that would like to process
Repetition: crucial factor in transferring info, to retain info, enhance memory
Short-Term Memory
3 Stages of Info Processing:
Filtered info are stored and encoded in brain, can facilitate thru repetition
Selective memory
Long-Term Memory (Use of mnemonic device)
Cognitive Processes: thinking, perception, remembering, recognition, logical reasoning, imagining, problem solving, sense of judgement, and planning
Common Concepts of Cognitive Theories: LMMT
Learning
Metacognition
Memory,
Transfer
Common Concepts of Cognitive Theories:
Behaviorist: requisition of knowledge and skills that changes a person’s behavior
Cognitive theorists: focuses more on the acquisition of general knowledge or specific to one in particular area of learning/ skill than on the resulting behavior
Learning
Feden: Domain-Specific Learning
Common Concepts of Cognitive Theories:
A process that learners use to gauge or measure their thinking while reading, studying or problem-solving skills
Metacognition
“thinking about one’s thinking”
Common Concepts of Cognitive Theories:
Thinking about one’s own thinking or learning, be able to recognize your weaknesses as well as strength that is essential for life-long learning
Metacognition
Journal writing, group dialogue, problem-based learning, rationalization of test questions
Common Concepts of Cognitive Theories:
Consolidation
Sub-discipline of metacognition; how individuals monitor & control learning and memory
Memory/ Meta-Memory
(Sensory, short, and long term memory)
Chunking: information is clustered into patterns
Common Concepts of Cognitive Theories:
Ability to take information learned in one situation and apply it to another
Concepts and principles are used or adopted not just to one particular situation but to all other situations as well
Transfer
correlation of info
Common Concepts of Cognitive Theories:
Applies previous experience and knowledge to a new situation to gain new knowledge
Transfer
Successful Transfer depends on Several Factors:
EWAS
Extent to which the material was originally learned
Way in which the material was taught and learned
Ability to retrieve information from memory
Similarity of the new situation to original
Major Learning Theories:
Observational Learning Theory
Explains that behavior is the result of an interaction among the person (characteristics, personality etc.) to the environment (physical, social etc) and the behavior itself.
Social Learning Theories/ Social Cognitive Theory: Albert Bandura (1977)
People learn as they are in constant interaction with their environment
Social behavior is learned by observing and imitating the behavior of others
4 Key Components of Social Learning Theory: ARRM
Attentional Processes
Retention Processes
Reproduction Processes
Motivation Processes
4 Key Components of Social Learning Theory:
The behavior of the model/ teacher must grab the learner’s attention for them to notice the behavior and to implement observational learning
Attentional Processes (Learning should see that behavior is unusual behavior to observe, to have interest)
4 Key Components of Social Learning Theory:
Learner doesn’t remember how to imitate the action = no change
Nothing retained if there is no memory of a certain behavior, learner should be interested in the behavior
Retention processes
It is how well the behavior is remembered
4 Key Components of Social Learning Theory:
It takes time in reproducing/ imitate a certain behavior
Observation is done if imitation is desired
Reproduction
Ability to execute the model’s behavior
4 Key Components of Social Learning Theory:
Motivation through valued outcomes (rewards) rather punishing outcomes
Learners are motivated to imitate the behavior if reinforcements are at stake
Motivation
Perceived reward is a good motivator
8 Types of Learning: Robert Gagne’s 8 Conditions of Learning (Hierarchy of learning)
SSCVDCRP
Signal Learning Stimulus-Response Learning Chaining Verbal Association Discrimination Learning Concept Learning Rule Learning Problem Solving
8 Types of Learning:
Simplest level of learning: classical conditioning
Learner is able to produce a desired response as a result of a stimulus that would normally produce that response
Signal Learning
(conditioned response)
First type of learning that a learner should learn
8 Types of Learning:
Developing a voluntary response to a specific stimulus or combination of stimuli
Used in acquiring verbal skills and physical movements
Stimulus-Response Learning
(can use as motivation)
Occurs when instructor praises learner for deeper thinking, provides constructive criticism during reflection or debriefing
8 Types of Learning:
Acquisition of a series of related conditioned responses or stimulus-response connections
Chaining
(small info learned and have developed into complex skills)
More complex psychomotor skills (helps in everything that they do) are learned but they tend to occur naturally
8 Types of Learning:
Occurs when learners make association using verbal connection
Verbal Association
(type of Chaining)
Process of learning medical terminology
Key process in language skill dev
8 Types of Learning:
Seen when learner is able to perform diff responses to a series of similar stimuli that may differ in systematic way
Discrimination Learning
Interference: unpredicted happenings that can cause the hindrance in learning
8 Types of Learning:
Learning how to classify stimuli into groups represented by a common concept
Concept Learning
(able to adapt in diff situations)
Learners learns how to organize learning in a systematic structure and foster deeper learning
8 Types of Learning:
Bounded by ethical rules, standards, methodologies
Expressed as “If…. And then ..” relationships
Rule Learning
(able to follow implemented rules)
Rule: chain of concepts or a relationship between concepts
8 Types of Learning:
Ability to invent complex rule or procedure for the purpose of solving one particular problem and other problems of a similar nature
Problem Solving
(Highest level of learning)
Applying previously learned rules that relate to situation
____ parts: focus on behavioral aspect of learning/ skills
____parts: focus on cognitive aspect
lower
highest
TRUE OR FALSE:
Before reaching higher orders of learning, lower levels should be achieved
TRUE
TRUE OR FALSE:
Master each step before reaching the next level (hierarchy)
TRUE
