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PSTM > LEARNING THEORIES > Flashcards

LEARNING THEORIES Flashcards

1
Q

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

A

Learning Theories

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2
Q

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

A

Learning Theories

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3
Q

Describes how students receive, retain, process knowledge during learning

A

Learning Theories

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4
Q

Major Learning Theories

A

Behaviorist Theories
Cognitive
Social Learning

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5
Q

Major Learning Theories:

Earliest formal theories for learning used for children

A

Behaviorist Theories

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6
Q

Major Learning Theories:

Focused on studying thoughts and feelings, fears and phobia

A

Behaviorist Theories

Same as behavioral learning theory/ behaviorism theory

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7
Q

Major Learning Theories:

Behaviors are learned from the environment, innate or inherited factors have little influence on behavior

A 
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)
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8
Q

Major Learning Theories:

Purpose: condition children, focuses all behaviors are learned thru interaction w/ the environment

A

Behaviorist Theories

Parents or genetics have very little influence

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9
Q

Major Learning Theories:

Purpose: condition children, focuses all behaviors are learned thru interaction w/ the environment

A

Behaviorist Theories

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10
Q

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

A

Behaviorist Theories

Key to educators in order to understand to relate how students react or behave in the classroom

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11
Q

Theorists: (Behaviorist Theories)

Defined behavior as a muscle movement (large or small activities)

A

John Watson
(Large motion: locomotion, walk, dance, eat, etc…
Small/ hidden motion: thinking, blinking of the eye; hidden from casual observation)

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12
Q

Theorists: (Behaviorist Theories)
Began studying behavior because it is more objective.
(Behavior: pure/ actual movement of body, activity of muscles and glands)

A

John Watson

Rejected the theory himself

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13
Q

Theorists: (Behaviorist Theories)
Focused on observable or quantifiable events and behaviors telling that behaviors could be accurately measured and understood

A

John Watson

There are tools used on how to understand, quantify, and accurately measure behaviors

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14
Q

Theorists: (Behaviorist Theories)
Contiguity theory: association of things
Believed that even a skill such as walking is learned through a series of conditioned responses

A

Watson and Edwin Guthrie

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15
Q

Theorists: (Behaviorist Theories)
Learning will occur regardless of reinforcement is given as long as there is a conditioned stimulus and response occur together

A

Watson and Edwin Guthrie

Same as classical and operant conditioning: Learn things thru association

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16
Q

Theorists: (Behaviorist Theories)

Reinforcement theory: positive (reward) and negative (punishment) reinforcement

A

Edward Thorndike and B.F. Skinner

Proposed that stimulus-response bonds are strengthened by reinforcements such as reward or punishment

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17
Q

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

A

Cognitive Theories

Understanding the human mind and how it works while learning

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18
Q

Major Learning Theories:

How info is processed by the brain and how learning occurs thru the internal processing of info

A

Cognitive Theories

Focuses on more effective use of the brain

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19
Q

study of how our brains work in the process of perceiving, thinking, remembering and learning

A 
Cognitive Science
(How mind works, it’s function, and how we behave)
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20
Q

sometimes used to describe a subset of this field of study

Under the field of cognitive psychology

A

Information Processing

Acquisition, recording, organization, retrieval, display, and decimation of info

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21
Q

Major Learning Theories:

Explains the way that information is handled once it enters the senses and how it is organized and stored.

A

Cognitive Theories

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22
Q

An active process in which the learner constructs meaning based on prior knowledge and view of the world.

A

Learning (in cognitive perspective)

Correlation, connection, and application of new things to the existing info

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23
Q

Theorists: (Cognitive Theories)
Learning is a process whereby the novice becomes expert
By repeating basic skills we become proficient/ skilled individual

A

Breuer
(physician and physiologist)
Learning: accumulating bits of info and isolated skills
Teacher: transfer knowledge directly to the students

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24
Q

Theorists: (Cognitive Theories)

An active process which the learner constructs meaning based on prior knowledge and view of the world

A

Feden, 1994

Teaching and Learning: focuses primarily on the interaction bet teacher and individual students

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25
Q

Theorists: (Cognitive Theories)

Developed earliest model of cognitive learning (Meaningful Learning Theory)

A

David Ausubel, 1963
(psychologist)
Students = center of teaching and learning process
Teachers= facilitators

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26
Q

Theorists: (Cognitive Theories)

The Subsumption Theory of Meaningful Verbal Learning

A

David Ausubel, 1963

New information is subsumed into existing thought and memory structures

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27
Q

Theorists: (Cognitive Theories)

Meaningful learning is thought to occur only if existing cognitive structures are organized and differentiated.

A

David Ausubel, 1963

Repetition of meaningful material and its use in various contexts would enhance the retention of the material

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28
Q

Theorists: (Cognitive Theories)

Concept of schema or schemata. Knowledge is used in memory recall

A 
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
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29
Q

3 Kinds of Learning Based on Schema Theory: ART

A

Accretion
Restructuring
Tuning

30
Q

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

A

Accretion

The learning of new facts

31
Q

3 Kinds of Learning Based on Schema Theory:

Existing schema evolve or refined throughout the lifespan as new situations and issues are encountered

A

Tuning

schema evolution

32
Q

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

A

Tuning

33
Q

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

A

Restructuring (schema creation)

34
Q

3 Kinds of Learning Based on Schema Theory:

Info processed is now correlated to existing/ prior knowledge to create new concept

A

Restructuring

35
Q

Other Theories/ Models of Information Processes: LTCS

A

Level of Processing Theory
The Parallel Distributing Model
Connectionist Model
Stage Theory of Information Processing

36
Q

Other Theories/ Models of Information Processes:

Information is processed sequentially, from perception to attention- to labelling and meaning. One operation at a time.

A

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 )

37
Q

Other Theories/ Models of Information Processes:

Information is processed by different parts of the memory system simultaneously rather than sequential

A

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)

38
Q

Other Theories/ Models of Information Processes:

Information is stored in any places throughout the brain, forming network of connections

A 
Connectionist Model
(Cells that work together, have connection, interact creates network)
39
Q

Other Theories/ Models of Information Processes:
Relates to memory activity
Same as A but D is clustered

A

Stage Theory of Information Processing

In order to achieve long-term memory it happens thru stages, information is both processed and stored in stages

40
Q

3 Stages of Info Processing (SSL)

A

Sensory Memory
Short-Term Memory
Long-Term Memory

41
Q

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

A

Sensory Memory
(Creation of memory using different stimuli)
Sight and hearing: important ones

42
Q

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

A

Short-Term Memory: Needs interest

43
Q

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

A

Short-Term Memory

44
Q

3 Stages of Info Processing:
Filtered info are stored and encoded in brain, can facilitate thru repetition
Selective memory

A

Long-Term Memory (Use of mnemonic device)
Cognitive Processes: thinking, perception, remembering, recognition, logical reasoning, imagining, problem solving, sense of judgement, and planning

45
Q

Common Concepts of Cognitive Theories: LMMT

A

Learning
Metacognition
Memory,
Transfer

46
Q

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

A

Learning

Feden: Domain-Specific Learning

47
Q

Common Concepts of Cognitive Theories:

A process that learners use to gauge or measure their thinking while reading, studying or problem-solving skills

A

Metacognition

“thinking about one’s thinking”

48
Q

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

A

Metacognition

Journal writing, group dialogue, problem-based learning, rationalization of test questions

49
Q

Common Concepts of Cognitive Theories:
Consolidation
Sub-discipline of metacognition; how individuals monitor & control learning and memory

A

Memory/ Meta-Memory
(Sensory, short, and long term memory)
Chunking: information is clustered into patterns

50
Q

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

A

Transfer

correlation of info

51
Q

Common Concepts of Cognitive Theories:

Applies previous experience and knowledge to a new situation to gain new knowledge

A

Transfer

52
Q

Successful Transfer depends on Several Factors:

EWAS

A

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

53
Q

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.

A

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

54
Q

4 Key Components of Social Learning Theory: ARRM

A

Attentional Processes
Retention Processes
Reproduction Processes
Motivation Processes

55
Q

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

A 
Attentional Processes
(Learning should see that behavior is unusual behavior to observe, to have interest)
56
Q

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

A

Retention processes

It is how well the behavior is remembered

57
Q

4 Key Components of Social Learning Theory:
It takes time in reproducing/ imitate a certain behavior
Observation is done if imitation is desired

A

Reproduction

Ability to execute the model’s behavior

58
Q

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

A

Motivation

Perceived reward is a good motivator

59
Q

8 Types of Learning: Robert Gagne’s 8 Conditions of Learning (Hierarchy of learning)
SSCVDCRP

A 
Signal Learning
Stimulus-Response Learning
Chaining
Verbal Association
Discrimination Learning
Concept Learning
Rule Learning
Problem Solving
60
Q

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

A

Signal Learning
(conditioned response)
First type of learning that a learner should learn

61
Q

8 Types of Learning:
Developing a voluntary response to a specific stimulus or combination of stimuli
Used in acquiring verbal skills and physical movements

A

Stimulus-Response Learning
(can use as motivation)
Occurs when instructor praises learner for deeper thinking, provides constructive criticism during reflection or debriefing

62
Q

8 Types of Learning:

Acquisition of a series of related conditioned responses or stimulus-response connections

A

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

63
Q

8 Types of Learning:

Occurs when learners make association using verbal connection

A

Verbal Association
(type of Chaining)
Process of learning medical terminology
Key process in language skill dev

64
Q

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

A

Discrimination Learning

Interference: unpredicted happenings that can cause the hindrance in learning

65
Q

8 Types of Learning:

Learning how to classify stimuli into groups represented by a common concept

A

Concept Learning
(able to adapt in diff situations)
Learners learns how to organize learning in a systematic structure and foster deeper learning

66
Q

8 Types of Learning:
Bounded by ethical rules, standards, methodologies
Expressed as “If…. And then ..” relationships

A

Rule Learning
(able to follow implemented rules)
Rule: chain of concepts or a relationship between concepts

67
Q

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

A

Problem Solving
(Highest level of learning)
Applying previously learned rules that relate to situation

68
Q

____ parts: focus on behavioral aspect of learning/ skills

____parts: focus on cognitive aspect

A

lower

highest

69
Q

TRUE OR FALSE:

Before reaching higher orders of learning, lower levels should be achieved

A

TRUE

70
Q

TRUE OR FALSE:

Master each step before reaching the next level (hierarchy)

A

TRUE

PSTM (14 decks)

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