Lesson 2 Flashcards
stated that learning is a more or less permanent change in behavior brought about by a series of conditioned reflexes or CONDITIONING (stimulus-response bonds).
Watson and Pavlov
stated that stimulus-response bonds are strengthened by reinforcements such as rewards or punishments.
Thorndike and Skinner
stated that meaningful learning will only occur if existing cognitive structures are organized and differentiated.
Subsumption Theory of Meaningful Verbal Learning
knowledge is packed into units called “SCHEMATA”. (Ex: Remembering how to bottle-feed an infant or the route of work.)
Concept of Schema/Schemata
the learning of facts. New information is learned and added to the existing schemata.
Accretion
existing schemata evolve or are refined throughout the life span as new situations and issues are encountered.
Tuning
development of the new schemata by copying an old schema and adding new elements that are different enough to warrant the new schema.
Restructuring
proposes that individual learners actively construct their own learning on the basis of their prior knowledge, experiences, and interactions with the environment; opposite of behaviorism due to its belief of the learner’s active manipulation of the information presented.
Constructivism
proposed that when information is acquired, it is stored in many places of the brain, forming a network of connections. The more connections there are to an item in memory storage, the easier it is to retrieve from memory.
Connectionist Models
acquisition of knowledge and skills that changes a person’s behavior.
Learning
the process that learners use to gauge their thinking while reading, studying, and trying to learn.
Metacognition
an innate ability that predicts success in learning.
Intelligence
consolidation of information takes place.
Memory
ability to take the information learned and apply it to another.
Transfer
learning from actual experience
Concrete Experience (CE) Abilities
learning by observing others.
Reflective Observation (RO) Abilities
creating theories to explain what it is seen.
Abstract Conceptualization (AC) Abilities
using theories to solve problems
Active Experimentation (AE) Abilities
person who learns AC and AE. This person is good in decision-making, problem solving, and likes dealing with technical work rather than interpersonal relationships.
Converger
A person who stresses CE and RO. This person excels in imagination, awareness of meaning, and loves working in groups.
Diverger
person who relies heavily on CE and AE; impatient, risk-taker and acts on intuition.
Accommodator
person who emphasizes AC and RO; person is more concerned with the ideas rather than people.
Assimilator
likes high-structured, quite-learning environments and do not like being interrupted.
Concrete Sequential Learners
are intuitive, use trial and error methods, and look for alternatives
Concrete Random Learners
holistic thinkers who seek understanding of incoming information.
Sequential Learners
think holistically and greatly benefit from visual stimuli; focused on personal relationships
Abstract Random Learners
Analyzes the elements of the situation
Field Independent
More people-oriented
Field Dependent
(Independent: task-oriented)
like to hear solutions and examples explained to them, and may gravitate towards music subjects and group learning as a way to understand information.
Auditory Learners
like diagrams, drawing out concepts, charts and processes.
Visual Learner
prefer reading and writing, word games and poems; know the meanings of a broad category of words, can use them effectively, and actively seek out new words to add to their repertoire.
Verbal Learner
err towards careers in programming, accountancy, science, research and other number and pattern-orientated careers.
Mathematical Learner
Commonly called hands-on learners; prefer to physically engage with the materials of the subject matter.
Kinesthetic Learner
representabout 5% of the population, and gravitate towards careers with lots of hands on work like emergency services, physical education and sports.
Physical Learner
show preference towards groups and collaboration. Some, but not all, will gravitate towards leadership within a group.
Social Learners
Some of the qualities often associated with this type of learner include:
Independent,
Introspective,
Private
Solitary Learner
may gravitate towards careers with a lot of self determination or motivation, as well as solitary workloads.
Intrapersonal Learner
Factors that influences learning:
Culture
Age
Emotional Status
Socioeconomic Level
The deep approach encourages students to interact vigorously and critically with the____________in order to understand new ideas and integrate these ideas with what they learned and test them on reality.
content
The surface approach is totally the opposite of the deep approach, with students showing only a little or no personal engagement with the subject matter. They are unable to understand the_________________and distinguish guiding principles or patterns in learning.
subject matter
the concerted sharing of knowledge and experience, which is usually organized within a discipline and, more generally, the provision of stimulus to the psychological and intellectual growth of a person by another person or artifact.
Teaching
teachingas ______________ activity in which knowledge is transmitted from someone who has acquired that knowledge to novice learners:teachingas knowledge transmission.
instructor-centered
teachingas a ________________ activity in which the instructor ensures that learning is made possible for novice learners and supports, guides, and encourages them in their active and independent creation of new knowledge:teachingas assisted knowledge creation
learner-centered
Teaching for Understanding Framework:
- Generative Topics
- Understanding Goals
- Performances of Understanding
- Ongoing Assessment
Focuses more on mental processes rather than behavior
Cognitive Learning Theories
