Oral Chapter 1 Flashcards
Ornstein
Defines learning as a reflective process whereby the learner either develops new insights and understanding or restructures his or her mental processes
Lardizabal
Opines that “learning is an integrated, on going process occurring within the individual, enabling him to meet specific aims, fulfill his needs and interests and cope with thé learning process.
Slavin
Defines learners as a change in an individual cause by experience.
Calderon
Defines learning as thé acquisition through maturation and experience of a new and more knowledge, skills, attitudes that will enable the learner to make better and more adequate reactions , responses and adjustments to new situations.
Pavlov’s Classical Conditioning Theory
Principles of Classical Theory
Stimulus Generalization
Discrimination
Extinction
Stimulus Generalization
Refers to the process by which the conditioned response transfer to other stimuli that are similar to the original conditioned stimulus
Discrimination
refers to the process by which we learn not to respond to similar stimuli in an identical manner.
Extinction
refers to the process by which conditioned responses are lost.
THORNDIKE’S S-R THEORY
Thorndike was one of the first pioneers of active learning, a theory that proposes letting children learn themselves, rather than receiving instruction from teachers.
3 Laws of Learning formulated by Thorndike:
Law of effect
Law of Readiness
Law of Exercise
Law of effect
states that if an act is followed by a satisfying change in the environment, the likelihood that the act will be repeated in similar situations increases.
Law of Readiness
States that when an organism, both human and animal, is ready to form connections to do so is satisfying and not to do so is annoying.
Law of Exercise
States that any connection is strengthened in proportion to the number of times it occurs and in proportion to the average vigor and duration of the connection.
B.F. Skinner Operant Conditioning Theory
Like Thorndike, Skinner’s work focused on the relation between behavior and its consequences.
The use of pleasant and unpleasant consequences to change behavior is often referred to
Operant Conditioning
any behavioral consequence that strengthens a behavior
Reinforcement
are events that are presented after a response has been performed and that increase the behavior or activity they follow.
Positive reinforces
are escapes from unpleasant situations or ways of preventing something unpleasant from occurring.
Negative Reinforces
those that satisfy basic human needs
Primary reinforces
those that acquire reinforcing power because they have been associated with primary reinforcers.
Secondary Reinforces
4 Phases of Social Learning Theory
- Attention
- Retention
- Motor Reproduction processes
- Motivation processes
To learn anything, you need to be paying attention.
Any kind of distraction can make it difficult for you to remember what you are learning.
Attention
You must be able to store (or retain) the information you have learned in your brain. Many factors (like age and health) can impact memory retention.
Retention
You must mimic (or reproduce) the behavior you have learned from a model. The more you mimic the learned behavior, the longer you will retain it in your memory.
Reproduction
You have to be motivated to mimic a behavior, or else you will stop practicing it, and eventually forget it.
Motivation
Concerned with the things that happen inside our heads as we learn
• Emphasizes how information is processed
COGNITIVE THEORIES OF
LEARNING
Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
• The instructor should try and encourage the students to construct hypotheses, make decisions, and discover principles by themselves
BRUNER’S COGNITIVE
LEARNING THEORY
3 STAGES IN BRUNER’S THEORY:
Enactive level
Iconic level
Symbolic level
where learning takes place via direct manipulation of objects and materials
Enactive level
where objects are represented by visual images and are recognized for what they represent
Iconic level
which describes the capacity of learners to think in abstract terms
Symbolic level
is an instructional approach which encourages students to think and discover how knowledge is constructed
discovery learning
• Acquisition of new meanings
• Meaningful learning occurs when the material to be learned is related to what the students already know
AUSUBEL’S MEANINGFUL
LEARNING THEORY
• It is a tool or a mental learning aid to help students integrate new information with their existing knowledge leading to “meaningful learning”.
ADVANCE ORGANIZER
Describes the situation in which the new information you learn is an example of a concept that you have already learned.
Derivative Subsumption:
Higher level concept of thinking
Correlative Subsumption
You are already familiar with the things but didn’t know the concept itself until it was taught
Superordinate Learning
Learning by analogy
Combinational Learning
Bridge the gap between what students already know and what they need to know before they can successfully learn new material
Principal Function:
• Built upon behaviorist and cognitive theories to recommend approaches to instruction
• Dealt particularly with problems in determining just what skills and knowledge are required for someone to be an effective performer at a given job
GAGNE’S COGNITIVE LEARNING
THEORY
SEQUENCE OF NINE EVENTS: GCLT
• Gaining attention
• Informing the learner of the objective
• Stimulating recall of prerequisite learning
• Presenting new material
• Providing learning guidance
• Eliciting performance
• Providing feedback about the performance
. Assessing performance
• Enhancing retention and recall
• Learning is like a building process which utilizes a hierarchy of skills that increase in complexity.
behaviorism and cognitive perspective
Neobehaviorism
- Purposive Behaviorism (Theorist)
Edward Tolman
- Social Learning Theory (Theorist)
Albert Bandura
• Link between behavorism and cognitive theory
• An organism learns by pursuing signs to a goal
Purposive Behaviorism
Learning is always purposive and goal directed;
Tolman’s Key Concepts
stays with the individual until needed
Latent Learning
not seen but served as determinant of behavior
• Intervening Variable
account for learning names, labels and facts.
Verbal information skills
refer to the learners’ use of symbols to interact in the environment.
Intellectual skills
are essential mental activities to formulate plans, devices, and techniques though which a certain problem maybe solved.
Cognitive Strategies
are concerned with the coordination of muscular movement which includes walking, running, jumping, writing, dancing
Motor skills
are predispositions toward a person, an object, event, and other stimuli in the environment
Attitudes
4 Separate stages in a fixed order that is universal among all children
PIAGET’S THEORY OF
COGNITIVE DEVELOPMENT
PTOCD (Stages) - birth to 2 years
Sensorimotor Stage
PTOCD (Stages): • From 2-7 years
• Refers to a child who has begun to use symbols, but is not yet mentally capable
Pre-operational stage
-the tendency of a child to only see his point of view and assume that everyone else also has his same point of view
Egocentrism
the act of focusing all attention on one characteristic or dimension of a situation while disregarding all others
Centration
- Pre-operational children still have the inability to reverse their thinking.
Irreversibility
reasoning that is neither inductive nor deductive, reasoning that appears to be from particular to particular.
Transductive reasoning
PTOCD (Stages): Children gain a better understanding of mental operations.
Concrete Operational Stage
PTOCD (Stages): 11-12 to adulthood
• Children develop a new kind of thinking that is abstract, formal, and logical.
Formal Operational Stage
categories of knowledge that help us interpret and understand the world
Schema
the process of taking in new information into our previously existing schema
Assimilation
the process of creating a new schema after an individual’s interaction with the environment
• Accommodation
process of balancing between previous knowledge (assimilation) and changing behavior to account for new knowledge (accommodation)
Equilibration
