PSTM: WEEK 5 Flashcards
• Earliest formal theories for learning, used in children
• Focused on studying thoughts and feelings, fears and phobia
Key Theorist:
1. John Watson
2. Watson and Guthrie
3. Thorndike and Skinner
Behaviorist Theories
• Theories focus on the inner processes of learning, such as perception, thinking, memory, and problem-solving.
Cognitive Theories
Key Theorist:
1. Breur, 1994
2. Feden, 1994
3. Ausubel. 1963
4. Rumelheart, 1980
Cognitive Theories
Cognitive Theories
3 Kinds of Learning Based on Schema Theory
a. Accretion
b. Tuning (schema evolution)
c. Restructuring (schema creation)
Other Theories/ Models of Information Processes
• Information is processed sequentially, from perception to attention- to labeling and meaning
Level of Processing Theory
Other Theories/ Models of Information Processes
• Information is processed by different parts of the memory system simultaneously rather than sequential
The Parallel Distributing Model
• The information is stored in any place throughout the brain, forming a network of connections
Connectionistic Model
• Relates to memory activity
• Information is both processed and stored in 3 stages: Sensory, Short-Term Memory and Long-Term Memory
Stage Theory of Information Processing
Stage Theory of Information Processing
• Fleeting or passing swiftly
Sensory Memory
Stage Theory of Information Processing
• Needs interest
• Retain indefinitely if rehearsed or meaningful to us
Short-Term Memory
Stage Theory of Information Processing
• Use of mnemonic device
Long-Term Memory
Common Concepts of Cognitive Theories
• Behaviorist View
• Cognitive View
• Feden’s Domain-Specific Learning
Learning
Common Concepts of Cognitive Theories
• Sometimes defined as “thinking about one’s thinking
Metacognition
Common Concepts of Cognitive Theories
• Sensory, short term and long term
• Consolidation
• Chunking
memory
Common Concepts of Cognitive Theories
• The extent to which the material was learned
• Retrieval from memory
• Teaching method
• Similarity between contexts
Transfer
• Imagine a workplace where a new employee learns by observing an experienced colleague. The new employee watches how their colleague interacts with clients, noting behaviors like maintaining eye contact and responding with patience. Because these behaviors lead to successful client interactions (the reward), the new employee is motivated to adopt the same behaviors. Over time, they remember the techniques and apply them in their own work, leading to improved performance.
Example of Observational Learning in Real Life
8 Types of Learning (Gagne’s Conditions of Learning)
• The simplest level of learning
• A person develops a general diffuse reaction to a stimulus
Signal Learning (conditioned response)
8 Types of Learning (Gagne’s Conditions of Learning)
• Developing a voluntary response to a specific stimulus or combination of stimuli
Stimulus-Response Learning
8 Types of Learning (Gagne’s Conditions of Learning)
• Acquisition of a series of related conditioned responses or stimulus-response connections
chaining
8 Types of Learning (Gagne’s Conditions of Learning)
• Type of chaining
• Process of learning medical terminology
Verbal Association
8 Types of Learning (Gagne’s Conditions of Learning)
• The more new chains that are learned, the easier it is to forget previous chains
• To retain a large number of chains, you need to discriminate among them
Discrimination Learning
8 Types of Learning (Gagne’s Conditions of Learning)
• Learning how to classify stimuli into groups represented by a common concept
Concept Learning
8 Types of Learning (Gagne’s Conditions of Learning)
• Rule: chain of concepts or a relationship between concepts
• Expressed as “If…. And then..” relationships
Rule learning
8 Types of Learning (Gagne’s Conditions of Learning)
• Highest level of learning
• Applying previously learned rules that relate to the situation
• Process of formulating and testing hypotheses
problem solving
