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PSTMLS > Theories of Learning > Flashcards

Theories of Learning Flashcards

1
Q

is a relatively permanent change in mental processing, emotional
functioning, skill, and/or behavior as a result of experience. It is the lifelong,
dynamic process by which individuals acquire new knowledge or skills and alter
their thoughts, feelings, attitudes, and actions.

A

Learning

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2
Q

enables individuals to adapt to demands and changing circumstances
and is crucial in health care (patients, students/interns, medical practitioners)

A

Learning

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3
Q

Learning consists of a change in behavior due to the acquisition, reinforcement and application of associations between stimuli from the environment and observable responses of the individual.

A

BEHAVIORISM

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4
Q

S-R model of learning

A

BEHAVIORISM

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5
Q

the learner is a blank slate (tabula rasa) that should be provided with the information to be learnt

A

BEHAVIORISM

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6
Q

Law of readiness
Law of exercise
Law of effect

A

BEHAVIORISM: THORNDIKE

Laws of Learning

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7
Q

Stimulus and Response “salivating dog experiment”

A

BEHAVIORISM: PAVLOV

Classical Conditioning

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8
Q

The use of reward and punishment

A

BEHAVIORISM: B.F. SKINNER
Operant Conditioning

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9
Q

The basic needs of the learner need to be satisfied before he or she is ready or capable of learning.

A

Readiness

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10
Q

the individual should want to learn the task being presented and possesses the requisite knowledge and skill.

A

Readiness

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11
Q

Learners best acquire new knowledge when they see a clear reason for doing so

A

Readiness

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12
Q

“teachable moment” - a moment of educational opportunity when a person is particularly responsive to being taught something

A

Readiness

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13
Q

behaviors that lead to satisfying outcomes are likely to be repeated whereas behaviors that lead to undesired outcomes are less likely to recur

A

Effect

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14
Q

The learner needs to have success in order to have more success in the future

A

Effect

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15
Q

Positive training experiences are more apt to lead to success and motivate the learner, while negative training experiences might stimulate forgetfulness or avoidance

A

Effect

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16
Q

Connections are strengthened with practice and weakened when practice is discontinued

A

Exercise

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17
Q

“use it or lose it”

A

Exercise

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18
Q

the learner needs to practice what has been taught in order to understand and remember the learning.

A

Exercise

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19
Q

Specific consequences are associated with a voluntary behavior

A

Operant Conditioning

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20
Q

introduced to increase a behavior

A

Rewards

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21
Q

introduced to decrease a behavior

A

Punishment

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22
Q

“Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select—doctor, lawyer, artist, merchantchief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.”

A

BEHAVIORISM: (John Broadus Watson, 1930)

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23
Q

The Little Albert Experiment

A

Classical conditioning to condition an emotional reponse

9-month-old “Albert” exposed to stimuli and observed

White rat paired with loud noise

Albert conditioned to fear white rat

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24
Q

Whereas behaviorists focus on the external environment and observable behavior, ______ psychologists are interested in mental processes

A

cognitive

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25
Q

Focuses on explaining the development of cognitive structures, process, and representations that mediate between instruction and learning.

A

COGNITIVISM

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26
Q

Behavior and learning entail more than just response to environmental stimuli and require rational thought and active participation in the learning process

A

COGNITIVISM

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27
Q

criticized behaviorists for being too dependent on overt behavior to explain learning.

A

Bode (1929)

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28
Q

Two key assumptions:

  1. That the memory system is an active organized processor of information
  2. That prior knowledge plays an important role in learning
A

COGNITIVISM

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29
Q

was one of the first to identify that the way that children think is different from the way adults think.

A

Jean Piaget

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30
Q

He proposed that intelligence grows and develops through a series of stages.

A

Jean Piaget

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31
Q

He concluded that children were not less intelligent than adults – they simply think differently.

A

Jean Piaget

32
Q

called Piaget’s discovery, “so simple only a genius could have thought of it.”

A

Albert Einstein

33
Q

SENSORIMOTOR STAGE

A

Birth to 2 Years

34
Q

PREOPERATIONAL STAGE

A

(2 to 7 Years)

35
Q

CONCRETE OPERATIONAL STAGE

A

(7 to 11 Years)

36
Q

FORMAL OPERATIONAL STAGE

A

(Age 12 and Up)

37
Q

” Know the world through movements and sensations
“ Learn about the world through basic actions such as
sucking, grasping, looking, and listening
• Learn that things continue to exist even when they cannot be seen (object permanence)
“ Realize that they are separate beings from the people
and objects around them
• Realize that their actions can cause things to happen the world around them

A

SENSORIMOTOR STAGE (Birth to 2 Years)

38
Q

” Begin to think symbolically and learn to use words and pictures to represent objects
• Tend to be egocentric and struggle to see things from the perspective of others
• Getting better with language and thinking, but still tend to think in very concrete terms

A

PREOPERATIONAL STAGE (2 to 7 Years)

39
Q

” Begin to think logically about concrete events
• Begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass
• Thinking becomes more logical and organized, but still very concrete
• Begin using inductive logic, or reasoning from specific information to a general principle

A

CONCRETE OPERATIONAL STAGE (7 to 11 Years)

40
Q

” Begins to think abstractly and reason about
hypothetical problems
• Begins to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning
• Begins to use deductive logic, or reasoning from a general principle to specific information

A

FORMAL OPERATIONAL STAGE (Age 12 and Up)

41
Q

CLT

A

Constructivist Learning Theory

42
Q

• students learn new information by building upon (constructing) knowledge they’ve already gained

• Prior experiences and knowledge

• Association anchor, engagement hooks

A

CONSTRUCTIVISM

43
Q

– Jean Piaget

A

Cognitive constructivism

44
Q

– Lev Vygotsky; social learning is an integral part of cognitive development and it is culture, not developmental stage that underlies cognitive development

A

Social constructivism

45
Q

anyone with an understanding or ability level higher than the learner (teacher, adult, peer)

A

More knowledgeable other –

46
Q
  • the range of knowledge or ability that a person can display A with the help of the more knowledgeable other, but that they are not yet capable of performing independently
A

Zone of proximal development
(ZPD)

47
Q
  • what needs to be done to take the learner where he needs to be
A

Zone of Proximal Development (ZPD)

48
Q
  • where the learner is right now
A

Zone of Achieved Development (ZAD)

49
Q

Is a learner-centric approach to education

A

HUMANISM

50
Q

Places a heavier emphasis on the learners than the methods of learning or the materials being taught

A

HUMANISM

51
Q

Emphasis placed on choice and autonomy

A

HUMANISM

52
Q

Built on the premise that humans are fundamentally good and will act appropriately if their basic needs are met

A

HUMANISM

53
Q

Growth mindset

A

HUMANISM

54
Q

Prioritizes meeting the unique emotional and academic needs of each learner so that they are empowered to take greater control over their own education

A

HUMANISM

55
Q

HUMANISM

A

Abraham Maslow

Carl Rogers

Maria Montessori

James Bugental

56
Q
  1. Students are whole people, and learning must attend to their emotional as well as their cognitive state.
  2. Teachers should be empathetic.
  3. Learners are self-directed and internally motivated.
  4. The outcome of learning is selfactualization.
A

HUMANISM

57
Q

New theory

A

CONNECTIVISM

58
Q

Developed and based upon the idea that people process information by forming connections

A

CONNECTIVISM

59
Q

This includes connections with each other and connections between their increasing number of roles, obligations, hobbies, and other aspects of life.

A

CONNECTIVISM

60
Q

Has developed with the digital and technology age

A

CONNECTIVISM

61
Q

Makes effective use of technology

A

CONNECTIVISM

62
Q

Suggests that people no longer stop learning after formal education and continue to gain knowledge from other avenues such as job skills, networking, experience and access to information with new tools in technology

A

CONNECTIVISM

63
Q

Albert Bandura

A

SOCIAL LEARNING THEORY

64
Q

people learn within a social context, and that learning is facilitated through concepts such as modelling, observational learning, and imitation

A

SOCIAL LEARNING THEORY

65
Q

agrees with the behaviorists learning theories of classical and operant conditioning; however, Bandura adds 2 important ideas:
1. mediating processes occur between stimuli and responses
2. behavior is learned from the environment through the process of observational learning

A

SOCIAL LEARNING THEORY

66
Q

“most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions, this coded information serves as a guide for action.”

A

Social Learning Theory (1977),

67
Q

(only study observable / external behaviour)

A

Behaviourist Model

68
Q

(can scientifically study internal behavior)

A

Cognitive Model

69
Q

Behaviourist Model

A

Stimulus - in the environment
Black Box - can’t be studied
Response - behavior

70
Q

Cognitive Model

A

Input - in the environment
Mediational Process - mental event
Output - behavior

71
Q

What To Know About Social Learning Theory

A
  1. People can learn through observation
  2. Mental states are important to learning
  3. Learning does not necessarily lead to behavior change
72
Q

According to him, people learn within a social context, and that learning is facilitated through concepts such as modelling, observational learning, and imitation

A

Albert Bandura

73
Q

MEDIATIONAL PROCESSES

A

Attention - stimuli focus
Retention - rehearse encode
Motor reproduction - practice feedback
Motivaton - reward reinforce

74
Q

proposes that people are not born with all of the intelligence they will ever have

A

Howard Gardner

75
Q

Howard Gardner introduced 8 different types of intelligences

A
  1. Linguistic
  2. Logical/Mathematical
  3. Spatial
  4. Bodily-Kinesthetic
  5. Musical
  6. Interpersonal
  7. Intrapersonal
  8. Naturalist

PSTMLS (11 decks)

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