Theories of Learning Flashcards by Kyra Catedral

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.

Learning

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

Learning

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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.

BEHAVIORISM

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S-R model of learning

BEHAVIORISM

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

BEHAVIORISM

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Law of readiness
Law of exercise
Law of effect

BEHAVIORISM: THORNDIKE

Laws of Learning

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Stimulus and Response “salivating dog experiment”

BEHAVIORISM: PAVLOV

Classical Conditioning

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The use of reward and punishment

BEHAVIORISM: B.F. SKINNER
Operant Conditioning

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

Readiness

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

Readiness

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

Readiness

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

Readiness

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

Effect

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

Effect

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

Effect

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Connections are strengthened with practice and weakened when practice is discontinued

Exercise

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“use it or lose it”

Exercise

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

Exercise

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Specific consequences are associated with a voluntary behavior

Operant Conditioning

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introduced to increase a behavior

Rewards

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introduced to decrease a behavior

Punishment

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“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.”

BEHAVIORISM: (John Broadus Watson, 1930)

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The Little Albert Experiment

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

cognitive

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

COGNITIVISM

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

COGNITIVISM

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

Bode (1929)

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

COGNITIVISM

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

Jean Piaget

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

Jean Piaget

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

Jean Piaget

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

Albert Einstein

SENSORIMOTOR STAGE

Birth to 2 Years

PREOPERATIONAL STAGE

(2 to 7 Years)

CONCRETE OPERATIONAL STAGE

(7 to 11 Years)

FORMAL OPERATIONAL STAGE

(Age 12 and Up)

" 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

SENSORIMOTOR STAGE (Birth to 2 Years)

" 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

PREOPERATIONAL STAGE (2 to 7 Years)

" 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

CONCRETE OPERATIONAL STAGE (7 to 11 Years)

" 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

FORMAL OPERATIONAL STAGE (Age 12 and Up)

CLT

Constructivist Learning Theory

• students learn new information by building upon (constructing) knowledge they’ve already gained • Prior experiences and knowledge • Association anchor, engagement hooks

CONSTRUCTIVISM

– Jean Piaget

Cognitive constructivism

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

Social constructivism

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

More knowledgeable other –

- 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

Zone of proximal development (ZPD)

- what needs to be done to take the learner where he needs to be

Zone of Proximal Development (ZPD)

- where the learner is right now

Zone of Achieved Development (ZAD)

Is a learner-centric approach to education

HUMANISM

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

HUMANISM

Emphasis placed on choice and autonomy

HUMANISM

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

HUMANISM

Growth mindset

HUMANISM

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

HUMANISM

Abraham Maslow Carl Rogers Maria Montessori James Bugental

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.

HUMANISM

New theory

CONNECTIVISM

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

CONNECTIVISM

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

CONNECTIVISM

Has developed with the digital and technology age

CONNECTIVISM

Makes effective use of technology

CONNECTIVISM

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

CONNECTIVISM

Albert Bandura

SOCIAL LEARNING THEORY

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

SOCIAL LEARNING THEORY

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

SOCIAL LEARNING THEORY

"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."

Social Learning Theory (1977),

(only study observable / external behaviour)

Behaviourist Model

(can scientifically study internal behavior)

Cognitive Model

Behaviourist Model

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

Cognitive Model

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

What To Know About Social Learning Theory

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

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

Albert Bandura

MEDIATIONAL PROCESSES

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

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

Howard Gardner

Howard Gardner introduced 8 different types of intelligences

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