Education Psychology Final: Learning Theories – Flashcards

a change in behavior due to experience not maturation or drugs

1) Behavioral Theories (behavior, BTPSB) 2) Cognitive theories (knowing, your BA, cognitive apprentiship, community of practice) 3) Emotion and Motivation a. behaviorism - skinner (praise) b. humanistic - maslow's meta need's c. cognitive - understanding, instrinsic c1. Bandura's self-efficacy c2. Weiner's locus of control c3. Dweck's high vs low, fixed vs, limitless c4. learned helplessness c5. ames' theory of mastery learning

- an idea of how we learn that says when things are paired through continual repetition, we learn them. ex 2 + 2 = 4 knife goes with fork FLASHCARDS language learning - word water paired with water, door with bye etc.

Thorndike's Theory of Connectionism: Trial and Error Learning based on The Law of Effect Thorndikes Theory of Connectionism: (definition of learning) Learning is more than just simple contiguity, it has behavioral aspect and is the result of associations forming between stimuli and responses. Theory has several laws, one law being: -Law of Effect: -says the effect of a response leads to its being learned (stamped in) or not learned (stamped out). If a response is pleasurable, it is learned (stamped in) if not, it is not learned (stamped out) ->Trial and Error Learning: an explanation for learning that Thorndike asserted that said we will, in a problematic situation, try a variety of responses but will eventually learn the correct one as a result of reinforcement. -ex. THORNDIKE CAT IN BOX, latch till right one

Pavlov's classical conditioning: -Definition: Pavlov described classical conditioning as a learning theory that is useful for explaining emotional responses. Classical conditioning is learning through substitution. -associative learing -ex's: phobias, test anxiety, pavlovs dogs salivating just when bell rings. -always physiological emotions here (naseau, anxiety, fear) -classical conditioning can reverse anxieties and phobias -How can teachers use classical conditioning: to kill math anxiety for ex.using classical conditioning, math anxiety and all kinds of phobias may be reversed. Imagine that mathmatics (neutral stimulus) is presented by a friendly teacher who uses games and fun ways to teach math (unconditioned stimulus). The student would be more likely to enjoy mathematics. Then, rather than creating anciety, mathematics (conditioned stimulus) elicits comfort and enjoyment. -unconditioned response (a stimulus that elicits a response before learning) ex. food causes salvation. dogs never learned that, it just happens - subconcious

B.F. Skinner (rat box shock): -OPERANT CONDITIONING (operating on environment) a learning theory that is useful in strengthening or weakening voluntary behaviors that says that when a behavior is REINFORCED, it tends to be repeated, when it isn't reininfoced, it tends to die out. -link formed between response and reinforcement instead of between stimulus and the response (classical conditioning) -the reinforcer (good grade, praise, money, affection) MUST BE REINFORCING to the person. ex.RAT IN SKINNER BOX can be trained to avoid pressin glever if it makes a shock. they can press lever if makes shock stop too. food serves as reinforcement. if press lever, get food. they are going to press lever more now. 1. To encourage a behavoir (e.g. doing homework) a. positive reinforcement (REWARD-give a position) -->when students do their homework, give them praise b. negative reinforcement (RELIEF - remove a negative) -->when students do their homework, drop a quiz 1. To discourage a behavoir (e.g. talking to a friend in class) a. punishment (CASTIGATION - give a negative) -->when a student talks in class, give him detention b. punishment (PENALTY - remove a positive) -->when a student talks in class, take away points from her class grade

praise!

-punishment does not always lead to the elimination of a response just the suppresion of it. -a behavior is seldom forgotten as a result of punishment, although it may be avoided-sometimes only temporarily.

Bandura's Social Learning Theory Definition: attempts to explain human social learning through imitiation, using principles of operant conditioning which recognizing the importance of intellectual activities, such as imagining and anticipating. Hence, the theory is a bridge to cognitive theories. There are four phases: attention, retention, reproduction, movitation. how it is bridge to cognitive: Bandura realized that you cannot punish without anticipation. Even a dog anticipates. This paved way for cognitive theories. Underlying value: we learn through social interaction, INCENTIVES are important. Teachers: practice what they preach bc they are models. Peers can be good models too because right above level. ex. il do one, you do one. -bridge to cognitive theories because recognizes the importance of cognitive activities such as anticipating and imagining. In other words, bandura realized that you cannot punish without anticipation. even a dog anticipates. this paved way for cognitive theories. -how should you deal with a class clown? -incentives are important 1. attention - see it 2. retention - remember it 3. reproduction - do it 4. motivation - internalize it -model good behavior - practice what you preach -know that their are symbolic models like book, instructions, tv, music - use these as well -use peers as models - athletes, popular kids, etc -point out positive behaviors and reward them - enhance self esteem to encourage motivation to learn through imitation

Behavorial Theories: 1) Thorndike's connectionism: contiguity, trial and error learning, and law of effect 2) Pavlov's classical conditioning (pavlov's dogs) 3) B.F. Skinner's operant conditioning (reinforcement or punishment, skinners cage with rat) 4) Bandura's observational learning theory (learning socially through imitation) (Btpsb) babies take puffy, soft baths.

computer model of memory findings for teachers, meaning, attention, organization metacognitive knowledge bruner-discovery learning. Ausubel-receptive learning cognitive apprenticeship- scaffolding, modeling, coaching, fading, exploration, articulation, reflection community of practice

-information processing metaphor -brain compared to computer chip -we process MEMORY LIKE A COMPUTER -three kinds of memory: sensory, working, long term (all under metacognition (awareness and understanding of one's own thought processes) three kinds of memory all under metacognition: sensory memory (fraction of a second, forgotten)(coctail-party phenomonon, flashbulb memories when pay attention to it... short-term memory/ working memory (20 seconds, 7 items) (cocktail-party phenomenon, flashbulb memories) -encoding... long-term memory: short-term memory moves to long term through encoding (transorming or chanding to abstract generalities and deriving meaning) can be cone through rehearsal, elaboration, and organization. Long term memory can either be declaritive (concious, explicit) or nondeclaritive (implicit, unconscious). Declaritive memory might be SEMANTIC (general knowledge that can be verbalized, hard to learn without person aspect) or EPISODIC (personal, autobiographical knowledge)

-metacognition is executive control so skills involved are monitering skills. modeling, direct instruction in content area, and teaching for transfer (teaching them how to learn metacognitive knowledge - meaining: metacognition is executive controler, so the kinds of skills involved are moniterings skills. Teachers can readily help sudents develop these kinds of skills through 1) modeling, 2) direct instruction in problem solving in one content area (spence showing how to read first line of history) and 3) teaching for transfer (from one class to another, teaching students how to learn)

-knowledge about knowing. as grow and learn, we develop notions of ourselves as learners. Accordingly, we develop strategies to recognize our limitations and allow us to monitor our progress and take advantage of our efforts. -if i underline, i will rememner the text better -oh shoot, I'm not really reading anymore -teachers need to help metacognitive skills. ex. skelley showing me cornell style of notes -help them learn to summarize, ask, whats the main point, ask can you predict what will happen ex. spence showing me how to read first line of books and summarize

Bruner and discovery knowledge -students organize the information for themselves -constructivist -he thinks it works better because it makes personal episodes - ex. of importance of EPISODIC memory -people retain things better when PERSONAL -scientific thoery -spiral effect

Ausebel's receptive learning -instructivist -teacher organize information instead of students -meaning -advanced organizers -

Cognitive apprenticehip (re-read article) -cognitive learning theory theory that states that people fail to take into account the process that happens when someone learns form an expert. novice-expert (apprentice) -doctor needs to learn from doctor. -global before local: apprentice needs to know what mastery looks like. dont lose sight of whole picture. mathmatics problem -scaffolding, coaching, fading, exploration, articulation, reflection -scaffolding (platform, help right where child is, help with exact part of math problem child is stuck on, more advanced peers are great for scaffolding) -modeling (il do one, you do one) -coaching (scaffolding but more inclusive, pat on back, encouragement, helping them where they are) -fading (pull back, stop helping them) -exploration (chose the topics they wanted) -articulation (actually writing and practicing would be articulation here) -reflection (journal to reflect, talking about work) -more advanced peers can help others- good scaffolding

-cognitive learning theory -the idea that there is an intimate connection between learning and participation, knowledge and activity -community of practice: a community of people with shared interests learning together; share a common cause -learning through participation -start out novice, move to expert -related to vygotsky's idea that learning is social first, then contextualized; there is an intimatec -legitimate peripheral participation: -people who get the most really start at the ground floor. ex. -ex. womens center, youth group, jazz band etc. -school: field day, study groups, group projects

revolution! -cognitive revolution: people started looking at HOW students really learn. Throughout the mid-1900s, behaviorism dominated psychology. However, as psychologists began to move away from behaviorism, many became interested in cognition (the mental processes involved with acquiring, storing, and using knowledge). The processes involved with cognition include perception, memory, thinking, and problem-solving. The shift of emphasis towards cognition had a major effect on psychology, and is known as the cognitive revolution. The cognitive revolution occurred in part because of the invention of the computer. The computer became a fascinating metaphor for the human mind, in terms of how information is input, stored, and retrieved. -first with learning theories, they were just looking at behavior (behaviorism) not what was really going on inside the mind!!! cognitive is the thinking going on inside

motivation is the initiation and direction of thinking, feeling, and action. Motivation is conscious and tacit, emotional and cognitive. -emotional hijacking- when we duck when we hear noise, ability to act immediatly, we share this with lizards

motivation is emotional. ex. of when we duck when we hear a loud noise. emotional hijacking

intrinsic motivation: comes from within, its INTERNAL, want to get a good grade because it will dissapoint yourself if dont. ex. i want to feel that i have self-worth ex. me and grades extrinsic motivation: comes from external sources. ex. want good grades only to please your parents, work only to get paid, ex. bum who just wants money or good grades

-when young, get grades to please older, when old, want good grades to feel you have self-worth. ex. me and grades -this is sometimes called growing up -if i get bad grades, so dissapointed in myself. its not for my parents its for my own self-worth

1) Behavioral (skinner) 2) Humanistic (Maslow) 3) Cognitive (Bandura, Weiner,learned helplessness, Dweck, Ames)

Behavioral theory of motivation (Skinner): -praise, reinforcement -focus on extrinsic (external) motives such as praise and rewards -effective praise (ex. prunty on my poetry...excellent idea vs. good job) -praise that makes me feel worthy might translate to me feeling worthwhile. -RANDOM PRAISE IS SO BAD. -praise should be deliberate, selective, varied, and meaningful

Humanistic theory of motivation (Maslow) -maslow's meta needs -focus on intrinsic (internal) motives such as the need to be autonomous and develop competence -more hostic, basic needs that sustain you, then meta needs. Education is a growth need

Cognitive Theories on Motivation -focus on intrinsic motives, such as the need to know and understand (Bandura, Weiner, Dweck, learned helplessness, Ames) -mostly having to do with UNDERSTANDING -C1: Self-Efficacy (Bandura) -self-esteem thats domain specific -a person's estimate or his or her own personal effictiveness or competance. Usually domain specific eg. football, singing, math, history, writing ex. low-self esteem in reading aloud with black kid i tutored. what teacher should do to improve self-esteem: in multiplacation, if stuck on 5, go back to 3. Everyone needs to feel some success (this is teaching, scaffolding) C2. Weiner's Attribution Theory - Locus of Control -the most internal person is a perfectionist -ex. claire -if something goes wrong, it is ALL her fault -opposite: aunt b. its a good way to protect yourself to blame other people -claire has an INTERNAL LOCUS OF CONTROL -C.3: Dweck's Theory of Intelligence and Motivation -high acheivers vs. low achievers, limitless view of knowledge vs fixed view of knowledge -everyone has idea whether intelligence is fixed or intelligence can grow -high achievers: incremental view of intellience and internal locus of control; think knowledge is limitless ex. me -low achievers: fixed view of intelligence and external locus of control -ex. hugh C.4: Learned Helplessness -belief in an EXTERNAL LOCUS OF CONTROL and FIXED THEORY OF INTELLIGENCE so the learner has NO POWER. -likely attributes: learning is based on intelligence and mine is low, success and failure due to LUCK and other EXTERNAL FORCES, not lack of effort. -ex. a person that believes they are so dumb they will never learn anything new... -teacher, in this case, must get them on a path they are interested in and get them to talk about it -ec. jama's brother and weilding C.5: Ames' theory of Mastery Learning -mastery of a subject is more motivation than social comparison (criterion vs. norm reference) ex. me not caring about others grades just wanting to master the course. more satisfying to know pleased teacher than beat my classmates. not about that anymore, about understand. -ex. reason why its more satisfying to study for me for bio and get A than look at test booklet and study even though i could. i dont want too -How to focus students on master, three ways: 1. TASKS-variety, challenge and meaningfullness of tasks are key to motivation 2. EVALUATION - emphasize ability and learning process, not social comparison (if a B is good for them, praise them, doesn't matter if not best in class) 3. AUTHORITY - giving students choices is more motivating than a teacher who is a strong authority figure. ex. jig-saw excersize: we picked our groups, variation, motivating bc had to come back and teach our friends

Motivation Theories 1. Behavioral - Skinner (praise) 2. Humanistic - Maslow's meta needs 3. Cognitive - understanding, instrinsic a. Bandura's self-efficacy b. Weiner's locus of control c. Dweck's high vs low, fixed vs, limitless d. learned helplessness e. ames' theory of mastery learning