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Behaviorism (Mechanism)

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Stimulus --> Response

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Conditioning

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(Behaviorism) - shaping of behavior through outside factors

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Equipotentiality

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(Behaviorism) - Humans and animals learn the same way

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"Internal mental processes are IMMEASURABLE"

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(Behaviorism)

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"Behavior should be seen and measured"

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(Behaviorism)

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Behaviorism (Definition of Learning)

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"Relatively permanent change in observable behavior as a result of experience"

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Classical Conditioning

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(Behaviorism) - [Ivan Pavlov] - AUTOMATIC and INVOLUNTARY responses. (Pavlov's Dogs) Neutral Stimulus (NS - "bell") + Unconditioned Stimulus (US - "food") = Conditioned Stimulus (CS - "bell-saliva")

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Operant Conditioning

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(Behaviorism) - [Frederic Skinner] VOLUNTARY responses. (Pigeon Button) Reinforcement FOLLOWS the Response to increase or decrease (punish) behavior. Schedules of reinforcement shape behavior accordingly.

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Neutral Stimulus (NS), Unconditioned Stimulus (US), Conditioned Stimulus (CS)

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(Behaviorism) - [Pavlov] - Classical Conditioning - Learning Theory

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Reinforcement, Punishment, Reinforcement Schedules

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(Behaviorism) - [Skinner] - Operant Conditioning - Learning Theory

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Reinforcement Schedules - (Continuous, Intermittent, Fixed, Variable, Ratio, Interval)

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(Behaviorism) - [Skinner] - Operant Conditioning - Learning Theory

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Positive Reinforcement

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ADD to INCREASE (Candy)

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Negative Reinforcement

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REMOVE to INCREASE (Discount)

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Punishment I

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ADD to DECREASE (Spanking)

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Punishment II

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REMOVE to DECREASE (Time Out)

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Generalization

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(Behaviorism) - similar stimuli still produce the same response

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Stimulus Discrimination

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(Behaviorism) - distinguishing between similar stimuli

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Extinction

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(Behaviorism) - sudden disappearance of conditioned response

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Spontaneous Recovery

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(Behaviorism) - sudden re-appearance of a conditioned response

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Shaping

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(Behaviorism) - reinforcement through increasingly-specific approximations of the desired behavior

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Chaining

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(Behaviorism) - reinforcement through a sequence of several behaviors to form a complex behavior

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Behaviorism (Nature of Learning)

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All organisms learn the same way - through stimulus and reinforcement mechanisms

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Behaviorism (Role of Behavior)

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Change in observable behavior is the indicator of learning

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Behaviorism (Role of Internal Processing)

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Not worth studying because it cannot be observed

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Behaviorism (Role of External Environment)

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Environment should be manipulated to maximize potential for learning and minimize noise (distraction)

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Behaviorism (Process Inherent in Learning)

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Stimulus, Response, Conditioning, Chaining/Shaping, Reinforcement, Punishment

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Edward Thorndike

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(Behaviorism) - The Law of Effect, Connectionism (Cat Box)

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Hull

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(Behaviorism) - Intervening Variables

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Watson

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(Behaviorism) - Frequency of S-R Pairing

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Cognitivism (Mechanism)

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Input-->Processing-->Output (or "information processing theory")

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Organization (of knowledge)

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(Cognitivism) - structuring of information with mental associations or representations

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Schema

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(Cognitivism) - the system of mental organization learner's create

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"Some learning processes are unique to humans"

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(Cognitivism)

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"Learning does not always result in behavior; it is largely internal"

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(Cognitivism)

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"Learning should activate prior knowledge"

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(Cognitivism)

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(Cognitivism) - Definition of Learning

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"Learning is a relatively permanent change in mental representations as a result of experience"

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Edward Tolman

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(Cognitivism) - Purposive Behavior, Latent Learning ("it is unobservable"), Cognitive Maps

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Gestalt Psychologists

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(Cognitivism) - Wertheimer, Köhler, Koffka - Law of Proximity, Similarity, Closure, Law of Prágnanz

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Law of Prágnanz

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(Cognitivism) - Simplifying reality to get complete, harmonious, symmetric, figures

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Dual Store Model

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(Cognitivism) - Short-Term and Long-Term memories (Sensory-->Short-Term-->Long-Term)

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Jean Piaget

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(Cognitivism) - Schemes, Assimilation and Accommodation, Equilibration, 4 Stages of Cognitive Development

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Equilibration, Assimilation and Accommodation

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(Cognitivism) - [Piaget] - Processes of reforming schema to fit new information

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Lev Vygotsky

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(Cognitivism) - [Vygotsky] - Zone of Proximal Development (ZPD), Scaffolding, Challenge Questions

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Encoding

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(Cognitivism) - Creating new memories from experience (for later RETRIEVAL)

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Retrieval

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(Cognitivism) - Recalling information from storage (created through ENCODING)

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Scaffolding

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(Cognitivism) - Providing auxiliary aids for forming schema. Modeling, leading questions, advance organizers can help.

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Robert Gagné

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(Cognitivism) - Nine (9) Events [Attention, Objectives, Activation, Presentation, Guidance, Performance, Feedback, Assessment, Transference)

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(Cognitivism) - Role of Behavior During Learning

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Purposive behavior; however, not all learning is observable (it is "latent")

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(Cognitivism) - Role of Internal Processing

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Learning is internal through changes in schema (through assimilation and accommodation)

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(Cognitivism) - Processes Inherent in Learning

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Accretion, Schema Tuning, Internalizing, Encoding, Retrieval

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(Social Learning) - Mechanics

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Behavior Environment Perceptions (Reciprocal Causation)

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"People learn by observing other's behavior and the consequences it creates"

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(Social Learning)

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"Learning is vicarious; people observe and then choose whether to repeat behavior ("personal agency")"

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(Social Learning)

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"Learning can happen without change in behavior, as the person simply develops the capacity to behave under circumstances"

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(Social Learning)

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(Social Learning) - Processes Inherent in Learning

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(4 Steps) - Attention, Retention, Expectations, Mental Rehearsal

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"Forming BELIEFS about our self-efficacy affects behavior"

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(Social Learning)

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(Social Learning) - Definition of Learning

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"Learning is the construction of behavior patterns which society expects"

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Albert Bandura

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(Social Learning) - Vicarious Learning, Observational Learning in 4 Steps (Attention, Retention, Reproduction, Motivation

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Vicarious Reinforcement and Punishment

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(Social Learning) - [Bandura] - Learners observe models and learn from their consequences

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Reciprocal Causation

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(Social Learning) - Behavior (B), Social Environment (E), and Individual Perceptions (P) affect one another to shape behavior

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Modeling

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(Social Learning) - Live (demo), Symbolic (media), or Verbal (directions) Models must be Competent, Prestigious, Powerful, and Relevant to Learner to be effective

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Self-Efficacy

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(Social Learning) - Belief in one's own learning abilities. Effected by past performance, emotional state, attribution of past events, criticism, etc.

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Self-Regulation

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(Social Learning) - Controlling one's own behaviors ("strategic learning") Set Goals, Monitor Studies, Reinforce Self, improve learning Environment, etc.

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Shared Meaning

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(Social Learning) - Part of the constructivist approach to meaning-making in collaborative settings

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Incentive

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(Social Learning) - Expectation of reinforcement for a particular behavior

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(Social Learning) - Role of Behavior during Learning

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Behavior shares control with Environment (E) and Perception (P).

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(Social Learning) - Role of Internal Processing during Learning

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Internal processing necessary to learn through observation. Behavior does not need to change for learning to take place.

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(Social Learning) - Role of External Environment in Learning

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Modeling helps reinforce Vicarious Acquisition. Incentives matter.

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(Social Learning) - Processes Inherent in Learning

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Observation, Shared Meaning, Modeling, etc.

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Repetition

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(Behaviorism) - Instructional Theory - strengthens conditioning

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Creating Positive Learning Environment

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(Behaviorism) - Instructional Theory

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Clear Objectives for Observing and Measuring Student Learning

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(Behaviorism) - Instructional Theory

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Chunking

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(Behaviorism) - Instructional Theory - helps with memorizing data

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Feedback is frequent and immediate

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(Behaviorism) - Instructional Theory

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Reinforcement Schedules

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(Behaviorism) - Instructional Theory

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Programmed Instruction

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(Behaviorism) - [Skinner] - Instructional Theory - LINEAR or BRANCHING instruction helps users study at own pace.

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Mastery Learning

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(Behaviorism) - [Bloom] - Instructional Theory - Competency-oriented and assessment-heavy learning grades by proficiency and is often self-paced.

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Purposive Behaviorism

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(Cognitivism) - [Tolman] - Behavior is conscious and driven towards a goal.

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Phi Phenomenon

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(Cognitivism) - [Gestalt Psychs] - Moving picture illusion shows that perception is not all-true.

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Memory Traces

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(Cognitivism) - [Gestalt Psychs] - Memory follows Law of Prägnanz, making it simpler and more complete over time

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Restructuring and Insight

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(Cognitivism) - [Gestalt Psychs] - Instructional Theory - Organizing info into new ways can lead to brekthroughs and integration

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Discovery and Inquiry Learning

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(Cognitivism) - Instructional Theory - Schema are best-formed when leading questions and problem-centered work is involved

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Meaningful Learning

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(Cognitivism) - Instructional Theory - as opposed to "rote learning," learners integrate new information when it has a connection they form with prior knowledge

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Clinical Method

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(Cognitivism) - Instructional Theory - Piaget's method of simply interviewing individuals

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Distributed Practice

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(Cognitivism) - Instructional Theory - better than MASSED practice, at least for recall and application

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Consolidation

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(Cognitivism) - Instructional Theory - gives time to process one's Working Memory into a schema

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Activation

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(Cognitivism) - Instructional Theory - activating previous knowledge helps with integrating new information

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ZPD

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(Cognitivism) - Instructional Theory - [Lev Vygotsky] - Zone of Proximal Development, between what students can do ALONE and what they cannot do AT ALL.

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Criterion-Referenced Instruction

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(Behaviorism) - Instructional Theory - uses Goal/Task analysis and Performance Objectives to create specific learning modules. Used in professional spaces often.

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Advance Organizers

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(Cognitivism) - [Asubel] - Instructional Theory - A tool or aid to help with the integration of new knowledge (like study guides, posters, slides, graphs, flashcards)

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Collaborative Learning

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(Social Learning) - Instructional Theory - The Roles of facilitator and contributors are changed and the hierarchy is removed. Shared meaning is the primary output and the experience is encouraging and conversational.

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Reciprocal Teaching

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(Social Learning) - Instructional Theory - relies on dialogue to investigate learners' thinking processes about the shared learning experience. It involves Predicting, Questioning, Clarifying, and Summarizing.

Principles of Instruction and Learning (IDE 621) – Midterm Review – Flashcards

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