Learning theory midterm
Terms
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- conditional knowledge
- understanding when and why to employ declarative and procedural knowledge
- declarative knowledge
- that (facts, dates)
- procedural knowledge
- how (strategies)
- 3 variables influencing cognition
- 1. learner 2. task 3. strategy
- learner variables influencing cognition
- 1. cognitive abilities (metacognition)2. motivation 3. age
- task variables influencing cognition
- level of difficulty, differentiating strategies
- strategy variables influencing cognition
- increase in complexity and number w. age, tend to use external (ie writing) strategies rather than internal mental strategies
- 3 steps of concept learning
- 1. identifying attributes 2. generalizing to new examples 3. discriminating examples from non-examples
- 4 steps of concept attainment
- 1. concrete 2. identity 3. classificatory 4. formal
- concrete concept attainment
- discriminate one concept from another
- identity concept attainment
- generalization starts to occur- recognizing concept in different settings
- classificatory concept attainment
- small, horizontal recatangle is the same as large, verticle rectangle
- formal concept attainment
- learner can define attributes, distiguish from other concepts, explan meaning of concepts- abstract
- learner status classical conditional
- passive
- learner status operant conditional
- active participant
- goal of reinforcement
- increase behavior
- goal of punishment
- decrease behavior
- 5 schedules of reinforcement
- 1. continuous interval 2. fixed interval 3. variable interval 4. fixed ratio 4. variable ratio
- continuous interval
- every behavior reinforced- followed by rapid increase in behavior
- fixed interval
- reinforced after fixed period of time regardless of number of responses made
- variable interval
- interval of time between reinforcers varies in unpredictable way
- fixed ratio
- reinforcement delivered ever time specific number of responses made
- variable ratio
- reinforcers provided after a varied number of responses
- schedule of reinforcement that produces greatest number of responses, most resistant to extinction
- variable ratio
- 5 implications for teaching classical condtioning
- 1. avoid c. conditioned negative emotions 2. link learning with positive emotions 3. teach students to discriminate strengths and weaknesses appropriately 4. help students cope with c. conditioned anxiety 5. treatment of anxiety/ phobias= systematic desensitization
- 3 steps of systematic desensitization
- 1. develop list of steps from least to most anxiety provoking 2. learn relaxation techniques 3. practice imagery of anxiety producing event and pair relaxation
- type of behavior explained by classical conditioning
- automatic
- type of behavior explained by operant conditioning
- complex
- behavioral theory of motivation
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reinforcement increases behavior and punishment decreases behavior
examples: high/ low grades, praise/ criticism - cognitive theory of motivation
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thinking and how thoughts create or reduce motivation to act
examples: understand purpose of schoolwork, attribute success to hard work (internal v. external locus of control) - social learning theory of motivation
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combines behavioral and cognitive approaches
examples: setting goals that are personally meaningful - humanistic theory of motivation
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intrinsic reinforcers based on human needs to achieve, excel and self-actualize
examples: warm, supportive classroom environment wehre teachers encourage students - Maslow's hierarchy of needs and student achievement (7)
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1. biological (food, oxygen)
2. safety/ security (shelter, protection, emotional safety)
3. need to belong, feel that others love and care, part of meaningful group
4. need for self-esteem, feel worthwhile
5. need to know/ understand surroundings and self
6. aesthetic needs (beauty/ balance in physical, intellectual, emotional and spiritual world
7. self actualization - underlying assumptions of social cognitive theory
- reciprocal interactions (triadic reciprocity), self efficacy can affect achievement behaviors
- reciprocal interactions
-
triadic reciprocity between person, behavior and enviornment
depending on situation, one may be stronger - 4 achievement behaviors influenced by perceived self efficacy
- 1. choice of task 2. persistence 3. effort expenditure 4. skill aquistion
- enactive learning
- actual doing and learning from consequences of one's own actions
- vicarious learning
- through observation of others or without overt performance at the time of learning (listening, reading, tv)
- 2 instances requiring combination of enactive and vicarious learning
- 1. students with disabilities (particularly social learning) 2. learning complex skills
- modeling
- a general term that refers to beahvioral, cognitive, and affective changes deriving from observing models
- 3 functions of modeling
- 1. response facilitation 2. inhibition/ disinhibition 3. observational learning
- response faciliation
- actions that serve as social prompts for observers to behave accordingly "going along with the crowd"
- inhibition
- models are punished for certain actions, which stops observers from acting accordingly
- disinhibition
- models perform threatening or prohibited activities without negative consequences
- observational learning
- observers display new behaviors that, prior to exposure to modeled behaviors, have zero probability of occurance even when motivated
- 4 subprocesses of observational learning
- 1. attention 2. retention (rehersing) 3. production (then feedback) 4. motivation (consequences create expectation of functional value, raise self-efficacy)
- 5 steps of self-instruction
-
1. cognitive modeling
2. overt guidance
3. overt self-guidance
4. faded overt self-guidance
5. covert self-instruction - cognitive modeling
- teacher speaks aloud while performing task
- overt guidance
- student performs same actions while talking aloud, under direction of teacher
- overt self-guidance
- student performs task while instructing self aloud, without guidance of teacher
- faded overt self-guidance
- student whispers the self instructions rather than saying them aloud
- covert self-intruction
- student performs task guided by inner silent speech
- cognitive modeling- Meichenbaum
- incorporates modeled explanation and demonstration with verbalization of the model's thoughts and reasons for performing given actions
- problem
- situation in which you are trying to reach a goal and must find some means to get there
- 3 historical approaches to problem solving
- 1. trial and error 2. insight 3. heuristics
- trial and error
- performing actions until one works (not reliable, effective, efficient)
- insight
- awareness of likely solution (think about what you know, what rules, strategies could be applied to the situation)
- heuristics
- rules of thumb, general priciples that usually lead to solution, IDEAL
- IDEAL
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Identity problem
Define problem
Explore possible strategies
Act on the strategies
Look back and evaluate effectiveness - 4 problem solving strategies
- 1. generate and test 2. means-end 3. analogical reasoning 4. brainstorming
- generate and test
- generate soulution, then test-useful with problems with multiple but limited solutions that can be ranked according to some background knowledge
- means-end
- compares current situation with goal and identifies differences between them. Break down into subgoals and work backwards
- analogical reasoning
- drawing analogy between problem situation and similar/ familiar situation
- 8 types of transfer
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1. near
2. far
3. literal
4. figural
5. low road
6. high road
7. forward reaching
8. backward reaching - near transfer
- much overlap between learning situations
- far transfer
- little overlap, contexts dissimilar
- literal transfer
- intact skill or knowledge transfers to new task
- figural transfer
- use of some aspects of general knowledge- metaphors or analogies to relate situation to one another
- low road transfer
- automatic- transfer of well-established skills (learning to drive car, then driving another car)
- high road transfer
- abstraction through conscious formulation of connection between situations (learning to drive car, then driving boat)
- forward reaching transfer
- abstracting ideas from one situation to next context, thinking about application
- backward reaching transfer
- integrating previously learned skills and knowledge