Learning Theory

Seite 1

Describe the classical conditioning paradigm developed by Ivan Pavlov.

Describe the concept of latent learning.

Discuss the implications of behavioral theories for learning within the classroom

List & describe the four components of learning describe by Albert Bandura

Behavioral model

consequences of modeled behavior

learner’s internal processes

perceived self-efficacy

Describe the functions of a model and describe model

Facilitate response

Inhibition

Disinhibition

Observational learning

i. Attention

ii. Retention

iii. Production

1. motoric responses

iv. motivation

Describe observer characteristics that influence reactions to modeled behavior.

Salience

Liking and respect

Similarity

reinforcement

Describe the four internal processes required for learning and performance to occur

Attention – attending to instruction

Retention – remembering the instruction

Reproduction – capacity to reproduce the reproduction

Motivation – desire to participate

Define self-efficacy and explain how it differs from outcome expectations and self-concept.

Describe the concept of reciprocal determinism.= behavior is controlled or determined by the individual and the environment.

Individual cognitive processes related to the environment lead to cognitions and actions that impact the environment

Environmental factors related to the individual impact the individual’s cognition related to the environment

Differentiate enactive from vicarious learning.

Discuss the characteristics of good goals and how they influence our learning & motivation.

Describe what an advanced organizer is and how it promotes learning.

Describe the key elements of the multistage view of memory

sensory register,

STM,

LTM

Describe different encoding strategies discussed in class and in the text.

Long term memory

i. Propositional networks

ii. Dual cod theory à verbal and or visual

iii. Storage aided by meaningfulness, elaboration and organization

Active learning encourages encoding of learning into memory

i. Meaningful lessons

ii. Organizers

1. Expository

2. Comparative

Describe the concept of propositional networks.

Define meta-cognition. = awareness of own learning process

Differentiate declarative, procedural, and conditional knowledge.

Discuss how metacognition relates to comprehension monitoring. Metacognitive judgments impact student learning as individual self awareness of knowledge and learning process increases independence in learning and in communicating comprehension or lack thereof

Awareness of learning processes

Procedural vs conditional knowledge

Self-appraisal and self management

Discuss how metacognition relates to writing abilities.

4 components to writing

i. planning

ii. translating ideas into words

iii. reviewing

iv. monitoring

knowledge telling and knowledge transforming

Describe differences in the problem solving abilities of experts and novices.

Experts:

i. have more declarative knowledge

ii. Have better hierarchical organization

iii. More easily recognize problem types

iv. Have a deeper representation of problems

v. More carefully monitor performance

vi. Understand the value of different strategies

Novices

i. Have less declarative knowledge

ii. Have less organization

iii. Need to take more time to plan

iv. Have less experience denitrifying problems

v. Have less understanding of the problems

vi. Less carefully monitor performance

vii. Do not understand strategies as well

Describe some of the implications of Piaget’s theory for classroom instruction.

Describe Vygotsky’s concepts of scaffolding and the zone of proximal development (include a description of the role of the expert)

Describe the instructional implications & applications of Vygotsky’s sociocultural theory.

Describe the constructivist approach to education.

Explain how traditional and constructivist classrooms differ (e.g., goals of instruction, instructional techniques, role of teacher, role of student, etc.)

Define locus of control.

Define intrinsic and extrinsic motivation.

Describe research on the impact of extrinsic rewards on intrinsic motivation.

Describe some factors that influence achievement motivation.

Initiative

Choice

Effort

Persistence

Achievement

Describe Weiner’s causal attribution theory. Motivation is due to causal dimensions

Internal vs. external

i. Internal causes lead to pride and self esteem or embarrassment guilt and shame

Stable or instable

i. Stable causes lead to increased positive affective reactions or negative reactions

Controllable or uncontrollable

i. Controllable causes lead to confidence or guilt

ii. Uncontrollable cause attribution leads to gratitude or anger

Different aspects and self-concepts of learning fall into different assortments of these dimensions

i. Ability – stable, internal and uncontrollable

ii. Effort – unstable, internal and controllable

iii. Task difficulty – stable, external and uncontrollable

iv. Luck – unstable, external and uncontrollable

v. Mood/illness – unstable, internal and uncontrollable

vi. Help – unstable, external and uncontrollable

Differentiate learning (e.g., task-involved) from performance (e.g., ego-involved) goals.

Discuss Ryan’s findings with regards to students’ personal characteristics that influence help-seeking in the classroom.

Perceptions of cognitive competence

Perceptions of social competence

Achievement goal orientation

Social goal orientation

Discuss Ryan’s findings with regard to classroom variables that influence help-seeking in the classroom.

Rules and norms

i. Teacher control orientation

ii. Classroom rituals and celebrations

iii.

Achievement and goal structure

Social and interpersonal climate

i. Teacher understanding of students

1. Encourage creativity

2. Promote success

3. Knowledgeable and motivated by student interest

ii. Curriculum

1. Meaningful and stimulating

2. Focus on learning

Describe what it means to be a self-regulated learner.

Social constructivist

i. Zone of proximal development

Social cognitive

i. Triadic reciprocity (Bandura)

1. Personal factors (cognitive, affective and biological)

2. The environment

3. behavior

ii. Self-observation

iii. Self-judgment

iv. Self-regulation

Describe Gagne’s 9 phases of learning.

Preparation of learning

i. Attending

ii. Expectancy

iii. Retrieval

Acquisition and performance

i. Selective perception

ii. Semantic encoding

iii. Retrieval and responding

iv. reinforcement

Transfer

i. Cuing retrieval

ii. Generalizability