EDU 330
UNIT THREE - Theories of Learning
(BOT Rules addressed in this unit include 2B, 3E, 3I, 4B, 4E, 4H, and 7A)
CHAPTER 6
Terms with which you should be familiar:
antecedent / inhibition / reinforcement - pos & negapplied behavioral analysis / interval Vs ratio / Removal Punishment
classical conditioning / learning - behavioral / response cost
cognitive behavior modification / modeling / responses
cognitive modeling / neutral stimuli / satiation
consequence / operant conditioning / self-regulation
contiguity / Pavlov / shaping
continuous Vs intermittent / potency / social cognitive theory
cue / praise / S-R
discrimination / Premack Principal / stimuli
extinction / Presentation Punishment / US, UR, CS, CR
fixed Vs variable / prompts / vicarious learning
generalization
Objectives
1. Describe experiments that led to the theories of classical and operant condition and distinguish between these theories.
2. Identify examples of classical and operant conditioning in your personal life and in the classroom.
3. Explain cases of human behavior using such concepts as reinforcement, punishment, contingency, consequence, generalization, satiation, extinction, discrimination, Premack Principle, etc.
4. Describe the varying influences of different schedules of reinforcement.
5. Give examples of modeling and vicarious learning in the classroom.
6. Explain how you can use antecedents to help modify behavior.
7. Describe how the principles of behaviorism affect the classroom.
8. Tell how social cognitive theory is similar and different than behaviorism.
9. Give examples of how you might use cognitive modeling and vicarious learning in your classroom.
10. Tell how you could use the steps of self-regulation to reach your own academic goals.
11. Explain why some might have ethical problems with the use of behaviorism principles.
CHAPTER 7
Terms with which you should be familiar:
analogy / encoding / metamemoryattention / forgetting / mnemonic devices
automaticity / imagery / model
chunking / information processing / organization
cognitive learning theories / interference / perception
cognitive processes / learning – cognitive view / procedural knowledge
constructivism / levels of processing / rehearsal
context / long term memory / retrieval
declarative knowledge / meaningfulness / schemas
dual coding theory / meta-attentiion / sensory memory
dual processing / metacognition / situated learning
elaboration / working memory (short term memory)
EDU 330
Objectives
1. Contrast the cognitive view of learning to that of a behaviorist.
2. Explain how the information processing model works, and illustrate its process in a diagram.
3. Contrast sensory, working (short term), and long term memories with respect to capacity and duration.
4. Give examples of cognitive processes and explain their role in learning.
5. Describe several ways in which memory strategies can be directly taught.
6. Use an example to illustrate the 3 stages of acquiring procedural knowledge.
7. Explain why two individuals’ perceptions of the same event can differ.
8. Describe several ways you can help make information meaningful for students.
CHAPTER 8
Terms with which you should be familiar:
cognitive constructivism / inquiry / reciprocal questioningconstructivism / Jigsaw II / scripted cooperation
cooperative learning / learner-centered instruction / social constructivism
guided discovery / real-world task / STAD
1. Identify the essential elements of constructivist views of learning - including the four characteristics constructivists say permeate all learning.
2. Describe the implications that constructivism has for the teacher.
3. Give several suggestions to a teacher who wants to use constructive methods.
4. Explain how Piaget and Vygotsky differ in their views of constructivism.
5. Tell why a constructivist would object to a behaviorist’s method of teaching.
6. Explain how guided discovery, inquiry, discussion, and cooperative learning are constructivist approaches.
7. Identify several characteristics of cooperative learning.
8. Describe 2 forms of cooperative learning.
9. Give an example of how you could use guided discovery in your classroom. How about the inquiry method?
CHAPTER 9
Terms with which you should be familiar:
algorithm / elaborative questioning / positive & negative transfercharacteristics / exemplars / problem-based learning
cognitive apprenticeship / expert v. novice prob solver / problem - well-defined Vs ill-defined
comprehension monitoring / general & specific transfer / prototype
concept mapping / heuristics / rule-example
concepts / means-ends analysis / situated learning
critical thinking / metacognition / PQ4R
drawing analogies
Objectives
1. Define concept learning and describe several things that can be used to facilitate concept learning.
2. Outline the steps in problem solving and list some general suggestions that may be helpful to your students in solving problems.
3. Describe how experts and novices differ in their problem solving.
4. Describe how the constructivist approaches problem solving.
5. Contrast use of strategies to concept learning and problem solving.
6. Give some examples of study strategies you can suggest to your students.
7. Tell how you can help your students to think critically.
8. Keeping in mind the factors that affect transfer of learning, tell how you can help your students transfer their learning.
OTHER
Terms with which you should be familiar:
aversive / intrinsic Vs extrinsic / retroactive Vs proactivecontingency / massed Vs distributed practice / rote Vs meaningful
interference / overlearning / serial position effect
Objectives
1. State what the case of Phineas Gage told us about memory.
2. Cite the manner in which the Penfield studies indicate that memories are stored.
3. Identify some things that the one-eyed cat studies told us about the interrelationships of the two hemispheres of the brain in learning and when transfer between hemispheres occurs.
4. Describe the McConnell study, what he meant by incubation, and possible implication for learning.
5. List 5 suggestions mentioned in class for helping students process information for memory.