ECE OO1

• Operant Conditioning


  Involves learning to replicate or prevent behaviors due to consequences they generate
• Burrhus Frederic Skinner


  Psychologist who developed the theory of operant conditioning
• Punishment


  • Presentation of an adverse event or outcome that causes a decrease in the behavior it follows
  • Stops a behavior
  • Includes eliminating nice things
  • Also includes unpleasant things such as reprimand
  • Similar to reinforcement but punishment is defined by its effect
  • Those consequences that do not halt a behavior cannot be fundamentally called punishments
• Consequence


  Something produced by a cause or necessarily following from a set of conditions
• Reinforcement


  • Anything that strengthens or increases the behavior it follows
• Positive Reinforcement


  Follows a behavior and increases the chances that the behavior will occur again
• Extinction


  Gradual elimination of a behavior through repeated nonreinforcement
• Negative Reinforcement


  Happens when an individual learns to do a specific behavior to avoid an unpleasant outcome
• Extinction


  • A teacher successfully eliminates a student's undesirable behavior by ignoring it
• Partial Reinforcement


  Reinforcement of a behavior on some occasions but not others
• Partial Reinforcement commonly takes place
• Partial Reinforcement


  • People learning a new behavior takes longer under partial reinforcement conditions
  • Once established, such behaviors are very resilient to extinction
• Observational Learning or Modeling


  Learning may also arise as a result of observing someone else carry out some action
• Albert Bandura: learning does not always involve reinforcement
• Self-efficacy


  As a child, one learns not only overt behavior, but also ideas, expectations, internal standards, and self-concepts from models. An individual, at the same time, acquires expectations about what he/she can and cannot.
• Self-efficacy beliefs affect our complete sense of well-being and even our physical health
• Learning theories


  • Can explicate both consistency and change in behavior
  • Learning theorists also have a tendency to be optimistic regarding the possibility of change
  • Have a major impact in the classroom as educators try to modify student's behaviors to eliminate undesirable ones and increase desirable responses
  • Seem to give an exact picture of the way in which various behaviors are learned
  • Approach is not truly developmental as it fails to tell us much about change with age, either in childhood or in adulthood
• Cognitive Development Theory


  Theory developed by Jean Piaget
• Jean Piaget


  • Drawn out of his close observation from his 3 children
  • Infants do not start as cognitive beings but build and refine psychological structures out of their perceptual and motor activities
  • Children are discovering or "constructing" all knowledge through their activities
• Schemes


  Actions or mental representations that organize knowledge
• Behavioral Schemes


  • Characterize infancy
• Cognitive Schemes


  • Develop in childhood
• Assimilation


  Incorporation of new information into existing knowledge
• Accommodation


  Adjusting schemes to fit new information and experiences
• Organization


  Grouping of isolated behaviors into a higher order, more smoothly functioning cognitive system
• Equilibration


  Mechanism that explains how children shift from one stage of thought to the next
• Cognitive Development Theory


  Theory developed by Jean Piaget
• Jean Piaget


  • Drawn out of his close observation from his 3 children
  • Infants do not start as cognitive beings but build and refine psychological structures out of their perceptual and motor activities
  • Children are discovering or "constructing" all knowledge through their activities
• Schemes


  Actions or mental representations that organize knowledge
• Behavioral Schemes


  • Characterize infancy
• Cognitive Schemes


  • Develop in childhood
• Assimilation


  Incorporation of new information into existing knowledge
• Accommodation


  Adjusting schemes to fit new information and experiences
• Vygotsky


  Emphasized the importance of language
• Organization


  Grouping of isolated behaviors into a higher order, more smoothly functioning cognitive system
• Language


  Solidifies the ability of the child to learn by creating a solid connection with older individuals via senseful communication
• Equilibration


  Mechanism that explains how children shift from one stage of thought to the next
• Culture


  A broad term that encompasses the values, traditions, beliefs, practices, relationships, knowledge, and skills observed in the given society (includes social settings that the child takes part in)
• The child's environment


  Affects the child, and the child affects the environment as well (two-way relationship)
• Zone of Proximal Development


  The difference between the actions and tasks that a child can complete on his/her own and those that need assistance of MKO (More Knowledgeable Other)