THEORIES OF LEARNING PT 2

• 1. BEHAVIORISM (John Watson) = Experiment on Albert Watson & Pavlov. Both worked in classical conditioning.  
• 1. Conditioned Response: Classical conditioning (Juan Pavlov)
  2. Stimulus Generalization
  3. Extinction
  4. Spontaneous Recovery
  5. Discrimination
  6. Higher order conditioning  

  Use of dog and bell response is automatic
• 1.  Instrumental conditioning: Operant conditioning (B.F. Skinner)
  2. Reward. Strengthens behavior (+)
  3. Punishment. Weakens behavior (-)

  REINFORCEMENT SCHEDULE:

  1. Fixed interval = every 10 mins
  2. Variable Interval = different intervals
  3. Fixed ratio = 5 times 
  4. Variable ratio = different ratios
• 1. Associative Learning Theory: Theory of connectionism (Edward Thorndike)
  2. Law of exercise. Drills & practices
  3. Law of readiness. Ready & prepared
  4. Law of Effect. End results

  Father of Educational Technology
• 1. Insight learning theory (Wolfgang Kohler) 
  2. Trial ad Error
  3. Ape/Sultan - chimpanze
• 1. Meaningful Learning Theory (Subsumption Theory)
  2. David Ausubel “Advance Organizer” “Knowledge is hierarchically organized”
• 1. Proponent of constructivism: Constructivist Theory (Jerome Bruner)
  2. “Learning is an active process in which learners construct new ideas based upon their current knowledge.”
  3. Representations, spiral curriculum, discover learning

  WAYS TO REPRESENT KNOWLEDGE:

  1. Enactive. Active base
  2. Iconic. Images, symbol
  3. Symbolic. Verbal, words

  INSTRUCTIONAL MATERIALS. Concrete to abstract
• 1. Successful Intelligence Theory and WICS Model (Robert Sternberg)
  2. Skills/intelligence:
  3. Memory Skills. Recall facts and information
  4. Analytic Skills. Determine if a certain idea is good
  5. Creative Skills. Come up with new ideas; flexible to adjust in new situations.
  6. Practical Skills. Application

  W. Wisdom

  I. Intelligence

  C. Creativity

  S. Synthesized
• 1. NEOBEHAVIORISM
  2. Purposive Behaviorism (Edward Tolman)
  3. You learn for a purpose
  4. “Sign learning theory”
  5. Goal-directedness
  6. Cognitive Maps
  7. Latent Learning
  8. Intervening Variables
  9. Reinforcement is not essential for learning
  10. Social Learning Theory (Albert Bandura)
  11. “Modeling”
  12. Learning occurs within the social context
  13. For effective modeling: (ARMM)
  14. Attention: Focus
  15. Retention: Remember
  16. Motor Reproduction: Ability to replicate
  17. Motivation: Final necessary ingredient

  LEVELS (OMI)

  1. Observation
  2. Modeling
  3. Imitation
• 1. Purposive Behaviorism (Edward Tolman)
  2. You learn for a purpose
  3. “Sign learning theory”
  4. Goal-directedness
  5. Cognitive Maps
  6. Latent Learning
  7. Intervening Variables
  8. Reinforcement is not essential for learning
• 1. Social Learning Theory (Albert Bandura)
  2. “Modeling”
  3. Learning occurs within the social context
  4. For effective modeling: (ARMM)
  5. Attention: Focus
  6. Retention: Remember
  7. Motor Reproduction: Ability to replicate
  8. Motivation: Final necessary ingredient

  LEVELS (OMI)

  1. Observation
  2. Modeling
  3. Imitation
• 1. COGNITIVE PERSPECTIVE
  2. Gestalt Theory (Kurt Roffka, Max Wertheimer, Wolfgang Kohler)
  3. “Form,” “Shape,” and “Configuration”
  4. Gestalt Principles:
  5. Law of Proximity. Elements that are closer together will be perceived as belonging together.
  6. Law of Similarity. Elements that look similar will be perceived as part of the same form.
  7. Law of Closure. Fill the gaps of the figure we perceive.
  8. Law of Good Communication. Patterns
  9. Law of Good Pragnanz.  Law of Simplicity
  10. Law of Figure/Ground. Pay attention to the foreground first.
• 1. Gestalt Theory (Kurt Roffka, Max Wertheimer, Wolfgang Kohler)
  2. “Form,” “Shape,” and “Configuration”
  3. Gestalt Principles:
  4. Law of Proximity. Elements that are closer together will be perceived as belonging together.
  5. Law of Similarity. Elements that look similar will be perceived as part of the same form.
  6. Law of Closure. Fill the gaps of the figure we perceive.
  7. Law of Good Communication. Patterns
  8. Law of Good Pragnanz.  Law of Simplicity
  9. Law of Figure/Ground. Pay attention to the foreground first.
• REINFORCEMENT SCHEDULE:

  1. Fixed interval = every 10 mins
  2. Variable Interval = different intervals
  3. Fixed ratio = 5 times 

  Variable ratio = different ratios
• WAYS TO REPRESENT KNOWLEDGE:

  1. Enactive. Active base
  2. Iconic. Images, symbol

  Symbolic. Verbal, words
• 1. Skills/intelligence:
  2. Memory Skills. Recall facts and information
  3. Analytic Skills. Determine if a certain idea is good
  4. Creative Skills. Come up with new ideas; flexible to adjust in new situations.
  5. Practical Skills. Application
• W. Wisdom

  I. Intelligence

  C. Creativity

  S. Synthesized
• 1. “Sign learning theory”
  2. Goal-directedness
  3. Cognitive Maps
  4. Latent Learning
  5. Intervening Variables
  6. Reinforcement is not essential for learning
• 1. For effective modeling: (ARMM)
  2. Attention: Focus
  3. Retention: Remember
  4. Motor Reproduction: Ability to replicate

  Motivation: Final necessary ingredient
• LEVELS (OMI)

  1. Observation
  2. Modeling
  3. Imitation
• 1. Gestalt Principles:
  2. Law of Proximity. Elements that are closer together will be perceived as belonging together.
  3. Law of Similarity. Elements that look similar will be perceived as part of the same form.
  4. Law of Closure. Fill the gaps of the figure we perceive.
  5. Law of Good Communication. Patterns
  6. Law of Good Pragnanz.  Law of Simplicity
  7. Law of Figure/Ground. Pay attention to the foreground first.