Summer Project on That One Subject

8/2/2019 Summer Project on That One Subject

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L E A R N I N G T H E O R I E S : T Y P E S O F L E A R N I N G

A N D L E A R N I N G S T Y L E S



Why do we need theories?

They take concepts and

propositions(statements of therelationships betweenconcepts) and fit them

together to explain how people learn indifferent circumstances

Learning Theories



Behaviorist Theories For Example:

Founded by John

Watson in the early 20th century.

Claimed that behavioris a result of a series of conditioned reflexes.

Results in behaviorlearned throughconditioning.

When a child touches a

hot stove, the childfeels pain and isconditioned NOT totouch a stove… or at

least check it if it’s on.

Two Types of Learning Theories



Thorndike and Skinner For Example:

Reinforcement theorists

or radical behaviorists Believed that stimuli and

response bonds arestrengthened simply becausethey occur together.

Bonds are strengthened by reinforcements such asrewards or weakened by punishments.

Good grades = iPad

Bad grades = nocellphone for a month.

Who Else Were Involved?



What is Cognitive Science? Information processing?

How brains work in the

process of perceiving,thinking,remembering, andlearning.

Used to describe a

subset of this field of study.

It explains the way thatinformation is handled

once it enters thesenses and how it isorganized and stored.

Cognitive Learning Theories



For Example

Learning from a

cognitive perspective,is an active process in

which the learnerconstructs meaning

based on priorknowledge and view of the world.

A child sees a person in

white as a good person because of previousencounters of doctorsand nurses wearing

white.

In a Nutshell…



Earliest model of cognitive learning was developed by Alusubel in the 1960’s and was called theSubsumption Theory of Meaningful Verbal Learning.

Ausubel proposed that new information is subsumedinto existing through and memory structures.

Meaningful learning is through to occur only if existing cognitive structures are organized and

differentiated.



For Example

To learn and remember information about aseptictechnique, the person would first have to have somememory and understanding of germ theory and beable to differentiate helpful from harmful germs.

Repetition of meaningful material and its use in various contexts would enhance the retention of thematerial, according to Ausubel.



Schema Theory

Schemata:

Are knowledge. Structures that store concepts, and theknowledge of how to use them, in memory.

According to Rumelhart, ―All knowledge is packagedinto units. These units are schemata‖



Examples

Schemata are the processes of remembering how to bottle-feed an infant or remembering the route to work.

People do not remember just the steps of how to bottle-fee or a series of street names.

They remember patterns of facts or visual, auditory,or tactile cues—schemata, in fact.



3 modes of Learning

Accretion

• The learning of facts.

Tuning• Existing Schemata evolve or are refined through out the

life span as new situations and issues are encountered

Restructuring• The development of new schemata by copying an old

schemas and adding new elements that are differentenough to warrant a new schema.



Constructivism

Proposes that individual learners actively constructtheir own learning on the basis of their priorknowledge and experiences and interactions withtheir environment.

Learners are believed to construct knowledge that builds on and fits with existing schemata and helpsto make sense of incoming stimuli.



Stage Theory (Also relates to memory activity)

The core of this theory is that information is bothprocessed and stored in three stages.

Sensory-memory

Short-term memory

Long-term memory



Common concepts of cognitive theories

Learning

Intelligence

Metacognition

Memory Transfer



Behaviorist Cognitive Theorists

Sees learning as the

acquisition of knowledge and skillsthat changes a person’s

behavior.

Focuses more on the

acquisition of knowledge than on theresulting behaviorchange.

Learning



Cognitive psychologists are more concerned withhow knowledge is acquired than with whether theperson’s behavior will change as a result of it.



Metacognition

The process of Metacognition has evolved from thestudy of information processing and is sometimesdefines as thinking about one’s thinking.



It is a process learners use to gauge their thinking while reading, studying, trying to learn or problemsolving ( Adams, De Young, & Just, 1997)

Metacognitive skills include the analysis of what thelearning tasks involves, planning an approach totask, reflecting on material learned, and monitoringlearning progress.



For Example:

If the student is studying a book chapter and classnotes an exam, she may use a combination of study skills and metacognitive skills. She/he might first goover the objectives of the unit and look over thechapter and notebook headings (studying skills). Shemay gauge how long it will take to study the materialand then plan to divide it into realistically timed each

segments(metacognition)



Intelligence

Historically, intelligence has been viewed as aninnate ability that predicts success learning. I.Q.tests were built on measures of memory, vocabulary,reasoning, and mathematics that attempted topredict academic achievement.



SevenTypes of Intelligence:

Linguistics- sensitivity to and mastery of wordsand language

Logical -mathematical- reasoning deductively and

recognizing abstract patterns. Spacial - creating and manipulating mental images

Musical - understanding and creating music

Bodily-Kinesthetic- skilled coordination of movement and awareness of the body



Interpersonal - understanding relationships andcommunication

Intrapersonal - understanding one’s ownfeelings and emotions.



Memory

It is through consolidation that items arestationed in memory.



Transfer

It is the ability to take information learnedin one also related in one situation and

apply it to another.



A Model of Adult Learning

Andragogy- to differentiate the teaching of adults.

Predagogy- the teaching of children

Pedagogy Andragogy



Pedagogy Andragogy

Need to know Learn what the teacher wants them to learn

Need to know why they need to learn something

Self-concept Perception of being

dependent on the teacherfor learning

Feel responsible for their

own learning

Role of experience The teacher’s experience, not the children’s is whatcounts

Adults learn from eachother’s experience

Readiness to learn Must be ready when theteacher says they must orthey will not be promoted

Ready to learn when they feel the need to know

Orientation to learning Subject-centeredorientation

Life-centered or task-centered orientation

Motivation Externally motivated Primarily internally motivated, with some

external motivation.



Types of Learning

Signal learning

Stimulus-response learning

Chaining

Verbal association Discrimination learning

Concept Learning

Rule learning Problem Solving



1. SIGNAL LEARNING

the person develops a

general diffuse reactionto a stimulus.



2. STIMULUS-RESPONSE LEARNING

involves developing a voluntary response to a

specific stimulus or acombination of stimuli.



3. CHAINING

the acquisition of a series of related conditioned

responses or stimulus-response connections.



4. VERBAL ASSOCIATION

a type of chaining and iseasily recognized in the

process of learningmedical terminology.



5. DISCRIMINATRION LEARNING

forms large numbers

of stimulus-response or verbal chains.



6. CONCEPT LEARNING

learning how to classify stimuli into groups

represented by a commonconcept.



7. RULE LEARNING

a fairly sophisticated level of learning.

RULE- a chain of concepts or a relationship between

concepts.

PROBLEM SOLVING – highest level of learning



8. PROBLEM SOLVING

the learner must have a clearidea of the problem or goal

being sought and must beable to recall and apply

previously learned rules thatrelate to the situation.



Kolb’s theory of experimental Learning

1. Concrete experience (CE) abilities: Learning fromactual experience

2. Reflective Observation (RO) abilities: Learning by

observing others 3. Abstract Conceptualization (AC) abilities: Creating

theories to explain what is seen

4. Active experimentation (AE) abilities: theories to

solve problems



1. Converger- a person who learns AC and AE.

2. Diverger- a person who stresses CE and RO.

3. Accommodator- a person who relies heavily on CE

and AE.4. Assimilator – a person who emphasizes AC and

RO.



AE

AC

RO

CE

accommodator

converger

assimilator diverger



Gregorc’s Cognitive Styles Model

1. Concrete sequential (CS)

2. Concrete random (CR)

3. Abstract sequential (AS)

4. Abstract random (AR)



CS- likes highly structured, quiet environment anddo not like being interrupted.

CR- are intuitive, use trial and error methods, look

for alternatives. AS- are holistic thinkers who seek understanding of

incoming information.

AR- think holistically and benefit greatly from visual

stimuli.



concrete

sequential random

abstract

CS CR

AS AR

Documents

Summer Project on That One Subject