b1 ch2 narrative

theorists

skinner

Process

Operand Conditioning (reinforcement)

S-P (increasing desired behaviour)

givng reward

decreasing neg stim (ending seat belt noise)

S-N (decreasing undesired behaviour)

punishment

time out

response cost

taking away earned points

Extinction

No reinforecement for behaviour

i.e. reinfiorcement = unpredictable

watson

classical condtioning

UCS - UCR

UCS + NS -UCR

CS - CR

Little alberts (11m) rat

by assotiation with a sudden loud noise little albert was conditioned to fear rats which was assotiated also with fur coats

Pavlov

Food - Bell - mouth watering

Evaluation

Good

Scientific theory

Validity

Reliability

Objectiviy

effective without language

Bad

Punishment has negative efffecs

if not timed right wrong assotiation is formed

May lead to agression

neg asstiation with punisher

does not show better behaviour

no regard of internal processes
(mind = black box)

i.e. learingn because of insight

Use

Skinners ideas used for learning software

presenting question

giving instant feedback and reward

adapting to individual level

Pricicples used for learing deficiencies

Autism

ADHS

ABA

breaks desired behaviour into learnable steps

Bandura

Process

3 Steps: exposure, aquisition, acceptance

Learning by imitaion

Girls learning to to weave by waching

Learning an instrument

Learning is enhaced by similartiy with age or gender or number of role models

Learning by seeing others stimulus response

Bobo Doll studiess show that violent behaviour can be leared just by watching tv

3 groups
1. reward
2. punishment
3. not reaction

Huston et al.: sesame street achievement

Evaluation

Good

Explains that learning is accomplished no matter of reward - time of performance can be chosen

Shows active role of the child: i.e. attending to stimulus

Learning involves extraction of principles (true imitation = see also Piaget who thought mental reps are needeed)

Stimulated more research

Bad

Cognitive mechanisms not fully explained

Does not describe development

Use

Subtopic

Piaget

Process

Learning detail

Child as scientists

building schemas on innate action or reflexes (suckling)

Cognitive conflict must ocurr: own schema does not fully fit to demands

Assimilation (absorbing the new information)

Adaptation

Constructing new schema based on integragtion of the old one

Equlibration

reached when adaptation is complete

dev in General

stage theory

sensimotor stage (<2) (learning by motor action and response). Aim: object permanence not achieved

pre operational (3-6) starts with language developement. The child is egocentric and has to learn to decenter. Relies on perceptions->fails conservation task

concret operational (6- adolecance)
less reliant on conrete objects.
children learn to manipulate object representations

formal operations (adolec -) fully capable of abstract mental reasoning possible

the egocentric child

from concrete to abstract operations

Evaluation

Good

shows child is cognitivly differnt from adult

avoids learning/ understanding problems

cognitive theory

indicats how cognitive developement operates

Generation of resarch

Kamii

learning math w/o relying on adult concepts

Bad

Stages not as rigid as thought

3 mountains task

Huges shows object permanence with 90 % of 3-5

imitaion ealier

Meltzoff

Does not regonize role of teachers or social realation (child is solitary learner)

teacher even detrimental

Use

Disscovery learning

Provide rich resources

Peer learinng

Peers provide cogntive conflict

Vigotsky

Process

ZPD (the addtional learingn that the child makes vs. what it can do on its own)

Interlizing and adaptation of cultural tools

through language ways / patterns of thought are understooed

wher P thought this is sign of egocentrism V sees it as step to internalization of thinking

use of scaffolding (woold)

contingent teaching

supporting optimally without directly giving answer

Evaluation

Good

Clearly demonstrates role of culture and social interaciont

Shows that children can be led to learn more than when simply acting as sole scientits

Bad

Too much emphaiss on adult led formal teaching

Use

edu for deaf-blind

Internalizing, gestures, language

thinking aloud

Theorists

Vigotsky

Wood

Thinking together process

Bringing together P. peer learning and V adult led teaching

Children being taugt how to be constructive thinkers and evaluaters of other ideas- making thought explicit.

Communities of learinng

comunites are providing ressources for their own learning

Process

Cultures

Learning is not merely a social activity but it is patterned by cultural demands and beliefs

i.e. psychologists study what is believed to be valuable