learning theories(johb b.

Watson, ivan pavlov,, bf, skinner)

behaviorism is a worldview that operates o a principle of stimulus-response. all behavior caused by

external stimuli (operant conditioning).

- all behavior can be explained without the need to consider internal mental states or
consciousness
- both positive reinforcement and negative reinforcement increase the probability

classical conditioning (ivan pavlov)

- classical conditioning is a reflexive or automatic tie of learning in which a stimulus acquires the
capacity to evoke a response that was originally evoked by another stimulus
- severed types of learning exist. the most basic form is associative learning, i.e,. making a new
association between events in the environment
- there two forms of associative learning: classical conditioning (made famous by ivan pavlovs
experiment with dogs) and operant conditioning
- john b. Watson further extended pavlovs work and applied it to human beings. in 1921, Watson
studied albert, an 11 month on infant child. the goal of the study was to condition albert to
become afraid of a white rat by paring the white rat with a very loud, jarring noise

operant conditioning (burrhus Frederic skinner

- behaviors that age reinforced will tend to continue, while behaviors that are punished will
eventually end
- in operant conditioning, a voluntary response in ten followed by a reinforcing stimulus. in this
way, the voluntary response (e.g. studying for an exam ) is more likely to be done by the
individual
- in contrast, classical conditioning is when a stimulus automatically triggers
- the term operant conditioning originated by b.f. skinner, who believed that one should focus
on the external, observable causes of behavior (rather than try to unpack the internal thoughts
and motivations).
o 1 parent is rewarding a childs excellence

positive and negative reinforces

- positive reinforces are favorable events or outcomes that are given to the individual after the
desired behavior. this may come in the form of praise, reward, etc.
- punishment, in contrast, is when the increase of something undesirable attempts to cause a
decrease in the behavior that follows

skinners operant conditioning

positive presence of pleasant stimulus behavior increases

negative reinforcement absence of unpleasant stimulus

punishment presence of unpleasant stimulus behavior decreases

psychological behaviorism (Arthur w. staats

- psychological behaviorism (PB) extends behaviorism to the realm of psychology, positing that a
persons psychology can be explained through observable behaviors
- the components of a persons psychology include personality, learning, and emotion
- Arthur w. staats was the first to propose that personality consists of a collection of learned
behaviors
- that arise from the interplay of a persons environment, biology, cognition, and emotions

PB & personality

- staats proposes that radical behaviorism is insufficient, because in his view psychology needs to
unify behavioral sciences to include knowledge about learning and other internal processes that
result in the behaviors making up personality. according to this theory, personality consists of
three behavioral repertoires;
o sensory motor repertoire, including basic sensory motor abilities, as well as attentional
and social skills
o language cognitive repertoire, including receptive language, expressive language, and
receptive expressive language
o emotional motivational repertoire, including positive and negative patterns of
emotional reaction directing the whole behavior of the person
o an individual experiences life according to their repertoires, and as they grow, they
develop a basic behavioral repertoire (BBR)
o an individuals BBR and their life situation will inform their behavior, which constitutes
their personality. according to this model, biology interacts with environment and
learning to create an individuals personality.
o PB considers the study of personality, including how it is affected and how it affects
behavior, to be important. personality test are seen as significant for how they might be
able to predict what behaviors people will exhibit1.
o an individual experiences life according to their repertoires, and as they grow they
develop a basic behavioral repertoire (BBR)
o an individuals BBR and their life situation will inform their behavior, which constitutes
o PB argues that as children develop, they learn basic repertoires upon which other and
more complex repertoires are built
o this called cumulative learning, which PB states is a kind of learning unique to huns
o according to this cumulative learning model, when children learn a repertoire such as
language
 o staats indicated that many words carry a positive or negative connotation, and they
transfer that association to anything to which they are paired
o such emotional words: have the purpose of 1) acting as rewards or punishments for
behaviors ,and 2) encouraging either approach or avoidance behaviors
o this can be seen in the case of compliment paid to a person for a certain behavior, who
will be more likely to repeat that behavior

social learning theory (albert bandura)

- banduras social learning theory posits that people learn from one another, via observation,
imitation, and modeling
- the theory has often been called a bridge between behaviorist and cognitive learning theories
because it encompasses attention, memory, and motivation
- most human behavior is learned observationally through modeling; from observing others, one
forms an idea of ho
- attention various factors increase or decrease the amount of attention paid
- retention remembering what you paid attention to includes symbolic coding, mental images,
cognitive organization, symbolic rehearsal, motor rehearsal
- reproduction reproducing the image. including physical capabilities, and self-observation of
reproduction
- motivation having a good reasons to imitate. includes motives such as past ( i.e. traditional
behaviorism) promised (imagined incentives) and vicarious (seeing and recalling the reinforced
model)

reciprocal determinism

- bandura believed in reciprocal determinism, that is , the world and a persons behavior cause
each other, while behaviorism essentially states that ones environment causes ones behaviors
bandura, who was studying adolescent aggression, found this too simplistic, and so in addition
he suggested that behavior causes environment as well
- later, bandura soon considered personality as an interaction between three components the
environment, behavior and one psychological processes (ones ability to entertain images in
minds and languages)

behavior

albert banduras theory

personal factors (cognitive, affective, & biological events) environmental environment

cognitivism (mariner, david merill, Charles reigetlut, rober mills gagne, jeorme bruner, romer schank)

- the cognitivist revolution replaced behaviorism in 1960 as the dominant paradigm. cognitivism
focuses on the inner mental activities opening the black box of the human mind is valuable
and necessary for understanding how people learn
- mental processes such as thinking, memory, knowing, and problem-solving eed to be explored
- knowledge can be seen as schema or symbolic mental constructions. learning is defined as
change in a learners schemata

attribution theory (Bernard wiener)

- attribution theory assumes that people try to deterring why people do what they do, that is,
interpret causes to an event or behavior. a three-stage process underlies an attribution
o behavior must be observed
- wieners theory is mainly about achievement.
- when one succeed, ones attribution successes internally (my own skill), when a rival succeed,
ones to credit externally (luck)
- internal attribution - assigning the cause of behavior to some internal characteristics.
- external assigning the cause of behavior to some situation or event outside a persons control.

arcs model of motivational design theories (john keller)

- according to john kellers ARCS

o attention
perceptual arousal- uses surprise or uncertain
inquiry arousal- stimulates curiosity by passing challenging questions or
problems to solved
o relevance
establish relevance in order to increase a learners motivation
experience-tell the learners how the new learning will use their exsting
skills
present worth- what will the subject matter do for me today??
future usefulness- what will the subject matter do for me tomorrow?
needs matching- take advantage of the dynamics of achievement, risk
taking, power and affiliation
modeling-be what you want them to do
choice- allow the learners to use different methods to pursue their work
or allowing choice in how they organize it
o confidence
help students understand their likelihood for success
 provide objective and prerequisites-help students estimate the probability of
success by presenting performance requirements and evaluation criteria
allow for success that is meaningful
grow the learners allow for small steps of growth during the learning process
feedback provide feedback and support internal attributions for success
learner control learner should feed some degree of control over their learning
and assessment
o satisfaction
learning must be rewarding or satisfying in some way, whetehr it is from a sense
of achievement, praise from a higher-up, or mere entertainment
make the learner feel as though the skill is useful or beneficial by providing
opportunities to use newly acquired knowledge in real setting
provide feedback and reinforcement. when learners appreciate the results, they
will be motivated to learn
do not patronize the learner by over-rewarding easy tasks

A-engage signpost activate

r-signpost assumptions knowledge

c guidance performance

emotional intelligence (Daniel Goleman)

- emotional intelligence (EQ) the ability to identify, asses, and control ones own emotions, the
emotions of the others, and that of groups

Daniel golemss model (1998) focuses on el as a wide array of competencies and skills that drive
leadership performance, and consists of five areas

- self awareness
o know ones emotions, strengths, weaknesses, drives, values and goals and recognize
their impact on others while using gut feelings to guide decisions
- self- regulation
o manage or redirect ones disruptive emotions and impulses and adapt to changing
circumstances
- social skill
o manage others emotions to move people in the desired direction
- empathy
o recognize, understand, and consider other peoples feelings especially when making
decisions
- motivation
 o motivate oneself to achieve for the sake of achievement

Experiential learning (divid a kolb)

- concrete experience (or DQ)

o first stage, concrete experience (CE) is where the learner actively experiences an activity
- reflective observation (or OBSERVE)
o SECOND STAGE REFLECTIVE OBSERVATION (ro) IS WHEN THE LEARNER CONSIOUSLY
REFLETS BACK ON THAT EXPERINCE
- abstract conceptualization (or think)

Maslows hierarchy of needs

- a motivational theory in psychology that argue that while people aim to meet basic
needs, they seek to meet successively higher needs in the form of a pyramid.
- the idea that human actions are directed toward goal attainment. any given behavior
could satisfy several functions at the same time; for instance, going to a bar could satisfy
ones needs for self-esteem and for social interaction.

Maslows hierarchy of needs has often been represented in a hierarchical pyramid with five levels. the
four levels (lower-order needs) are considered physiological needs, while the top level of the pyramid is
considered growth needs. The lower level needs must be satisfied before higher-order needs can
influence behavior. The levels are as follow.

- self-actualization- includes morality, creativity, problem solving, etc.

- esteem includes confidence, self-esteem, achievement, respect, etc.
- belongingness- include love, friendship, intimacy family, etc.
- safety includes security of environment, employment, resources, health, property, etc.
- physiological includes air, food, water, sex, sleep other factors towards homeostasis,
etc.

Deprivation needs

the first four levels are considered deficiency:

- growth needs the highest level is self-actualization, or the self-fulfillment. Behavior in

this case is not driven or motivated by deficiencies but rather ones desire for personal
growth and the need to become all the things that a person is capable of becoming.
Constructivdism

constructivism as a paradigm or worldview posits that learing is an active, constructive process. the
learner is an information constructor. people activevly construct or create their own suvjective
representations or ovjective.

Anchored instruction by john d. bransford

- anchored instruction involves the use of an anchor material or media, often a video, to
create a shared experience among learners and a beginning point for further learning on a
topic.

The anchor video should support a few key instructional objectives. It should be:

1. short enough to showcase a case example which can introduce beginning

vocabulary
2. engaging enough so that the students will want to watch it repeatedly to
learn and reinforce the information.
3. understandable by students with a variety of background knowledge on the
topic.

Cognitive dissonance by leon festinger

- is the negative feelings that results from conflicting belief and behaviors.
- refers to the uncomfortable feeling that occurs when there is a conflict between ones
belief and behavior
- an individual experiencing dissonance as three optional courses of action in order to
minimize the dissonance: change the behavior, change the belief, or rationalize the
behavior.

action change of belief

inconsistency high dissonance change of action low dissonace

belief change of action perspective

Other theories

Connectionism

- stimulus and response connection

- the concept of belongingness was introduced
- polarity which specifies that connections occure more easily in the direction in which
ther were originally formed than the opposite/
 - spread of effect idea i.e. rewards affect not only the connection that produced them
but temporally adjacent connections as well

other laws of learning

- law of primacy things learned first create a strong impression.

- law of recency things most recently learned are best remembered.
- law of intensity the more intense the material taught, the more it is likely learned
- law of freedom things freely learned are best learned.

Conditions of learning by Robert gagne

5 major categories of learning:

- verbal information,
- intellectual skills
- cognitive strategies,
- motor skills; and
- attitudes

instructional events:

1. gain attention
2. identify objective
3. recall prior learning
4. present stimulus
5. guide learning
6. elicit performance
7. provide feedback
8. assess performance
9. enhance retention/transfer

meaningful lerning by david ausubel

focus:

cognitive structure or present knowledge

derivative subsumption theory:

subsumption is a process by which new materials related to relevant ideas in the existing cognitive
structure
subordinate learning

- derivative subsumption new information is linked to superordinate idea A and

represents another case or extension of A. the critical attributes of the concept A are
not changed, but new examples are recognized as relevant.
- correlative subsumption- new information y is linked to idea X, but is an extension,
modification, or qualification of X. the critical attributes of the subsuming concept may
be extended or modified with the new correlative subsumption.

Superordinate learning

in superordinate earning, established ideas a1, a2, and a3 are

Combinatorial learning

- new idea A is seen as related to existing ideas B, C, and D but is neither ore inclusive nor
more specific than ideas B, C, and D. in this case, new idea A is seen to have some
criterial attributes in common with preexisting ideas.

expository

- describes the new content

- provides new knowledge that students will need to understand the upcoming
information

narrative

- presents the new information

skimming

- is done by looking over the new material to gain a basic overview

graphic organizers

- visuals to set up or outline the new information.

- i.e. pictographs, descriptive patterns

situated learning theory by jean lave

- a theory that suggest learning is naturally tied to authentic activity, context, and
culture.