Behavioral Views of Learning



Cognitive Views of Learning

Quiz #6

Memory test – get ready!

Memory Over the Childhood Years

-review of memory basics

-limitations in transfer from working memory to long-term memory

-strategy limitations

rehearsal

organization

elaboration

retrieval strategies

-metamemory (one aspect of metacognition)

-the importance of existing knowledge

Video clip – very good examples of metacogntive knowledge development; Piaget’s concrete

operations examples too.

Break

5-minute presentations

• Kathryn Friedlander (elaboration and organization)

• Kevin Coley (mnemonics)

A final demonstration

What’s Next?

Coverage of Cluster 10 (Motivation in Learning and Teaching)

Before class you should…

• submit response paper by Wednesday (midnight). See syllabus for details.

• read cluster 10

• prepare for quiz covering cluster 10 by answering/studying short answer questions below

• prepare 5-minute presentation if applicable (see info below)

Short Answer Questions

1. Explain why a student would be motivated to study for a test according to a behavioral viewpoint and a cognitive viewpoint. Explain why a student would be motivated not to study for a test from both viewpoints.

2. You have sneaked a look at your report card and are horrified to find that you have gotten two F grades in English and in mathematics. You know you will be asked to explain these grades to your parents. As you are looking at your grades, your good friend from class looks over your shoulder and wants a look at your report card. Your friend hates school and thinks grades are a waste of energy. Write an explanation for these grades to your parents and to your friend. Start each by saying… My grades in English and mathematics are bad because . . . What kind of attribution did you make to your parents? What kind of attribution did you make to your friend? Was there a difference in the attribution made? What changed?

3. Consider Weiner’s theory of attribution (presented in “Beliefs and Self-Schema’s” module (pages 427-429 in my text)). Do NOT summarize the theory. Imagine a classroom scenario (perhaps one that you have already experienced) in which some students succeed and others fail. Considering the three dimensions of locus, stability, and controllability, describe 4 hypothetical students – 2 who succeeded and 2 who failed and classify each differently – that is, each student should have a different combination of the three dimensions (see table 29.1 for examples). Describe explicitly what this student might say to explain their performance – be sure that your explanation is consistent with their classification for all three dimensions and reflective of the particular test/assignment that you describe.

4. Although Bill and Elliot are fairly similar in ability, they are as different as night and day in their approaches to school. Elliot seems to care only about how he looks to others. For the school science fair, for example, he selected an extremely easy project on ants that looked fancy and impressive but, actually, had very little substance. He continually makes excuses before taking tests, such as “I’m taking this without any studying.” Or he might say, “I’ll be happy with a C.” After the test, however, he is quick to promote his own good performances when they occur. Bill is quite the opposite. He loves challenges and becomes totally immersed in books and projects. He says that when he gets interested in something, he wants to learn all that he can. He usually earns good grades in his courses, but he seems basically unconcerned about his test scores.

1) Discuss the behaviors of the two boys relative to the distinction made in the Woolfolk text between learning goals and performance goals.

2) Suppose that the boys’ school is holding the annual fund-raising drive. Each student is asked o set goals for selling candy. (Last year the highest total sale was $225.) What is your prediction regarding the nature of the goals likely to be set by Bill and Elliot? Provide a rationale by explaining your predictions.

3) Clearly, teachers would prefer students to behave like Bill rather than like Elliot. Suggest some techniques that Elliot’s teachers might employ to help him develop more achievement-oriented goals.

5. Trina is an average-ability science student, but she is in danger of receiving a failing grade due to her low test scores. “I know the information when I study at home,” she said to Mrs. Kirby, “but as soon as you pass out the test, I get so nervous that I can barely remember my name. Then, as I think about how badly I’m going to do, I get even more nervous.”

1) How can we interpret the negative effects of anxiety on Trina’s test performances? That is, how is anxiety likely to hinder her performances?

2) Suggest some strategies that you could use to help Trina to be successful if you were her teacher.

3) Would you describe Trina as failure-avoiding, failure-accepting, mastery-oriented, or self-determined? Explain why you believe Trina has or does NOT have each of these characteristics.

5-Minute Presentations

Be sure to read your syllabus for specifics regarding 5-minute presentations. Potential topics for next week include…

• broad description of TARGET

• type of task

• autonomy & recognition

• goal structure of tasks

• grouping, evaluation, & time

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