Approaches to Learning - Elgin
Approaches to Learning
|School of Thought |BEHAVIORAL |SOCIAL COGNITIVE |INFORMATION PROCESSING |COGNITIVE CONSTRUCTIVIST |SOCIAL CONSTRUCTIVIST |
|Emphasis |Emphasis on experiences, |Emphasis on interaction of |Emphasis on how children |Emphasis on the child's cognitive |Emphasis on collaboration with others |
| |especially reinforcement and |behavior, environment and |process information through |construction of knowledge and |to produce knowledge and understanding|
| |punishment as determinants of |person (cognitive) factors as |attention, memory, thinking and|understanding | |
| |learning and behavior |determinants of learning |other cognitive processes | | |
|Major Players |Skinner, Pavlov, Watson |Bandura | |Piaget |Vygotsky |
|Terms |Classical conditioning, |Reciprocal determinism, self |Encoding /storage /retrieval, |Many piagetian terms |ZPD, scaffolding, cultural tools |
| |Operant conditioning |efficacy, Observational |Sensory Memory/ STM /LTM | | |
| | |Learning, imitation |Capacity/ organization/ | | |
| | | |efficiency | | |
| | | |Automaticity, elaboration, | | |
| | | |Schemas | | |
| | | |Metacognition | | |
Before Learning
1. US (unconditioned stimulus) --( UR (unconditioned response)
Smiling --( happiness
2. NS --( Nothing
Teacher--( no response
During Learning
3. NS (neutral stimulus) + UCS (repeat)
Teacher + Smiling
After Learning
4. NS becomes CS
CS (conditioned stimulus) ---( CR (conditioned response)
Teacher ---( happiness
Positive Reinforcement
-behavior becomes more likely because of positive consequences
Ex: Student is praised for being on time, student is more likely to be on time in the future, Study for an A
Negative Reinforcement
-behavior becomes more likely in order to avoid negative consequences
Ex: Student is on time and avoids a detention, student is more likely to be on time in the future to avoid a detention, Study to avoid an F
Punishment
-behavior becomes less likely in order to avoid negative consequences
Ex: Student is late and gets a detention, student is less likely to be late in the future to avoid a detention, Less likely not to study due to previous F
Partial Reinforcement Techniques
Fixed-Ratio Reinforce after a set number of responses
Variable-Ratio Reinforce after an average but unpredictable number of responses
Fixed-Interval Reinforce appropriate response after a fixed amount of time
Variable-Interval Reinforce appropriate response after a variable amount of time
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