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It focuses on internal thoughts, expectations, and feeback loops. We develop our own unique "style" of learning through practice, but also a predisposition toward, reading it aloud; playing wih toys and manipultors. This combines with styles like aural, visual, and kinesthetic to form a basis for individual learning theory.
Summary 4 -- Observational Theory -- Learning through imitation - It is very easy to see how observational learning is important in early childhood education -- we learn to immitate adults and therefore become somewhat acculturated as well. However, observational learning cannot replace cognitive thinking about certain skills and actions (surgery, translating, piloting a complex machine, etc.). Instead, it becomes somewhat like behavior modification in that it becomes habitual -- almost reflexive and inate to the learner.
Summary 5- Does culture shape learning? -- One of the seminal activities...
This is done through literature (both oral and written) -- stories that instruct, stories that inspire, and stories that help define a cohesive unit and explain the unexplainable -- at least to that culture. Culture shapes what we learn, but it is also interesting that there are so many overlapping similarities between cultures. Perhaps it is the innate human need to explain and explore the known and unknown, but to have disparate cultures in time and location find ways of explaining certain principles in such similar manner leads one to believe that there is perhaps more to myth and ritual than simple repetition of archetypal themes. In a sense, then, to acculturize the future, we must re-craft the past, and the way that seems to happen is in the synergism of myth and ritual as expressed in a variety of forms.
A dog hits a lever when it sees a light that signifies that it will be shocked. A person takes medicine before having certain foods that he or she knows will cause a stomachache (Sidman, 2006, p. 136). Above, the differences between operant and classical conditioning were noted. However, sometimes the distinction is blurred. In biofeedback, for instance, psychologists feed back information to the patients regarding their physiologic processes, which
Learning Theories Classical Conditioning Classical conditioning is the process of linking an unconditioned stimulus to a conditioned stimulus. The famous classical conditioning experiment by Pavlov resulted in a dog beginning to salivate whenever a bell was rung. This was achieved by ringing the bell every time food was brought for the dog, thus the dog was conditioned to associate the sound of the bell with food. Since food naturally elicits salivation in
This idea of guidance is important; children need the framework and support to expand their ZPD. Since the ZPD defines the skills and abilities that children are in the process of developing, there is also a range of development that we might call a "stretch goal"(Mooney). For Vygotsky, supplying the child with a combination of theoretical and empirical learning methods is a more robust way to ensure cognition. This leads
Abstract Theories of learning are critical for informing pedagogical practice and promoting a deeper understanding of human behavior and mental processes. Behaviorism offers corresponding theories of learning that focus mainly on observable and measurable outcomes in performance. Cognitive theories of learning emphasize numerous complex thought processes such as assimilation and accommodation of new material, and also takes into account emotional aspects such as motivation. Behavioral learning theories and cognitive learning theories
Theories A major challenge that all psychologists will encounter are what factors will influence the development of children. To fully understand these different ideas requires examining the theories from: Freud, Erickson, Pavolv, Skinner, Piaget and Vygotsky. This will offer specific insights as to what factors will influence the way a child's personality develops. In child development, there is a continuous conflict occurring among mental health professionals. The reason why, is because
Thus instrumental condition would rely on the notion that a person generates a response rather than an environmental stimulus. I have found that both people and stimulus may elicit certain behaviors both in and outside of the classroom. Instrumental conditioning is modeled after animal experiments which showed that the individual's environment can reinforce response controls, thus the best responses occur when reinforcement of a particular behavior is given. This I