Term
| What are the limitations of of behaviorism? |
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Definition
| Behaviorism can't easily explain why people often try to organize and make sense of new information and sometimes even alter its form. |
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Term
| What does learning involve? |
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Definition
| Learning involves the formation of mental representations or associations that aren’t necessarily reflected in overt behavior changes: learning involves an internal, mental change rather than the external behavior change that many behaviorists call for. |
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Term
| What role do learners have in the learning process? |
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Definition
| Individual learners themselves determine how they mentally process their experiences, and these cognitive processes in turn determine what is learned. |
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Term
| How is knowledge organized? |
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Definition
| An individual’s knowledge, beliefs, attitudes, and emotions aren’t isolated from one another, but are all either directly or indirectly interconnected. |
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Term
| What is effective learning? |
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Definition
| Effective learning occurs when people relate new info and experiences to things they already know. |
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Term
| When does learning occur, according to a behaviorist? |
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Definition
| the study of learning must be an objective endeavor that bases its theories on the results of empirical research. Learning has taken place when behaviorists sees a change in people’s behavior. |
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Term
| When does learning occur, according to a cognitivist? |
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Definition
| Cognitivists observe people’s responses to various stimulus conditions, they believe they can draw reasonable inferences about the internal mental processes that underlie those responses. |
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Term
| How do people construct general ideas? |
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Definition
| people construct general ideas from the many tidbits of info they receive – they don’t just learn the new info verbatim – and they organize similar ideas together in their memories. |
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Term
| What do cognitive theories focus on? |
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Definition
| Cognitive theories focus on how people think about the information they receive from the environment. |
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Term
| Information Processing Theory |
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Definition
| how people perceive the stimuli around them, how they “put” what they’ve perceived into their memories, and how they “find” what they’ve learned when they need to use it. |
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Term
| What are the limitations to the information processing theory? |
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Definition
• Information processing researchers say a great deal about HOW people learn, but less on WHAT people acquire as they learn.
• It has yet to combine various cognitive processes into an integrated whole that explains, overall, how human beings think and behave. |
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Term
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Definition
| Cognitive theorists now portray learning more as constructing knowledge rather than directly acquiring from the outside world. |
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Term
| When is construction involved? |
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Definition
| Construction is involved when learners perceive separate objects as being a unit and when they fill in missing pieces in what they’re looking at. |
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Term
| What does Edward Tolman's cognitive concept map state? |
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Definition
| That learners combine various spatial relationships they’ve learned into a general mental representation of how their environment is laid out. |
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Term
| Individual constructivism |
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Definition
| Construction occurring separately within each learner |
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Term
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Definition
| encompasses theories that focus on how people work together to create new knowledge. |
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Term
| What are the drawbacks of the constructivist theory? |
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Definition
Constructivist perspectives have directed attention to what is learned and directing learning squarely in the hands of the learner.
• Constructivism offers only vague explanations of the cognitive processes that underlie learning and some take the idea of learner control too far. |
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Term
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Definition
| Contextual theories suggests that learners often think and perform more intelligently and effectively when they can draw on a variety of environmental support systems that enable them to make sense of new situations and help them tackle challenging tasks and problems |
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Term
| What are the benefits of the contextual theories? |
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Definition
| The benefit of contextual theories lies largely in how they bring our attention back to the importance of the immediate context. |
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Term
| What did B.F. Skinner argue about the learning process? |
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Definition
| B.F. Skinner argued that if students are to learn anything, they must make active responses in the classroom. |
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