ED 322 Dr. Gregory Midterm

3 universal phases of learning

acquisition, retention, retrieval

Psychosocial Theory of Personal Development

Erikson

Erikson's 8 stages

1. trust v mistrust

2. autonomy v guilt

3. initiative v shame/doubt

4. inferiority v industry

5. identity v role confusion

6. intimacy v isolation

7. generativity v stagnation

8. integrity v despair

problems with erikson's views

too western, too deterministic, excluded God

Theory of Cognitive development

Piaget

organization

piaget; natural desire to make sense of things

schemes

piaget; innate abilities

equilibrium

piaget; what we know = what we're experiencing

disequilibrium

piaget; what we're experiencing does not relate to anything we know

equilibration

piaget; cognitive drive to figure out what's unbalanced and fix it

assimilation

piaget; what we are learning is close to what we know already

accomodation

piaget; what we are learning is fundamentally brand new

operation

piaget; logical thinking

conservation

piaget; ability to hold a thought

decentration

piaget; ability to de-center from one thing

reversibility

piaget; ability to think backwards

egocentricism

piaget; self-centeredness

interiorization

piaget; inward thinking

stages of cognitive development

sensorimotor -- 0-2

preoperational -- 2-7

concrete operational -- 7-11

formal operational -- 11+

Three facts about Piaget's theory

1) rigid; can't go beyond current stage

2) no rote-memorization

3) individualized learning

Sociocultural Theory

Vygotsky

Lower v higher cognitive functions

Vygotsky; lower = born with it; higher = taught

learning with a social context

Vygotsky; communistic form of learning

internalizing

vygotsky; your brain is thinking while you're not actively thinking

appropriating

vygotsky; taking what you're learning and applying it with prior knowledge

constructing

vygotsky; learning

Vgotsky integrated what kind of philosophy with phsychology

marxist philosophy

Social learning precedes cognitive development

vygotsky; the collective is needed to make the child learn

Roots of social constructivism

vygotsky; learning is the result of social interactions

ADL

Actual developmental level

ZPD

zone of proximal development

PDL

Potential developmental level

Theory of Moral Development

Kohlberg (first Piaget)

Piaget's stages of moral development

1) premoral: 0-2

2) moral realism: 2-7 morality of constraint

3) moral relativism: 7-11 morality of cooperation

preconventional morality

Kohlberg -- young, selfcentered

Stage 1: obedience v punishment

Stage 2: instrumental v relativist

conventional morality

Kohlberg -- common

stage 3: good boy and nice girl

stage 4: law and order

post-conventional morality

Kohlberg -- not common

stage 5: social contract

stage 6: universal ethical principal

Problems with Kohlberg's Theory

man = inherently good

moral development = rational

rejects relativism

rejects absolute truth

rejects personal responsibility

rejects God

Aristotle

Laws of Association

Laws of Association

1) law of simplicity

2) law of contrast

3) law of contiguity

John Locke

Tabula Rasa -- Blank Slate

Wilhelm Wundt

Father of Psychology (introspection)

Ivan Pavlov

Classical Conditioning

The Conditioned Reflex

US; UR; NS; CS; CR

Extinction

Pavlov; dog doesn't drool when the bell is rung anymore

spontaneous recovery

Pavlov; extinction then randomly dog drools again when hears the bell

generalization

pavlov; dog drools when any bell is rung

discrimination

pavlov; dog only drools when certain bell is rung

John Watson

Father of behaviorism

1) all behavior is learned

2) learning is conditioning

3) permanent learning is frequent contiguous association

4) man and animal learning is the same

5) behavior is the result of environment

Edward Thorndike

Father of Ed Psychology

Connectionism

Thorndike; connections between stimulus and reponse; learning is trial and error, incremental not insightful, same for man and animal

Law of readiness

Thorndike

if you're ready to present and get to = satisfying

if you're ready to present and don't get to = annoying

if you're not ready but must present = annoying

law of excercise

Thorndike

Use = strengthen

Disuse = weaken

Law of effect

Thorndike

reward strengthens response to stimuli

Operant Conditioning

Skinner

Basic principles of Operant Learning

1) any response followed by reinforcement is repeated

2) reinforcement = anything that increases response

3) voluntary responses

The Skinner Box

Pigeons; feeding mechanism; goal is for pigeon to turn in a circle to the right

Strengthening behavior through reinforcement

REINFORCEMENT IS ALWAYS DESIRABLE

Secondary reinforcers

candy, stickers, trinkets

Postive reinforcement

adding something desirable

Negative reinforcement

taking away something bad

Weakening behavior through punishment

PUNISHMENT IS ALWAYS UNDESIRABLE

Positive punishment

addition of something unpleasant

negative punishment

taking away something good

Skinner and Thorndike's view of punishment

no punishment; ignore bad behavior

Continuous reinforcement

Skinner

reinforce behavior every time

Intermittent reinforcement

Skinner

reinforce behavior somtimes

Interval v ratio

Skinner

interval = time; ratio = amount in numbers

Fixed v variable

Skinner

Fixed = rigid predictable; variable = random unpredictable

fixed interval

reinforce every 30 mins

fixed ratio

reinforce every 5 good works

Variable interval

reinforce at random times (slow to extinction)

Variable ratio

reinforce every random number of good works(slow to extinction)

Controlling antecedents

Skinner

we can tell humans what we want them to do instead of waiting for them to figure it out; can't do that with animals

Operant v Classical Conditioning

Operant: thing (pigeon) controls reinforcement; voluntary (in theory; more so manipulation)

Classical Conditioning: thing (dog) doesn't control reinforcement; involuntary