Educational Psychology Unit 2 Exam

Cognitive Load Theory

recognizes the limitations of working memory and emphasizes instruction that can accommodate its capacity

Working memory limitations

limited capacity and short duration

John Sweller

Researcher known for cognitive load theory.

Richard Mayer

Research support about visual/verbal learners

CLT

different types of load can fill working memory capacity, differ in how helpful each is

Cognitive Theory of Multimedia Learning (CTML)

Learning with multiple medias

Extraneous Load/Extraneous Process

Processing not associated with a lesson

Intrinsic Load/ Essential Processing

Processing associated with making a mental representation of the information

- organizing info in working memory

Germane Load/ Generative Processing

Processing associated with developing an understanding of the information

- connecting concepts together

Goal of extraneous load

minimize as much as possible

Goal of intrinsic load

manage how much is occurring at one time

Goal of germane load

encourage students to engage in this

Multimedia principles

Reduce extraneous processing, manage essential processing, encouraging generative processing

ICAP Theory

Level of activity based on overt actions taken by the student impact, how well material is stored in long term memory and thus how well learned material is

ICAP

Passive - Active- Constructive - Interactive

Passive

Students receive info without engaging in any overt behavior directed at the material

-info stored but isolated

Active

Students physically do something with the material that involves some sort of motoric manipulation, but without generating new information beyond what was presented

- info is stored and linked to prior knowledge

Constructive

Students generate new information, ideas, or connections that go beyond what was explicitly presented on their own

-info stored, linked to prior knowledge, and inferred

Interactive

Students engage in constructive behavior and interact with a partner such that both parties are constructing and responding to each others contributions

-info is stored, linked to prior knowledge, inferred, and co-inferred

Best learning method in ICAP

I>C>A>P

ICAP in the classroom

Although it is the most effective, it is done the least in the classroom. Inverse relationship between effectiveness and prevalence

Critiques of ICAP theory

-Behavioral engagement vs cognitive engagement

-Assigned work by instructor vs. Work that actually happens

-is hierarchy always valid

How will teachers know if students are cognitively engaging with content?

-formative assessment

-quality over quantity

-think-aloud

-transfer ability

Motivation

process that initiates, directs, and sustains behavior toward a goal

What is motivation not

the same as interest, as engagement, as ability or skill

Ways to measure motivation

-choice of task difficulty

-effort and time spent on task

-persistence after failure

-voluntary participation

-attendance

-self-reported motivation

Self-Determination Theory

a theory of motivation that says 3 psychological needs impact self determination (Autonomy, Competence, Relatedness)

Autonomy

-feeling one has choice and willingly endorsing one's behavior

-increases self determination

Competence

experience of mastery and being effective in one's activity

-increases self determination

Relatedness

The need to feel connected and belongingness with others

-increases self determination

Amovation

lack of motivation/not self determined

Extrinsic motivation

a desire to perform a behavior to receive promised rewards or avoid threatened punishment

medium self motivated

Intrinsic motivation

A desire to perform a behavior for its own sake

fully self motivated

Expectancy-Value Theory (EVT)

Framework stating that a person's motivation to perform a task is determined by several factors, including expectancy, value, and cost

Expectancy

whether we expect that we would be successful in a task if we attempted it

Value

whether we think the task is important or not to do

Cost

what will be lost if the task is done. inverse relationship with motivation

EVT main claim

motivated behavior is a function of expectancy for success, subjective task value, and cost

Research on motivation

-short

-motivation can specific or broad

-type of learning achievement varies dramatically

-may not be a direct relationship(mediator variables)

Self Regulated Learning

PROCESS by which learners ACTIVELY plan, monitor, and evaluate their own cognition, motivation, AND behavior in pursuit of a learning goal

Zimmermans Cyclical Model

Forethought>Performance or volitional> Self-reflection

Forethought

-goal setting

-strategic planning

-self-efficacy beliefs

-task interest/value

Performance/ volitional

- self-control

-Self-observation

Self-reflection

-self-judgment

-self-reflection

COPES

conditions, operations, products, evaluations, standards

COPES model

described 4 phases of self regulation that are sequenced (task definition, goal setting/planning, enacting study tactics/strategies, metacognitive adaptation) and there are elements that happen in each

Conditions in COPES

raw material a learner brings to and encounters within the task. task conditions(external), cognitive conditions(internal)

Operations in COPES

cognitive processes the learner deploys

Products in COPES

the output of the operation

Evaluations in COPES

metacognitive comparison of product against standards

Standards in COPES

the critera the learner uses to judge whether a product is good enough

How to encourage Self-regulated learning

Metacognitive wrappers, Modeling strategies, Planning prompts

Metacognitive Wrappers

-Brief, structured reflection attached to an assignment

-operationalizes self judgement/self reaction and evaluation against standards

Modeling Strategies

-explicitly teaching a strategy rather than assuming students will discover it

-helps students build up a reserve of strategies to employ while studying

Planning Prompts

-Assignment that requires students to goal-set before a task

-Encourages engaging in forethought/goal planning

Social Learning theory

formed from behaviorism but emphasis on mental processes. the theory that we learn social behavior by observing and imitating and by being rewarded or punished

Phases of Observational Learning

attention, retention, reproduction, motivation

Bobo doll experiment

nursery school students observed an adult play aggressively (yelling & hitting) with an inflatable clown (Bobo); when children were later allowed to play with the Bobo, those children who witnesses the Bobo doll performed the same aggressive actions and improvised new ways of playing aggressively

Vicarious Learning

A human doesnt need reinforcement or punishment directed at them to learn; watching someone else get reinforced or punished teaches us too

Ecological Systems theory

Urie Bronfenbrenner. views the person as developing within a complex system of relationships affected by multiple levels of the surrounding environment

Ecological Systems Rings

Microsystem, Mesosystem, Exosystem,Macrosystem,Chronosystem

Microsystem

-Learners immediate, direct environment

-face-to-face, bidirectional interaction

Mesosystem

-connections between microsystems

Exosystem

-settings learner doesn't directly participate in but still indirectly affects them

Macrosystem

-Broad cultural,economic, and political context

Chronosystem

Dimension of time

Proximal Processes

recurring, reciprocal interactions between the individual and other people, objects, or symbols that move development forward toward more effective functioning

Cognitive Revolution & Info Processing Model focus on...

mind as an isolated information processor

Jean Piaget

Known for his theory of cognitive constructivism development in children. starts with schema

Schema

organized mental structure/framework for understanding

Assimilation

No change to schema, just added information

Accommodation

Existing schema is modified

Piagets Theory of Cognitive Development

A theory made up of sensorimotor period, preoperational period, concrete operations, and formal operations expressed by Jean Piaget (Development then Learning)

Sensorimotor Stage

-0-2 yrs old

-learning through accident and then intentional trial-and-error efforts

-Object permanence is hallmark achievement

Preoperational Stage

-2-7yrs old

-Greater ability to think about things and use symbols to represent objects

-no process thought, egocentrist, cant understand conservation/reversibility

Concrete Operational State

-7-11yrs old

-Develop an understanding of relationships, but only if familiar

-make inferences

-can take on other ppl's perspectives

Formal Operational State

-11+

-ability to think abstractly and in future

-systematic thought, metacognition developing

Piaget's Critiques

-children more capable earlier than model

-children can be taught higher level tasks and not domain specific(excel in one area)

-development isnt linear

What is Piagets ideas now

Stayed:

-constructivism idea

-assimilation & accommodation as mechanisms

-General trajectory of increasing abstraction

Changed:

-Domain-general to domain specific

-Stage development as a continuum

Social Constructivism

a variant of constructivism that emphasizes the role of social discourse in the development of ideas and identities

Lev Vygotsky Theory

Higher mental functions originate socially before they become internal (Learning then development)

Development by Vygotsky

-Learning:aquisition of signs by means of information from others and teaching

-Development: Child internalizes signs to be able to think and solve problems without help

zone of proximal development

phase of learning during which children can benefit from instruction.

-What a student cant do-What a student can do with help-What a student can do on their own

Scaffolding

supporting learning and problem-solving to help students reach their goal (within ZPD)

Situated Learning Theory

Lave & Wenger theory

-learning is byproduct of participating in social practice

-have to do in groups

Community of Practice

a group of individuals who interact regularly, developing unique ways of doing things together

Legitimate Peripheral Participation

Initial involvement at the fringe of a community of practice as a way of gaining knowledge and skills related to the group's typical ways of doing things

Authentic Context

learning in a real-life context, demonstrating to students that their learning is connected, relevant, and can have an impact upon the world around them, as well as their future selves

Social Interaction

gaining knowledge occurs through teamwork, mentorship, and communication

Situated Learning Critiques

-vauge about mechanism: doesn't explain why participation produces competence or predict when it will fail

-Transfer: would be impossible if knowledge is completely inseparable from context

-Fit with Formal schooling: Impossible to apply to traditional k-12 or higher ed classroom