PsyEl mod 4
Cognitivism – A learning theory that focuses on the inner mental activities – opening the “black box” of the human mind.
Information Processing Model – Learners receive, process, store, and retrieve information.
Schema – Mental structures that help organize and interpret information.
Metacognition – Awareness and understanding of one’s own thought processes.
Jean Piaget – Focus: Stages of cognitive development.
Assimilation – Incorporating new experiences into existing schemas.
Accommodation – Modifying existing schemas to incorporate new experiences.
Equilibration – Balancing assimilation and accommodation to create a stable understanding.
Jerome Bruner – Focus: Learning as an active process.
Spiral Curriculum – Revisiting basic ideas repeatedly to build understanding.
Discovery Learning – Learners construct their own knowledge.
David Ausubel – Focus: Meaningful learning.
Advance Organizers – Introductory material that helps learners link new information to existing knowledge.
Social Cognitive Theory – Explains learning in terms of the reciprocal interaction between behavior, cognitive factors, and environmental influences.
Triadic Reciprocal Causation Model – Involves interaction between personal factors, behavior, and environmental factors.
Observational Learning (Modeling) – Learning by observing others.
Attention – First process of observational learning: focusing on a model’s behavior.
Retention – Second process: remembering the behavior observed.
Production – Third process: performing the behavior.
Motivation – Fourth process: having the desire to perform the behavior.
Self-Efficacy – Belief in one’s ability to succeed in specific situations.
Self-Regulation – Ability to control one’s own behavior through self-observation, self-evaluation, and self-reaction.
Vicarious Reinforcement – Learning through the consequences others experience.
Delayed Imitation – Behaviors acquired through observation appear later.
Cognitive Modeling – An adult performs a task while verbalizing guiding instructions.
Overt, External Guidance – The child performs the task while listening to adult instructions.
Overt Self-Guidance – The child repeats instructions aloud while performing a task.
Faded, Overt Self-Guidance – The child whispers instructions while performing a task.
Self-Monitoring – Observing and assessing one’s own behavior.
Self-Reinforcement – Rewarding oneself for desired behaviors.
Self-Imposed Stimulus Control – Seeking environments that support desired behaviors.
Reciprocal Causation – Environment and behavior mutually influence each other, impacting learning and self-efficacy.