The contributions of the major theorist who worked to develop each theory. C. Define the major principles associated within this theory as they relate to the psychology of learning. D. Summarize how this theory makes use of prior experience in explaining how people learn E. Describe how this theory explains how permanent change in behavior takes place. F. Apply this theory to a real world setting (schools, treatment facility, business, and social activities). 4.
Learning and Cognition PSY 390 Learning and Cognition Learning is a complex subject to define. It is one of the cognitive processes that have been studied by psychologists extensively. To define learning it is important to look at many events that occur when learning as well as the outcome after they are learned. For the most part, witnessing a change in behavior is the foundation to studying cognitive processes. It is no different when examining learning we find as individuals learn they show a change in behavior.
People who are scientifically oriented will be more likely to fit into this category, as opposed to those who are highly imaginative or creative. The permissive technique employs a softer tone of voice to lull the subject into relaxation. In contrast to the authoritarian technique, the hypnotist and the subject are equal partners in the process. More imagery is used to enhance suggestions, and greater responsibility is given to the subject. The subjects who are most responsive to this technique are ones who are more imaginative and creative.
Pierce NCREL, Oak Brook, 1990 New Learning and Thinking Curricula Require Collaboration In Guidebook 1, we explored a "new" vision of learning and suggested four characteristics of successful learners: They are knowledgeable, self-determined strategic, and empathetic thinkers. Research indicates successful learning also involves an interaction of the learner, the materials, the teacher, and the context. Applying this research, new guidelines in the major content areas stress thinking. Guidebook 2 describes these new guidelines and provides four characteristics of "a thinking curriculum" that cut across content areas. The chief characteristic of a thinking curriculum is the dual agenda of content and process for all students.
Towards Dialogic Teaching Robin Alexander After reading Dialogic Teaching, the main purpose of the publication seems to be that Alexander wants to change the style of teaching so that it is based more on the dialogue side rather than written work. He then extends to saying not just about using dialogue more but using it more effectively, as he says, “Talk has always been one of the essential tools of teaching and the best teachers use it with flair and precision.” He starts talking about using dialogue more effectively as he believes that, “Children need to talk, and to experience a rich diet of spoken language, in order to think and to learn.” He also goes on to say that “Reading, writing and number may be the acknowledged curriculum 'basics' but talk is arguably the true foundation of learning.” These two quotes from the publication fit together to prove Alexander's purpose of changing the teaching style to involve more dialogue as it will benefit the children more. This leads on to one of the main claims that, if more dialogue is inputted into teaching techniques, then this will have a positive effect on the students’ progress. This is already happening and being proven to be correct as: “The project has been achieved in many of the Yorkshire and London project classrooms. The transformation of the classroom culture and the growth in children's confidence is palpable and impressive.” Another quote in the publication shows that there is a growing amount of interest in Dialogic Teaching, “many local authorities and schools in England, Wales and, latterly, Scotland, have launched initiatives which draw on the ideas in this publication, and there is growing international interest.” This means that Alexander's main purpose of the publication is more likely to happen as more people agree with him that more dialogue should be included in the teaching styles.
Language Paper Lisa Draxler PSY/360 February 7, 2011 E.W.Newlin Abstract The primary focus of this paper is language and how it relates to cognition. This paper will define language and lexicon and provide the similarities and differences of each. This paper will evaluate the key features of language, describe the four levels of language structure and processing, and analyze the role of language processing in cognitive psychology. Language Paper Language in itself is a complex concept in itself. Language is defined to be a communication of thoughts and feelings through a system of random signals.
An active learner is one who understands new information by doing something with it, and they strive to take a greater responsibility for their own learning, and they take advantage of extra credit opportunities. This fits my learning style very much so. When I am learning something I take what I learn and apply to my homework in that specific subject or use it in other subjects. Also I take responsibility for my own learning by going to get help on what I do not understand, and I always jump at the extra credit when it is available. An intuitive learner is one who prefers to take information in an abstract form such as ideas, images or ideas.
In a school environment it can mean the difference between a happy classroom where everyone can listen and be heard or chaos. Through our everyday interactions we all learn about each other and the world around us. It is easy to be misunderstood by somebody if what you are saying to them is not clear. It is also easy to misinterpret what is being said if we do not listen properly or ask the right questions when needed. Good communication involves speaking clearly, using the appropriate language/body language and maintaining eye contact.
Almost every introduction made formally of cognitive science stresses that psychology, neuroscience, education, philosophy, linguistics, biology, anthropology, and computer science are principal branches to the scientific research of cognitive science (Encyclopedia-Cognitive Science, 2003). Several approaches have been taken when it comes to the study of cognitive psychology. The broad classifications are approached as connectionist, dynamic, and symbolic systems (Encyclopedia-Cognitive Science, 2003). Cognitive science has given much to cognitive psychology; too much to list. Among only a few of its accomplishments, cognitive science gave eye opening attention to models of risk perception, human bias, and
'Questioning enables teachers to check learners' understanding. It also benefits learners as it encourages enitgagement and focuses their thinking on key concepts and ideas.' (Kyriacou 1995 in Desforges 1995, pg. 126) I am of the opinion that the idea children should work in mixed ability groups is not always a viable option. I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating.