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Learning Theory Theorists (Alphabeti cal) Year Ideals Classroom Usage Behaviorism- Focuses on the outward behavior of a person. First discovered by John Watson in 1912. Behaviorist John B. 1913- First “Theoretical goal is the prediction and Teachers can use classical conditioning in the s-classical Watson published control of behavior.”(Watson) classroom by having student’s associate conditioni the article Watson did not believe that people had a positive emotional experiences with learning ng Psychology consciousness, instead he believed that and school. as the patterns of behavior were learned from Example: Getting nervous when you see the Behaviorists experiences. teacher holding out papers for a pop quiz or Views It. Supports nurture or nature. exam. Watson-"Give me a dozen healthy infants, Try to make negative classical conditioning well-formed, and my own specified world to extinct by: Create a positive classroom bring them up in and I'll guarantee to take environment any one at random and train him to Treat students with respect and dignity. Present become any type of specialist I might select subjects or tasks in a nonthreatening manner. - doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and the race of his ancestors”. (Watson, 1924, p. 104) Similar to Pavlov’s research on classical conditioning ( 1902) Little Albert Experiment (Phobias) Behavioris Jean Piaget (1896 - 1980) Theory is based on the idea that a Students experiences their environment using ms developing child builds cognitive structures, whatever mental maps they have mental “maps, for understanding and constructed. responding to physical experiences within Teachers must develop appropriate curriculum their own environment. Over time a child’s that enhances their students’ logical and mental structure increases in sophistication conceptual growth. with development. There Are Three Basic To emphasize instruction teachers can focus Components To Piaget's Cognitive Theory: on student’s experiences. Take into account Schemas the role (building blocks of knowledge) Learning through discovery is during the Adaptation processes that enable the concrete and formal operations. Teachers transition from one stage to another encourage students to repeat behaviors over (equilibrium, assimilation and and over, pushing their limits to learn and accommodation) master things just beyond their ability. They Stages of Development: There are 4 must base their knowledge on things they developmental stages of Piaget’s model already know and then reinforce it. and the processes through them are: Teacher give information and instruction in Sensorimotor stage familiar content and then proceed to build (birth - 2 years old) upon it with new material by using activities Preoperational stage students can understand to reinforce the (ages 2 - 7) lesson. Use real props and action to teach Concrete operations instead of just lecturing and giving written (ages 7 - 11) instructions. Formal operations (beginning at ages 11 - 15) When a child's existing schemas are capable of explaining what it can perceive around it, it is said to be in a state of Source http://psychclassi cs.yorku.ca/Wats on/views.htm http://www2.rarit anval.edu/depart ments/Humanities SocSci/PartTime/Wolfe/Powe rPoint_as_PDF/Ed Psych/Classical%2 0Conditioning.pdf http://www.simpl ypsychology.org/ classicalconditioning.html http://www.simpl ypsychology.org/ piaget.html Publications by theorists Behaviorisms (Book) Psychology as the Behaviorists Views it (Article, 1913) equilibrium, i.e. a state of cognitive (i.e. mental) balance. ( http://www.simplypsychology.org/piaget.ht ml) Assimilation and Accommodation Jean Piaget (1952; see also Wadsworth, 2004) viewed intellectual growth as a process of adaptation (adjustment) to the world. This happens through: Assimilation – Which is using an existing schema to deal with a new object or situation. Accommodation – This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. Equilibration –This is the force, which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds. Equilibrium occurs when a child's schemas can deal with most new information through assimilation. However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation). Equilibration is the force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation). Behavioris msOperant Conditioni ng B.F. Skinner ( The Father of Operant Conditionin g) 1938- 48 Once the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it. Skinner believed that the best way to understand behavior is to look at the causes of an action and its consequences. This approach is called Operant Conditioning. Based on the work of Thorndike (1905). Behavior that is reinforced tends to be repeated; behavior which is not reinforced tends to die out or be extinguished. B.F. Skinner (1938) coined the term operant conditioning; it means roughly changing of behavior by the use of reinforcement which Applies to issues or classroom management. It is relevant to shaping skill performance. Positive reinforcements in behavior modification include providing complements, approval, encouragement, and affirmation. http://www.bfskin ner.org/behavior alscience/definition / The Behavior of Organisms, my Science and Human Behavior, and Schedules of Reinforcement is given after the desired response. Skinner identified three types of responses or operant that can follow behavior. • Neutral operants: responses from the environment that neither increase nor decrease the probability of a behavior being repeated. • Reinforcers: Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative. • Punishers: Response from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior. Edward Thorndike (1898) Thorndike used animals (usually cats) to test the laws of learning. “Law of effect” states that any behavior that is followed by pleasant consequences is likely to be repeated, and any behavior followed by a unpleasant consequences is likely to be stopped. http://www.simpl ypsychology.org/ edwardthorndike.html