Comparison Charts for Social and Behavioral LearningAssignment I.docx

Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories
of social and behavioral learning. Each area (basic principles,
stages, classroom application, and criticism) should be
addressed for each theorist/theory. Just copy the chart sbelow
and insert the appropriate information. Remember to provide
in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My
Computer" button below to upload your assignment as an
attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby

(Cognitive) Behavioral Learning
Theorist
Stages/Components
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or
inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is
accurate, but explanations of key ideas are vague or incomplete;
references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate,

and complete; key ideas are clearly stated and explained;
references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Bowlby (Social)
Four Categories
references and some citations are provided (6points)
and complete; key ideas are clearly staged and explained;
Skinner (Behavioral)
Four Categories
Meichenbaum (Behavioral)
Four Categories

Educational Psychology:
Theory and Practice
Twelfth Edition
Chapter 4
Student Diversity
Copyright © 2018, 2015, 2012 Pearson Education, Inc. All
Rights Reserved.
1
Organizing Questions
What Is the Impact of Culture on Teaching and Learning?
How Does Socioeconomic Status Affect Student Achievement?
How Do Ethnicity and Race Affect Students’ School
Experiences?
How Do Language Differences and Bilingual Programs Affect
Student Achievement?
What Is Multicultural Education?
How Do Gender and Gender Bias Affect Students’ School
Experiences?
How Do Students Differ in Intelligence and Learning Styles?

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What is the Impact of Culture on Teaching and Learning?
Students differ. They differ in ethnicity, culture, social class,
and home language.
If you have traveled to a foreign country, you noticed
differences in behaviors, attitudes, dress, language, and food.
Culture is the shared norms, traditions, behaviors, language, and
perceptions of a group.
The life of a middle class family in the US or Canada can be
more like the life of a middle class family in Ireland, Italy or
Israel than like a low-income family living a mile away.
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Figure 4.1 Cultural Diversity and Individual Identity
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How Does Socioeconomic Status Affect Student Achievement?
Sociologists define social class or socioeconomic status (SES),
in terms of an individual’s income, occupation, education, and
prestige in society.
These factors tend to go together, so SES is most often
measured as a combination of the individual’s income and years
of education because these are most easily quantified.
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The Role of Child-Rearing Practices
Average differences between middle-class and lower-class

parents in child-rearing practices are the main reason for
differences in school achievement.
Many children from low-income families receive an upbringing
that is less consistent with expected school behavior than do
middle-class families.
An important difference between middle-class and lower-class
families is the kinds of activities parents tend to do with the
children.
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School and Community Factors
Often children from low-income families are placed at risk for
school failure by:
the characteristics of the communities they live in
the schools they attend
School funding in most areas of the United States is correlated
with social class; middle-class children are likely to attend
schools with:
greater resources
better-paid teacher
other advantages
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Promoting Resilience among Students Who Are Disadvantaged
Low socieoeconomic status does not automatically doom
children to failure.
Many children placed at risk develop what is called resilience,
the ability to succeed despite many risk factors.
Schools that produced resilient students were places that
provided:
A supportive school community
A safe and orderly environment

Positive teacher-student relationships
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School, Family, and Community Partnerships
As a professional educator, you can reach out to families in a
variety of ways to improve communication and respect between
home and school.
Parenting: Assist families with parenting skills.
Communicating: Inform families about school programs and
student progress.
Volunteering: Involve families as volunteers and audiences at
school.
Learning at home: Involve families in homework, goal setting
and curricular-linked activities.
Decision making: Include families in school decisions.
Collaborating with the community: Coordinate with
community businesses, agencies and cultural and civic groups.
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Supporting the Achievement of Children from Low-Income
Groups
Schools can do a great deal to enable children from low-income
families to succeed in school.
There are many intense interventions to help:
develop children’s cognitive skills early in life
parents do a better job of preparing them for school
Research suggests that parents are important in improving the
achievement and adjustment of all children.
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Theory into Practice: Parent Involvement
Parents and other family members have considerable influence
over their children’s success in school.
You can help establish positive relationships with parents:
Home visits
Frequent newsletters for families
Family workshops
Positive calls home
Inviting family members to volunteer
Make family members your partners
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Children Who Are Disadvantaged
Vision: severe vision impairment at twice the normal rate.
Hearing: more hearing problems.
Lead Exposure: far more likely to live in homes where dust
from old lead paint is in the air.
Asthma: high rates of asthma
Medical Care: less likely to receive medical care
Nutrition: unhealthy diets are common
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Implications of Socioeconomic Diversity for Teachers
Children enter school with varying degrees of preparation for
the school behaviors that lead to success.
Their conduct, attitudes, and values vary.
Lack of preparation does not mean they are destined for
academic failure.
Although you need to be aware of the struggles encountered by
many pupils who are disadvantaged, you also need to avoid
stereotypes.

Low-expectations can become a self-fulfilling prophecy,
causing students to perform less well than they could have.
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How Do Ethnicity and Race Affect Students’ School
Experiences?
One major determinant of a student’s cultural background is his
or her ethnic origin.
Ethnic group—shared identity with a common culture.
Race—physical characteristics.
Under represented groups—groups found less often in situations
of economic security and power.
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Stereotype Threat
A stereotype threat refers to:
individuals who are aware of a stereotype about a group to
which they belong becoming anxious about confirming the
stereotype
their anxiety causes them to perform below their real abilities.
Obviously the stereotype threat is of greatest concern when
members of a certain group feel they are not expected to do well
on particular school tasks.
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Effects of School Desegregation
Before 1954 segregated schools were common in the US.
Brown v. Board of Education of Topeka was a landmark case on
the grounds that separate education was inherently unequal.
1970s a series of Supreme Court decisions found that continued
segregation of many schools was due to deliberate drawing of
neighborhood boundary and attendance areas to separate schools
along racial lines.
These Supreme Court decisions forces local school districts to
desegregate their schools by any means necessary.
The overall effect of desegregation on the academic
achievement of students from underrepresented groups has been
small but positive.
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Teaching in a Cultural Diverse School
Fairness and balance with students.
Educational materials reflect the diversity of students and
school/community.
Utilize supplementary material that is authentic.
Create a strong school—home connection.
Avoid stereotyping.
Zero tolerance for slurs, taunts or jokes.
Create tolerance and respect for others.
Assignments not offensive/frustrating.
Structured use of cooperative learning.
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How Do Language Differences and Bilingual Programs Affect
Student Achievement? (1 of 2)
In 1979, only 9 percent of Americans aged 5 to 24 were from
families in which the primary language spoken was not English.
In 2007, this proportion had increased to 20 percent.
Projections forecast that by 2026, 25 percent of all students will
come from homes in which the primary language is not English.
65 percent of these families speak Spanish.
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Language Differences (2 of 2)
The term language minority is used for all such students
The term limited English proficient (LEP) and English learners
(EL) are terms used for the much smaller number who have not
yet attained an adequate level of English to succeed in an
English only program.
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Bilingual Education
English immersion: English learners are taught primarily or
entirely in English.
Transitional bilingual education: Children are taught reading or
other subjects in their native language for a few years then
transitioned to English usually in second, third, or fourth grade.
Paired bilingual education: Children are taught reading or other
subjects in both their home language and in English, usually at
different times of the day.
Two-way bilingual education: All students are taught both in
English and in another language. So English speaking students
learn Spanish for example and Spanish speaking students learn

English.
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Theory into Practice:
Teaching English Learners
Don’t Just Say It—Show it with Enactive Learning.
Safe Opportunities to Use Academic English.
Develop Vocabulary.
Keep Instructions Clear.
Identify Cognates.
Never Embarrass Children by Correcting their English.
Provide Small-Group Instruction in Reading when Needed.
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What is Multicultural Education?
In recent years, multicultural education has become a much-
discussed topic in U.S. education.
Definitions of multicultural education vary broadly.
The simplest definitions emphasize including non-European
perspectives in the curriculum-for example the works of
African, Latino, Asian, and Native American authors in English
curricula.
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Dimensions of Multicultural Education
Content integration: involves your use of examples, data, and

information from a variety of cultures.
Knowledge construction: helping children understand how
knowledge is created and how it is influenced by the racial,
ethnic, and social class positions of individuals and groups.
Prejudice reduction: a critical goal of multicultural education-
involving advancement of positive relationships among students
and development of tolerant attitudes.
Equity pedagogy: the use of teaching techniques that facilitate
the academic success of students from different ethnic and
social class groups
Empowering School culture: school organization and practices
are conducive to the academic and emotional growth of all
students.
23
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How Do Gender and Gender Bias Affect Students’ School
Experiences?
A child’s sex is a visible, permanent attribute.
Cross-cultural research indicates that gender roles are among
the first that individuals learn.
All societies treat males differently from females.
Gender-role or sex-role behavior is learned behavior.
What is considered natural behavior is based more on cultural
belief than on biological necessity.
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The Boy Crisis
Although there has been a great deal written
over the past 30 years about how girls are
Underserved in schools, in more recent years
there has been more concern about

the “boy crisis”.
More Boys:
Assigned to Special Education.
Held Back.
Drop Out.
Trouble with the Law.
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“The Boy Crisis” and African American Males
More at risk than African American girls.
More at risk for learning disabilities.
Higher Rate of ADHD.
Although boys are actually improving on many indicators such
as drop-out and college attendance, girls are improving faster.
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Avoiding Gender Bias in Teaching
Teachers, usually without being aware of it, exhibit gender bias
in classroom teaching in three principal ways:
Reinforcing gender stereotypes
Maintaining sex separation
Treating males and females differently as students
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Sexual Orientation and Gender Identify
According to the American Psychological Association (2016),
sexual orientation is “an enduring pattern of emotional,
romantic, and/or sexual attraction to men, women or both
sexes.”
Collectively, people in any of these categories often refer to
themselves as:
LGBT (lesbian, gay, bisexual, transgender
Or LGBTQ-lesbian, gay, bisexual, transgender or questioning
Roughly 3.5 % of all Americans identify themselves as lesbian,
gay, bisexual or transgender.
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How Do Students Differ in Intelligence and Learning Styles?
Intelligence is one of those words that people believe they
understand until you ask them to define it.
At one level, intelligence can be defined as a general aptitude
for learning or an ability to acquire and use knowledge or skills.
A consensus definition is that intelligence is the ability to
figure out how to get what you want out of life by purposefully
using your strengths to compensate for your weaknesses.
Intelligence Quotient (IQ) a broad range of skills and
performances expressed in a single score.
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Origins of Intelligence
The origins of intelligence have been debated for decades.
Some psychologists believe that intelligence is overwhelmingly
a product of heredity.
Others hold that intelligence is shaped mostly by factors in a
person’s social environment.
Most investigators agree that both heredity and environment

play an important part in intelligence.
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Understanding Diverse Thinkers
Many faltering students have specialized minds-brains
exquisitely wired to perform certain kinds of tasks masterfully,
but decidedly miswired when it comes to meeting other
expectations.
Research suggests addressing this problem in three ways:
Broaden student assessment: identify talents not just deficits
Reexamine the curriculum: explore new instructional practices
and curricular choices
Provide professional development for educators: provide
teachers with training on the insights from brain research
Rights Reserved.
Copyright
Rights Reserved.
Educational Psychology:
Theory and Practice
Twelfth Edition
Chapter 5
Behavioral and Social Theories of Learning

Rights Reserved.
1
Organizing Questions
What Is Learning?
What are Behavioral Learning Theories?
What Are Some Principles of Behavioral Learning?
How Has Social Learning Theory Contributed to our
Understanding of Human Learning?
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What is Learning?
Children are excellent learners.
What they learn, however, may not always be what we intend to
teach.
Learning is usually defined as a change in an individual caused
by experience.
Behavioral learning theories focus on the ways that pleasurable
or unpleasant consequences of behavior change individual’s
learning behavior over time.
Social learning theories focus on the effects of thought on
action and action on thought.
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What Are Behavioral Learning Theories?

Early research into learning studied the effects of stimuli on
reflexive behaviors.
Ivan Pavlov contributed the idea of classical conditioning, in
which neutral stimuli can acquire the capacity to evoke
behavioral responses through their association with
unconditioned stimuli that trigger reflexes.
B. F. Skinner continued the study of the relationship between
behavior and consequences. He described operant conditioning,
in which reinforcers and punishers shape behavior.
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Pavlov: Classical Conditioning
Pavlov and his colleagues while studying the digestive system
of dogs noticed changes in the timing and rate of salivation of
these animals.
Unconditioned stimulus: provoked the response without any
prior training. (In this case: the meat.)
Unconditioned response: automatic behavior in the presence of
the unconditioned stimulus without any prior training. (In this
case: salivation.)
Neutral stimuli: has no effect on the response in question. (In
this case: bell.)
Conditioned stimulus: gains the power to illicit the response
after being paired with the unconditioned stimulus. (bell paired
with meat results in salivation at sound of bell.)
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Skinner: Operant Conditioning
Skinner proposed that reflexive behavior accounts for only a
small proportion of all actions. He proposed another class of
behavior, he labeled operant behaviors.
Skinner’s work focused on the relation between behavior and its
consequences.
The use of pleasant and unpleasant consequences to change
behavior is often referred to as operant conditioning.
Skinner is famous for his development and use of the Skinner
box, a device that contains a very simple apparatus for studying
the behavior of animals, usually rats and pigeons.
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What Are Some Principles of Behavioral Learning?
Behavioral learning theory has its own language to describe
how consequences of behavior shape later behavior.
Reinforcers increase the frequency of a behavior, and punishers
decrease its frequency.
Reinforcement can be primary or secondary, positive or
negative.
Punishment involves weakening behavior by either introducing
aversive consequences or removing reinforcers.
The Premack Principle states that a way to increase less-enjoyed
activities is to link them to more-enjoyed activities.
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The Role of Consequences
Perhaps the most important principle of behavioral learning

theories is that behavior changes according to its immediate
consequences.
Pleasurable consequences strengthen behavior; unpleasant
consequences weaken it.
In other words, pleasurable consequences increase the frequency
with which an individual engages in a behavior, whereas
unpleasant consequences reduce the frequency of a behavior.
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Reinforcers
A reinforcer is defined as any consequence that strengthens
(that is, increases the frequency of) a behavior.
The effectiveness of the reinforcer must be demonstrated.
We cannot assume that a particular consequence is a reinforcer
until we have evidence that it strengthens behavior for a
particular individual.
No reward can be assumed to be a reinforcer for everyone under
all conditions.
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Intrinsic and Extrinsic Reinforcers
Often the most important reinforcer that maintains behavior is
the pleasure inherent in engaging in the behavior.
People like to draw, read, sing, play games, hike, or swim for
no reason other than the fun of doing it. Reinforcers of this type
are called intrinsic reinforcers.
Extrinsic reinforcers are things like praise or rewards that are
given to motivate people to engage in a behavior that they might
not engage in without it.

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Theory Into Practice
Classroom Uses of Reinforcement
Decide what behaviors you want from students, and reinforce
these behaviors when they occur.
Tell students what behaviors you want; when they exhibit the
desired behaviors and you reinforce them, tell them why.
Reinforce appropriate behavior as soon as possible after it
occurs.
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Punishers
Consequences that weaken behavior are called punishers.
Note that there is the same catch in the definition of punishment
as in the definition of reinforcement.
If an apparently unpleasant consequence does not reduce the
frequency of the behavior it follows, it is not necessarily a
punisher.
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Immediacy of Consequences
One very important principle of behavioral learning theories is
that consequences that follow behaviors closely in time affect
behavior far more than delayed consequences.
Waiting to give a rat in a Skinner box its food pellet for
pressing a bar will significantly increase learning time for the
connection between bar pressing and food; by the time the food
arrives, the rat may be doing something other than bar pressing.
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Shaping
Shaping through timely feedback on each step of a task is an
effective teaching practice based on behavioral learning theory.
When you guide students toward goals by reinforcing the many
steps that lead to success, you are using shaping.
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Extinction
Extinction is the weakening and gradual disappearance of
behavior as reinforcement is withdrawn.
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Schedules of Reinforcement
Schedules of reinforcement are used to increase desired
behavior probability, frequency, or persistence of desired
behavior.
Reinforcement schedules may be:
Fixed or Variable
Schedules may be based on:
ratios or intervals

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Schedules of Reinforcement
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Maintenance
The principle of extinction holds that when reinforcement for a
previously learned behavior is withdrawn, the behavior fades
away.
Does this mean that teachers must reinforce students’ behaviors
forever?
If you gradually increase the number of math problems a student
must do to be praised and praise the student at random intervals
(a variable-ratio schedule), then the student is likely to continue
to do math problems for a long time with little or no
reinforcement from you.
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The Role of Antecedents
Antecedent stimuli serve as cues indicating which behaviors
will be reinforced or punished.
Discrimination involves using cues to detect differences
between stimulus situations.
Generalization involves responding to similarities between
stimuli and the transfer or carryover of behaviors learned under
one set of conditions to other situations.

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How Has Social Learning Theory Contributed to Our
Understanding of Human Learning
Social learning theory is a major outgrowth of the behavioral
learning theory tradition.
Social learning theory is based on recognition of the importance
of observational learning and self-regulated learning.
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Bandura: Modeling and Observational Learning
Bandura noted that learning through modeling—directly or
vicariously— involves four phases:
paying attention
retaining the modeled behavior
reproducing the behavior
being motivated to repeat the behavior
Bandura proposed that students should be taught to have
expectations for their own performances and to reinforce
themselves.
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Bandura: 4 Phases of Observational Learning
Attentional phase. The first phase in observational learning is
paying attention to a model. In general, students pay attention
to role models who are attractive, successful, interesting, and
popular.
Retention phase. Once teachers have students’ attention, it is
time to model the behavior they want students to imitate and
then give students a chance to practice or rehearse.
Reproduction. During the reproduction phase, students try to
match their behavior to the model’s. In the classroom the

assessment of student learning takes place during this phase.
Motivational phase. The final stage in the observational
learning process is motivation. Students will imitate a model
because they believe that doing so will increase their own
chances to be reinforced.
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Meichenbaum’s Model of Self-Regulated Learning
Students can be taught to monitor and regulate their own
behavior.
Self-regulated learning strategies of this kind are often called
cognitive behavior modification.
Meichenbaum developed a strategy in which students are trained
to say to themselves:
What is my problem?
What is my plan?
Am I using my plan?
How did I do?
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Strengths and Limitations of Behavioral Learning Theories
Behavioral learning theories are central to the application of
educational psychology in:
classroom management
discipline
motivation
instructional models
Behavioral learning theories are limited in scope, however, in
that they describe only observable behavior that can be directly
measured.

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Copyright
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Schedules of reinforcement
Specific response patterns during reinforcement and extinction
characterize each of the four types of schedules.
SChedUle deFinition
reSponSe patternS
dUring reinForCeMent dUring extinCtion
Fixed ratio Constant number of behaviors for
required for reinforcement
Steady response rate; pause after
reinforcement
Rapid drop in response rate after
required number of responses
passes without reinforcement
Variable ratio Variable number of behaviors
required for reinforcement
Steady, high response rate Response rate stays high, then
drops off
Fixed interval Constant amount of time passes
before reinforcement is available
Uneven rate, with rapid
acceleration at the end of each
interval
Rapid drop in response rate
after interval passes with no
reinforcement
Variable interval Variable amount of time passes
before reinforcement is available

Steady, high response rate Slow decrease in response rate
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Guidelines, Example Chart , and Scoring Guidelines for
Theories/Models Comparison Charts
Basic Guidelines and Objective: It can be difficult to make
distinctions between the various theoretical models studied in
this course. Some of the theories/models use the same terms
but might attach different meanings to them. Other theories use
different terms to refer to similar concepts. To help, students
are to create charts to compare major theories across several
categories. The objective of these charts is to help distinguish
the finer points between the theories with emphasis on
classroom application of the theories.
Layout Directions: Microsoft Word is the preferred program to
create your project. Suggestions for designing this project
would be to create a table for each theory in Word and use page
breaks between each theory. Choose the landscape option in
Page layout and insert a 10-column (nine dimensions plus name
of theory) by 2-row table (titles of dimensions, as illustrated
below, and then details of each dimension). Use short
statements and include definitions of terms if you are not sure
of the meaning of some of the terminology. Since using bullet
points causes information to automatically indent into your
column space, you might consider using asterisks for your major
points as shown in the Psychoanalytical example below.
Another space-saving suggestion is to highlight your cells,
choose the Layout tab, select Cell Margins, and set the default
cell margins to 0”. Doing so allows you to maximize the use of
space within the cells.
Information Sources: You can use your textbook and outside
resources such as journals or internet sources (no Wikipedia),
but you must properly cite and reference (must have a reference

page which corresponds to all in-text citations) APA style (6th
edition) all information you use from ALL sources used to
answer your questions. Common terms/language relative to
each theory can be used. Otherwise: PARAPHRASE AS MUCH
AS POSSIBLE--you will learn the particulars of the theories
more easily if you can explain the information in your own
words! Turnitin will be used to analyze your projects at the
discretion of the instructor.
Be Creative: Use your creativity to create the project. For
example, you can insert graphics or examples (your own) to
further explain certain points. You can use colored fonts to
differentiate between the theories/approaches/models and
include pictures of either the theorist(s) or icons representative
of each theory. Techniques like these make the project
information more memorable.
Use the Charts: These charts can be used as part of your notes
and will make excellent study guides when preparing for
advanced testing.
Example Chart on Related Topic
Note: This single-theory chart is provided to show the
formatting for citations followed by a reference page.. Each of
the three chart assignments must have in-text citations for ALL
information from outside sources, as well as a reference page.
Theory
Stages/Components
Criticism/Problems
Psychoanalytic Theory of Personality Development
* Sigmund Freud’s theory involves the belief that personality is
formed from unconscious conflicts between the components of
the mind--the id (what is immediately wanted), the ego (the
mediator between the id and superego), and the superego (what

is the right thing).
*Freud postulated that personality develops during childhood
and is influenced by five psychosexual stages; Freud called
these stages his psychosexual theory of development.
*During each stage, a youngster faces internal conflict between
biological drives and social expectations; if the youngster can
successfully steer through these internal conflicts, then he/she
will master each developmental stage and ultimately develop a
mature personality.
(“Psychodynamic Perspectives on Personality,” n.d.)
· Freud’s Psychosexual Stages of Development
· *Oral Stage (0-1 year) In the first stage, the libido is centered
in a baby's mouth. The id is present from birth.
· *Anal Stage (1-3 years)—In this stage the libido is centered
on the anus and the expelling or withholding of feces. The ego
develops in these first two stages.
· *Phallic Stage (3 to 5/6 years)—In this stage the libido is
focused on the sexual organs and masturbation is not
uncommon. The superego develops in this stage
· *Latency Stage (5/6 years to puberty)—In this stage the libido
is not centered on sexual motivation.
· *Genital Stage (puberty to adult)—In this stage the libido is
focused on sexual intercourse
(McLeod, 2017)
*Being aware of Freud’s psychosexual stages of development
can help a teacher understand where students are regarding
personality development and lead to a better understanding of
individual differences, especially the motivation behind certain
behaviors.
*Activities for elementary classes might involve reading stories
to children about making good choices in positive behaviors.
*Activities for middle/high school that are based on this theory
might include debates on controversial moral dilemmas such as
who to save in a lifeboat (e.g., doctor or best friend); whether

or not to take money/valuables found on the street; etc.
(Sass, 2012)
*Freud focused only on the sexual aspect of personality
development. He did not account for the social, emotional, or
other aspects that lead to a mature personality.
*Freud’s psychosexual stages were at fixed ages; maturation
rates were not considered.
(“Psychodynamic Perspectives on Personality,” n.d.)
References
McLeod, S. (2017). Psychosexual Stages. Retrieved from
https://www.simplypsychology.org/psychosexual.html
Psychodynamic Perspectives on Personality. (n.d.). Lumen
Learning. Retrieved from
https://courses.lumenlearning.com/boundless-
psychology/chapter/psychodynamic-perspectives-on-
personality/
Sass, E. (2012). Program Goal II: Student Learning. Knowledge
Base for Teacher Education. Retrieved from
https://www.csbsju.edu/education/our-approach/knowledge-
base/kb-ii
Scoring Guidelines for Comparison Charts
I. Cognitive, Social, Moral, and SocioEmotional Development
Theory
Unacceptable
Acceptable
Target
Piaget (Cognitive)
Four Categories

references and all citations are provided (8 points)
Vygotsky (Cognitive)
Four Categories
Bronfenbrenner (Cognitive)
Four Categories
Erikson (Social)
Four Categories

Piaget (Moral)
Four Categories
Kohlberg (Moral)
Four Categories
Gilligan (Moral)
Four Categories
Erikson/Marcia (Socioemotional)
Four Categories

II. Social and Behavioral Learning
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Vygotsky (Social)
Four Categories
Bowlby (Social)
Four Categories

references and some citations are provided (6points)
Skinner (Behavioral)
Four Categories
Meichenbaum (Behavioral)
Four Categories
III. Cognitive Learning
Theory
Unacceptable
Acceptable
Target
Information Processing Model of Learning (updated Atkinson-
Shiffrin model)
Four Categories

references and all citations are provided (8 points)
Levels of Processing Theory
Four Categories
Schema Theory
Four Categories
Edward Tolman
Four Categories

Comparison Charts for Social and Behavioral LearningAssignment I.docx

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