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Cognitive Flexibility Theory focuses on knowledge transfer beyond initial learning situations and presenting information from multiple perspectives. It suggests effective learning depends on context and instruction must support knowledge construction by learners developing their own representations of interconnected information through case-based activities rather than compartmentalized knowledge transmission.
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Cognitive Flexibility Theory-Kohler
Cognitive Flexibility Theory proposes that effective learning is context-dependent and requires constructing one's own knowledge representations from multiple perspectives. It stresses presenting information through varied representations and interconnecting knowledge rather than compartmentalizing it. The theory is used in teacher education to develop video-based learning and supports case-based, flexible teaching of complex subjects through projects and visual essays.
Cognitive Flexibility Theory-Kohler
Cognitive Flexibility Theory proposes that effective learning is context-dependent and requires constructed knowledge from multiple perspectives. It stresses that instruction should not oversimplify content and should support interconnecting knowledge across contexts through case-based learning and knowledge construction rather than information transmission. The theory is applied in teacher education through developing video-based learning environments and in content areas like science and history using portfolios, projects and visual essays to assess flexible instruction.
Cognitive Flexibility Theory-Kohler
Cognitive Flexibility Theory proposes that effective learning is context-dependent and requires constructed knowledge from multiple perspectives. It stresses that instruction should not oversimplify content and should support case-based, interconnected learning rather than compartmentalized information. The theory is being used to develop video-based learning environments for teacher education and recommends portfolios and projects to assess more flexible teaching of complex content areas like science and history.
Cognitive flexibility
The three main authors referenced with cognitive flexibility theory are Spiro, Feltovich, and Coulson. The theory is based on constructivism and aims to avoid oversimplification by using multiple representations for complex learning domains. This is important to prevent producing students who know terminology but cannot apply their knowledge flexibly. Instructors should encourage advanced knowledge acquisition instead of mere exposure, using varied examples and accounting for naturally occurring complexity.
Cognitivism
Cognitivism is a learning theory that looks beyond observable behaviors to explain learning in terms of mental processes. It views humans as active processors of information who create internal mental representations to interpret and understand new information. According to cognitivism, learning involves incorporating new information into existing cognitive frameworks or "schemas". The cognitive theory proposes that learning is an active process where students construct new ideas based on both their background knowledge and current learning experiences. Language learning in particular involves encoding new concepts and meanings through the words and structures of a language. The cognitive approach emphasizes that learning only occurs when new information is meaningful to the learner and integrated with their prior understanding.
Conceptualizing the theories
The document discusses various theories of instructional design and learning. It outlines several key psychological foundations of learning, including behavioral learning theory, cognitive information processing theory, schema theory and cognitive load theory, situated learning theory, and Gagne's theory of instruction. It then discusses how the theories align with the author's philosophical beliefs about learning, noting that constructivism best fits their view that learning occurs through relating new information to prior experiences and applying it in daily life.
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Far Transfer
This document discusses the concept of far transfer in knowledge transfer. Far transfer refers to applying knowledge to novel situations that are different from the original context in which the knowledge was acquired. It is more difficult than near transfer, which applies knowledge to routine situations. However, far transfer allows people to adapt knowledge to new environments and changing situations. The advantages are that it builds adaptive skills, but the disadvantages are that far transfer is more difficult to achieve and requires higher-level conceptualization from experience.
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Cognitive Flexibility Theory-Kohler
Cognitive Flexibility Theory proposes that effective learning is context-dependent and requires constructing one's own knowledge representations from multiple perspectives. It stresses presenting information through varied representations and interconnecting knowledge rather than compartmentalizing it. The theory is used in teacher education to develop video-based learning and supports case-based, flexible teaching of complex subjects through projects and visual essays.
Cognitive Flexibility Theory-Kohler
Cognitive Flexibility Theory proposes that effective learning is context-dependent and requires constructed knowledge from multiple perspectives. It stresses that instruction should not oversimplify content and should support interconnecting knowledge across contexts through case-based learning and knowledge construction rather than information transmission. The theory is applied in teacher education through developing video-based learning environments and in content areas like science and history using portfolios, projects and visual essays to assess flexible instruction.
Cognitive Flexibility Theory-Kohler
Cognitive Flexibility Theory proposes that effective learning is context-dependent and requires constructed knowledge from multiple perspectives. It stresses that instruction should not oversimplify content and should support case-based, interconnected learning rather than compartmentalized information. The theory is being used to develop video-based learning environments for teacher education and recommends portfolios and projects to assess more flexible teaching of complex content areas like science and history.
Cognitive flexibility
The three main authors referenced with cognitive flexibility theory are Spiro, Feltovich, and Coulson. The theory is based on constructivism and aims to avoid oversimplification by using multiple representations for complex learning domains. This is important to prevent producing students who know terminology but cannot apply their knowledge flexibly. Instructors should encourage advanced knowledge acquisition instead of mere exposure, using varied examples and accounting for naturally occurring complexity.
Cognitivism
Cognitivism is a learning theory that looks beyond observable behaviors to explain learning in terms of mental processes. It views humans as active processors of information who create internal mental representations to interpret and understand new information. According to cognitivism, learning involves incorporating new information into existing cognitive frameworks or "schemas". The cognitive theory proposes that learning is an active process where students construct new ideas based on both their background knowledge and current learning experiences. Language learning in particular involves encoding new concepts and meanings through the words and structures of a language. The cognitive approach emphasizes that learning only occurs when new information is meaningful to the learner and integrated with their prior understanding.
Conceptualizing the theories
The document discusses various theories of instructional design and learning. It outlines several key psychological foundations of learning, including behavioral learning theory, cognitive information processing theory, schema theory and cognitive load theory, situated learning theory, and Gagne's theory of instruction. It then discusses how the theories align with the author's philosophical beliefs about learning, noting that constructivism best fits their view that learning occurs through relating new information to prior experiences and applying it in daily life.
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Far Transfer
This document discusses the concept of far transfer in knowledge transfer. Far transfer refers to applying knowledge to novel situations that are different from the original context in which the knowledge was acquired. It is more difficult than near transfer, which applies knowledge to routine situations. However, far transfer allows people to adapt knowledge to new environments and changing situations. The advantages are that it builds adaptive skills, but the disadvantages are that far transfer is more difficult to achieve and requires higher-level conceptualization from experience.
Gagne learning theory
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Jean piaget cognitive learning theory
Jean Piaget was a developmental psychologist known for his theory of cognitive development. He proposed that children progress through four distinct stages as they interact with their environment - sensorimotor, preoperational, concrete operational, and formal operational. Piaget's theories have significantly influenced how educators approach child development and learning by recognizing that children actively construct their own understanding of the world at different stages. His work highlighted the importance of understanding how children think rather than just evaluating outcomes.
B.F. Skinner
Burrus Frederic Skinner was an American psychologist who was a proponent of operant conditioning. He received his BA from Hamilton College and his masters and doctorate from Harvard. He is known for his work studying animal and human behavior through positive and negative reinforcement using devices like the Skinner Box. Some of his contributions include developing schedules of reinforcement and the technique of shaping behaviors. His work showed how behaviors are learned and reinforced through their consequences, which had important implications for understanding human learning and behavior.
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The behaviorism learning theory proposes that learning is based on conditioning responses to external stimuli without internal mental states. Major contributors included Ivan Pavlov who developed classical conditioning by conditioning a dog's salivation response, and B.F. Skinner who used operant conditioning to shape animal behavior through reinforcement or punishment. Behaviorism can be applied in classrooms by rewarding positive behaviors and eliminating negative ones, and in educational software through visual and audio cues that positively reinforce correct answers and negatively reinforce incorrect ones.
Behavioristic theories
Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Advocated by famous psychologists such as John B. Watson and B.F. Skinner, behavioral theories dominated psychology during the early half of the twentieth century. Today, behavioral techniques are still widely used in therapeutic settings to help clients learn new skills and behaviors
Constructivist theory of learning
Constructivist learning theory proposes that learning is an active process where students construct knowledge based on their experiences. Key theorists discussed in the document include Piaget, Vygotsky, Dewey, and Bruner. According to constructivism, the role of the teacher is to facilitate independent learning through projects, demonstrations, and activities while addressing the whole child. Students play an active role in acquiring knowledge through problem solving, group work, and independent research.
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Operant conditioning
Operant conditioning is a method of learning through reinforcement and punishment. Behavior is strengthened when followed by a reinforcer or weakened when followed by a punisher. B.F. Skinner coined the term and studied operant conditioning using animal experiments. Reinforcers can be positive like praise or negative like escaping an unpleasant stimulus. Punishers are consequences that weaken behavior and can be positive by applying an unpleasant stimulus or negative by removing a desirable one. The timing and schedule of reinforcement impacts how effectively behaviors are learned through operant conditioning.
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Skinner
B.F. Skinner was an American psychologist who developed the theory of operant conditioning. He believed that learning is based on consequences and that behaviors are strengthened or weakened based on reinforcement and punishment. Skinner's theory of operant conditioning built upon Thorndike's law of effect and introduced the concept of reinforcement. Operant conditioning focuses on how voluntary behaviors are influenced by environmental consequences and can be used to shape behaviors through positive or negative reinforcement or punishment. Skinner's theory has influenced instructional methods like direct instruction and the use of technology in education.
Classical conditioning
Classical conditioning is a type of learning where organisms learn to associate stimuli. Ivan Pavlov, a famous Russian physiologist, discovered classical conditioning through his dog experiments. He found that a dog could learn to associate a neutral stimulus, like a bell, with an unconditioned stimulus, like food, which elicits an unconditioned response, like salivation. After repeated pairings, the neutral stimulus alone could elicit the conditioned response of salivation. Pavlov's experiments demonstrated key concepts of classical conditioning like acquisition, extinction, spontaneous recovery, stimulus generalization, and discrimination. Classical conditioning principles can be applied to areas like teaching and advertising.
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The behaviourist theory of learning
The document discusses the behaviorist theory of learning proposed by theorists Ivan Pavlov, B.F. Skinner, and John Watson. Pavlov is known for his experiments with Pavlov's dogs and the concept of classical conditioning. Skinner introduced operant conditioning and the Skinner box. Watson proposed the theory of behaviorism and conducted experiments on conditioning emotions, such as with Little Albert. The behaviorist theory views learning as the acquisition of behaviors based on environmental stimuli and reinforcement or punishment.
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Behaviorism learning theory
Behaviorism is a learning theory based on observable behaviors and the relationship between environmental stimuli and responses. Key contributors include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using positive reinforcement with pigeons. In behaviorism, learning is shaped by consequences rather than internal mental states. The teacher's role is to provide stimuli and positive reinforcement to motivate learning, while students work for rewards and respond to environmental factors.
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B.F. Skinner developed the theory of operant conditioning based on his experiments using reward and punishment schedules with animals. He found that behaviors followed by rewarding consequences tended to be repeated, while behaviors followed by punishing consequences tended to decrease. Key aspects of operant conditioning include reinforcement, which increases behaviors; and punishment, which decreases behaviors. Skinner applied these principles to understanding complex learning in humans.
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Cognitive Learning Theory
Cognitivism is an approach to psychology that views cognition as an intellectual process of gaining knowledge through perception and ideas. Three major theorists of cognitivism discussed are Robert Gagné, David Ausubel, and Jerome Bruner. Gagné developed the nine events of instruction, Ausubel researched advance organizers, and Bruner viewed learning as an active process where students construct new ideas based on prior knowledge. Cognitivism and its learning theories should reflect the underlying social environments that learning takes place within.
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Jean piaget cognitive learning theory
Jean Piaget was a developmental psychologist known for his theory of cognitive development. He proposed that children progress through four distinct stages as they interact with their environment - sensorimotor, preoperational, concrete operational, and formal operational. Piaget's theories have significantly influenced how educators approach child development and learning by recognizing that children actively construct their own understanding of the world at different stages. His work highlighted the importance of understanding how children think rather than just evaluating outcomes.
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Burrus Frederic Skinner was an American psychologist who was a proponent of operant conditioning. He received his BA from Hamilton College and his masters and doctorate from Harvard. He is known for his work studying animal and human behavior through positive and negative reinforcement using devices like the Skinner Box. Some of his contributions include developing schedules of reinforcement and the technique of shaping behaviors. His work showed how behaviors are learned and reinforced through their consequences, which had important implications for understanding human learning and behavior.
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Behavioristic theories
Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Advocated by famous psychologists such as John B. Watson and B.F. Skinner, behavioral theories dominated psychology during the early half of the twentieth century. Today, behavioral techniques are still widely used in therapeutic settings to help clients learn new skills and behaviors
Constructivist theory of learning
Constructivist learning theory proposes that learning is an active process where students construct knowledge based on their experiences. Key theorists discussed in the document include Piaget, Vygotsky, Dewey, and Bruner. According to constructivism, the role of the teacher is to facilitate independent learning through projects, demonstrations, and activities while addressing the whole child. Students play an active role in acquiring knowledge through problem solving, group work, and independent research.
Thorndike's theory of learning SHMN
Thorndike's theory of learning involves trial and error learning through connectionism and stimulus-response bonds. His experiment on a hungry cat found that it learned over time to escape from a cage more quickly by pushing the correct lever, demonstrating the laws of exercise, effect, and readiness - that learning improves with repetition, rewarding behaviors are strengthened, and an organism must be mentally prepared to learn.
Operant conditioning
Operant conditioning is a method of learning through reinforcement and punishment. Behavior is strengthened when followed by a reinforcer or weakened when followed by a punisher. B.F. Skinner coined the term and studied operant conditioning using animal experiments. Reinforcers can be positive like praise or negative like escaping an unpleasant stimulus. Punishers are consequences that weaken behavior and can be positive by applying an unpleasant stimulus or negative by removing a desirable one. The timing and schedule of reinforcement impacts how effectively behaviors are learned through operant conditioning.
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Robert Gagne was an experimental psychologist known for developing the theory of instruction which consists of five types of learning and nine events of instruction. His theory emphasizes building instruction on a hierarchy of simple to complex skills. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.
Skinner
B.F. Skinner was an American psychologist who developed the theory of operant conditioning. He believed that learning is based on consequences and that behaviors are strengthened or weakened based on reinforcement and punishment. Skinner's theory of operant conditioning built upon Thorndike's law of effect and introduced the concept of reinforcement. Operant conditioning focuses on how voluntary behaviors are influenced by environmental consequences and can be used to shape behaviors through positive or negative reinforcement or punishment. Skinner's theory has influenced instructional methods like direct instruction and the use of technology in education.
Classical conditioning
Classical conditioning is a type of learning where organisms learn to associate stimuli. Ivan Pavlov, a famous Russian physiologist, discovered classical conditioning through his dog experiments. He found that a dog could learn to associate a neutral stimulus, like a bell, with an unconditioned stimulus, like food, which elicits an unconditioned response, like salivation. After repeated pairings, the neutral stimulus alone could elicit the conditioned response of salivation. Pavlov's experiments demonstrated key concepts of classical conditioning like acquisition, extinction, spontaneous recovery, stimulus generalization, and discrimination. Classical conditioning principles can be applied to areas like teaching and advertising.
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This document discusses Robert Gagne and his contributions to instructional design and science education. It specifically focuses on Gagne's taxonomy of learning outcomes, which includes five major categories: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The document also discusses Gagne's learning hierarchy, which proposes that learners must master lower-level prerequisites before moving to higher-level learning. Finally, the document compares procedural task analysis to hierarchical task analysis and outlines Gagne's nine events of instruction. The overall purpose is to introduce students to Gagne's influential instructional theories and how they can be applied to science teaching.
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The document discusses the behaviorist theory of learning proposed by theorists Ivan Pavlov, B.F. Skinner, and John Watson. Pavlov is known for his experiments with Pavlov's dogs and the concept of classical conditioning. Skinner introduced operant conditioning and the Skinner box. Watson proposed the theory of behaviorism and conducted experiments on conditioning emotions, such as with Little Albert. The behaviorist theory views learning as the acquisition of behaviors based on environmental stimuli and reinforcement or punishment.
Operant Conditioning Powerpoint Lecture
Operant conditioning is a type of learning where behaviors are strengthened through reinforcement or weakened through punishment. It is based on the behaviorist perspective that emphasizes observable behaviors and the environment's role in influencing behavior. Reinforcement increases the likelihood a behavior will be repeated by following it with a stimulus. Punishment decreases the likelihood by introducing an aversive stimulus or withdrawing a positive one after an action.
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Behaviorism is a learning theory based on observable behaviors and the relationship between environmental stimuli and responses. Key contributors include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using positive reinforcement with pigeons. In behaviorism, learning is shaped by consequences rather than internal mental states. The teacher's role is to provide stimuli and positive reinforcement to motivate learning, while students work for rewards and respond to environmental factors.
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The document discusses the constructivist learning theory. Constructivism posits that students learn by actively constructing their own understanding through experiences and interactions. Key theorists discussed include Piaget, who saw learning as stages of cognitive development, Bruner, who emphasized discovery-based learning, and Vygotsky, who stressed social learning and scaffolding learning within a student's zone of proximal development. The document outlines implications for constructivist classrooms, including encouraging student exploration, inquiry, and critical thinking with or without technology tools.
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Cognitivism is an approach to psychology that views cognition as an intellectual process of gaining knowledge through perception and ideas. Three major theorists of cognitivism discussed are Robert Gagné, David Ausubel, and Jerome Bruner. Gagné developed the nine events of instruction, Ausubel researched advance organizers, and Bruner viewed learning as an active process where students construct new ideas based on prior knowledge. Cognitivism and its learning theories should reflect the underlying social environments that learning takes place within.
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- Vygotsky's social development theory where social interaction precedes development.
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Theories of learning
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
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The only "theory" type paper I found (for free) for E-Learning. Valuable lessons in this work!
What is learning?
Learning is defined as a relatively permanent change in behavior resulting from practice and interaction with the environment. It involves a progressive change from ignorance to knowledge and inability to competence. Major learning theories include behaviorism, constructivism, and humanism. Constructivism views learning as an active process where learners construct new understandings by building on prior knowledge through experiences and social interactions.
Psychological by Sonny
Theory provides general explanations and makes predictions, while principles are rules or standards of conduct. Theories in education give teachers a better understanding of learning and guide their methods. Psychological theories help explain human behavior and provide a framework for research. As new evidence is discovered, theories evolve.
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- 1. Cognitive Flexibility Theory Dr. Rand J. Spiro, Paul J. Feltovitch, & Richard L. Coulson Jessica Kohler