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LEARNING PARADIGMS (Cognitivism (Attribution theory (Weiner, attempts to…
LEARNING PARADIGMS
Cognitivism
Attribution theory
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attempts to explain the world and to determine the cause of an event or behavior (e.g. why people do what they do).
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Expertise theory
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how talent develops across specified fields or domains, focusing on cognitive task analysis (to map the domain), instruction and practice, and clearly specified learning outcomes against which one can objectively measure the development of expertise
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Elaboration theory
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content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.
Gestalt theory
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learning takes place as students were able to comprehend a concept in its entirety, rather than broken up into parts
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Metacognition
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“thinking about your own thinking.” the processes of planning, tracking, and assessing your own understanding or performance.
Situated cognition
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people’s knowledge is embedded in the activity, context, and culture in which it was learned. It is also referred to as “situated learning.”
Theory of mind, empathy, mindblindess
Premack, Woodruff, Perner, Wimmer
the ability to perceive the unique perspective of others and its influence on their behavior – that is, other people have unique thoughts, plans, and points of view that are different than yours.
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Motivation / Humanism
Grit
Duckworth, Matthews, Kelly, Peterson
a quality that learners have that enables them to persevere while facing struggles and obstacles. This can help the learners attain success because they don’t give up until they reach their goals
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Flow
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an optimal psychological state that people experience when engaged in an activity that is both appropriately challenging to one’s skill level, often resulting in immersion and concentrated focus on a task
Hierarchy of Needs
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while people aim to meet basic needs, they seek to meet successively higher needs in the form of a pyramid
Experiential learning
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four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behavior.
Positive Psychology
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the study of happiness, flourishing, and what makes life worth living. Seligman points to five factors as leading to well-being — positive emotion, engagement, relationships, meaning and purpose, and accomplishment.
Emotional intelligence
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the ability to identify, assess, and control one’s own emotions, the emotions of others, and that of groups
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Behaviorism
Classical conditioning
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reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus.
GOMS model
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human information processing model that predicts what skilled users will do in seemingly unpredictable situations.
Operant conditioning
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behaviors that are reinforced will tend to continue, while behaviors that are punished will eventually end
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Social learning theory
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people learn from one another, via observation, imitation, and modeling.
Educational Neuroscience
Active learning
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Approaches that promote active learning focus more on developing students’ skills than on transmitting information and require that students do something—read, discuss, write—that requires higher-order thinking.
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New behaviors or changes in behaviors are acquired through associations between stimuli and responses
Information processing leads to understanding and retention. Focuses on inner mental activities. people are rational beings whose action are a consequence of thinking.
We construct our own knowledge of the world based on individual experiences. learning is an active, constructive process. The learner is an information constructor.
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