try to understand psychological processes that underlie learning

branch of psychology concerned with young people who have emotional, learning of behavioral problems

study of learning processen (cogn and behav) allows researchers to understand individual differences in intelligence, cogn development, affect, motivation, self regulations and self-concept

dispositions (personality & particular interests and motivations)

why educ research? 1. explore issues 2. shape policy 3. improve practice

counting & measuring, comparing conditions, statistical analyses

use of surveys, interview, observations. allows more in-depth research, sensitive to subjective interpretation

apa: facilitates reading and understanding, easier to find sections

effective learning: spaced and retrieval practice (put away and try to remember), elaboration (think about material, make questions and connections) and interleaving (dont study too long), concrete examples en dual coding (represent information in different ways)

law's of learning, how ppl differ in moti, iq, development and self-concept

enhance learning, instructional design, learning, classroom management, assessment

same principles apply to all organism (evolutionary explanations and sometimes simple expl)

rescorla wagnermodel: leergedrag ontstaat wanneer er discrepantie is tussen wat wordt verwacht en tussen wat gebeurt

reinforcer: change in the environment that leads to change in frequency of a response

shaping of correct behavior (gradual reinforcement -> creating complex behavior sequences

premarck principle -> more probable responses will reinforce less probable responses

brain development: neurons and synapses. Overproduction and pruning

circumstances have enormous influence (when behavior happens, on the specific sequence)

core ideas: 1. children are active and motivated learners 2. children organise their learning experiences (learning = constructive process) 3. importance of psysical interaction with environment 4. importance of social interaction 5. cognitiva adaptation through assimilation&accomodation 6. progression by equilibration 7. qualitative changes in thinking (developmental stages)

2. preoperational > symbols, egocentrism (what does the doll see), animism, decentring, conservation (number, length, weight, volume)

3. concrete-operational > reversability of operations, seration, classification

proportional and abstract thinking: how much is tha half of two birds?

main points: 1. importance of early youth 2. focus on problems (and solving them) 3. role of the family 4. role of society

Freud: psychosexual development: conflict, stages (oral, anal, genital), id ego superego, stress lies on attaining gratification

comparable freud 1. importance of conflict (crises) 2. stresses humans as 'social animals'

stresses the importance of the family and everything that affects you

there is still a lot to learn and discover, maybe nature nurture issues

problem solving = finding a way to get from an initial state to a goal state (given situation > desired outcome)

well-structured/defined VS illstructured/defined (knowledge rich vs knowledge lean)

lowroad: automatic/spontaneous. highroad: abstraction of uncerlying principles

facilitated by expertise 1. seeing beyond surface features to problem structure 2. seeing structural similarities between known task and novel task 3. being able to flexibly adapt parts of a known solution procedure to solve a novel problem

learning to solve well-stuructured transformation problems requires the formation of a cogn schema of the solution procedure

transfer to novel problems requires not just learning the procedure but understanding the underlying principles

limited WM capacity should be used for essential processes that contribute to learning, avoid other processes

for novices: problem solving > ineffective strategy use > high but ineffective WM load > slow/inefficient learning

trial and error > problem space (number of possible operations) can easily become very large; too many possibilities

reduce difference between current state and goal state: hill-climbing & means-ends analysis > focus on goal state not always productive

compared to learn by problem-solving, a heavier reliance on worked examples is more effective and efficient for novices (effect: higher learning/transfer test performance, efficient: equal or higher performance with less investment/mental effort

example-problem pairs > practice after example study more motivating

problem-example pairs > experiencing difficulties may lead to better processing of the example

effect only found 1. when examples are well-designed 2. for novices (at the task that is worked-out)

transient material > attend to the right information at the right time)

model draws attention > affects learning to referenced info but does not seem to negatively affect learning outcomes

gaze cues not that effective in lecture style examples; role in 'object demonstration' examples needs further study