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Psychological Theories in Educational Practice (What is learning?…
Psychological Theories in Educational Practice
What is learning?
Gaining knowledge
Permanent change in what we understand > can be in/correct
Behaviour or knowledge
Through enviro/others
Factors to facilitate
Social interactions: Family, peers, observation
Brain development: Lateralisation, synapse formation, myelination, maturation
Reinforcement + punishment: Rewards
Classroom
APA (2015) has applied 20 principles from psychology to teaching/learning
Cognition and learning: How do students think/learn?
Motivation: What motivates students?
Social context + emotional dimensions: why are social context, interpersonal relations + emotional well-being important to student learning?
Context + learning: how the classroom best be managed?
Assessment: How teachers assess student progress?
Daniels + Shumow (2003)
Framework
Relations among different theoretical views on children's cog + social development
Role of teacher fostering deve
Typical educational practices associated with each view
Qualities of child that are fostered or valued within each view
Behavioural Learning
How we learn to change our behaviour + how it influences us
Classical Conditioning
Dog salivates when get food but link other stimulus so salivate when food is not present
Create associations linked to conditioned/unconditioned response
Apply to education
Create associations of positive events with learning
Use unconditional responses with new tasks that they may not want to do
E.g. relaxed with friends so sit with friends
Reduce anxiety in situations which are anxiety producing
Practice tests leading up to main test
Don't pick on students, wait for hands
Meditation/mindfulness in classroom - positive associations
Using interesting objects that apply
Group presentations
Pavlov
Operant conditioning
Skinner box
Reinforcement
Encourage behaviour (strengthen) can be +ive/-ive
Get behaviour uses reinforcement
Positive = getting food (gaining something you want)
Negative = removing pain + shock (removing unwanted thing)
Punishment
Extinguish behaviour (stop)
Remove behaviour use punishment
Type 1 - Presentation punishment, Type 2 - Removal punishment
Antecedents (can use stimulus control), cueing, prompting (eventually learn)
Reinforcement schedules
Type, Response, Persistence, Extinction
Continuous, quick response rate, very little, quick
Fixed-interval, speeds up close to the next reinforcement then drops, little, easy
Variable-interval, slow steady response rate, ok, hard
Fixed-ratio, fast response with pause after reinforcement, little, easy
Variable-ratio, very high response rate with little pause after reinforcement, highest, hardest
Interval = time passed, ratio = no. of times something happens
VR - behaviour lasts the longest + is strong/hard to extinguish
Apply to education
Encourage behaviours in classroom
+ive reinforcement - rewards, stickers
-ive reinforcement - remove homework
Extinguish negative behaviours
Take away free play time
Naughty corner > potentially negative
Observational Learning
Bandura & MacDonald (1963)
Bobo doll
Learn behaviour by replicating adults
Group 1 - observe adult model making moral judgements
Group 2 - child's own responses reinforced
Group 3 - no feedback (control)
Group 1 make more mature judgements at post-test than 2/3
Child observes, internalises + replicated adults' moral judgements
How does it work?
Attention - direct attention to =ive behaviour
Retention - internalise/understand
Production
Motivation & reinforcement - reactions?
Factors to be considered?
Current age - deve awareness
Feedback received (them/others)
Info being attended
Apply to education
Direct attention
Fine tune behaviours
Influence inhibitions
Teach new behaviours
Arouse emotion
Stories
Observing response to others
Make it ok to ask questions + be wrong
Cognitive Accounts of Learning
Information Processing
Sensory storage (1-3 seconds)
Where perception happens through
Gestalt, Bottom-up processing (includes prototype), Top-down processing
Perception uses knowledge in WM to direct attention back to sensory
Working memory (15-20 seconds)
Trying to embed into LTM
Includes temporary storage + active processing of info
Three elements
Central executive (controls attention + other mental resources)
Visuospatial sketchpad (holds visual + spatial info)
Phonological loop (holds verbal + acoustic info)
Alloway et al (2004)
Functional organisation of WM + related cog abilities
Incorporates constructs that correspond to CE, phonological loop, and episodic buffer subcomponents of WM
Distinct but associated constructs associated with phonological awareness + nonverbal ability
LTM
Declarative knowledge: Can state facts, recreate and talk about info > declare/explain
Procedural knowledge: know how to do something, going through motions
Conditional knowledge: certain facts in certain situations - different behaviours/instances depending on situations
Storage of info
Elaboration (use of knowledge of make associations with new; use schemas)
Organisation
Context (part of priming)
More associations = easier to retrieve/process
Retrieval of info
Memory search - use knowledge to try + find memory
Spreading activation - connections
Reconstruction
Forgetting
Memory decay (time)
Interference - new interfere with old
Metacognition (metamemory)
Important to know your own memory
Own way to learn info
Know what we know
Know how we learn
Know how to retrieve
Memory Aids
Mnemonics - methods of loci, acronym, keyword methods
Role rehersal/memorisation
Apply to Education
How teachers grab/focus attention
Physical objects
Apply to interesting things
Bring in new elements through class > symbols/sounds
Connections between new + old knowledge
Re-capping + putting things in context
Sign posting
Associations with experiences
Aid storage/retrieval of new info
Weekly quized
Songs
Constructivist Accounts of Learning
Social Constructivist Theory
Constructivist theories emphasise the active role of the learner in developing own understanding + making sense of task, situation, information, etc.
Two types
Psychological constructivism
Piaget
Concerned with how individuals construct knowledge, beliefs, self-concepts (and identity)
Focus on how use info, resources, and even help form others to enhance their understanding
Social Constructivism
Vygotsky
Zone of proximal development
Have a view that social interaction + cultural tools are important in an individual's learning
Apply to Education
Influence self-efficacy and self-regulated learning
Modelling behaviour
Reward + praise
Encouragement
Dignath + Buther (2008)
New standards fostering life long learning at school
Promote self-regulated learning - intervention studies
Current = investigate impact of various training characteristics on outcomes - academic performance, strategy use, motivation of students
Effects size =.69 - higher when training conducted by researchers not teachers, higher when in scope of maths than reading/writing/other
Self regulated learning can be fostered effectively
Engage students who self regulate to different degrees
Reflection on own work rather than public > feedback
Discussions with children + understand
Work more closely with those who struggle with self-regulation
Taller teaching to different children
Respond in different ways
Employ constructivist perspective focus
Small groups to allow interaction - class discussion, playing together, working in groups
ZPD - putting children who don't understand in groups with children who do
Con-construction of knowledge
Master + Walton (2012)
Minimal puzzle group persisted longer on challenging puzzle
Boost in motivation occurred when group was associated with task
Minimal group associated with word learning more words than assigned an analogous individual identity
Fosterin shared motivations = powerful means
Hardy et al (2006)
- Instructional support within constructivist learning enviro fostered conceptual change in domain of physics
Social Cognitive Theory
Reciprocal determinism
Not just one element
Interaction between Person, Environment, Behaviour
Person: preferences, temperament/personality, intelligence, thoughts
Behaviour: Actions, facial expressions, verbalizations
Environment: Context/social networks, culture, other people
Importance of self-efficacy in learning
Self-efficacy is an individuals belief about his/her own ability to succeed on a particular task
Mastery experience - own direct experience
Vicarious experience - modelled experience
Arousal - physical + psychological experiences
Social persuasion - 'Pep talk' or specific feedback on performance
Self-regulated learning
Influences on this include:
Knowledge of the self, the subject, the task, strategy for learning, and where they can apply their learning
Motivation to learn for self-development (benefit in some way from the task)
Self-discipline
Zimmerman (2002)
Goal setting, time management, learning strategies, self evaluation, self attribution, seeking help/info, important self motivation beliefs
Self regulation > success in school