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Psychological Foundations Chapter 4, Phenomenology and Humanistic…

- - - - Efficient perception of reality
      - Comfortable with oneself
      - No anexiety
      - Learn for fun
      - Focus on problem solving
        rather than themselves
- - - - Law of readiness
        nervous system ready to conduct
      - Law of exercise
        frequency and intensity
        Drill and repetition
      - Law of effect
        Satisfaction after response = strengthen connection
        Discomfort = weaken the connection
        it affects the way we respond later to that stimulus
    - - Behavior is influenced by condition
      - Learners' attitudes improve over time through proper stimuli
      - Instructional experiences could be designed and controlled
      - select desirable stimuli and learning exp
        integrated
        Consistent
        Reinforcing
- - - - It inhibits learning
- - - - He Divided lerning
        
        8 Learning sets
        
        (5) Behavioral
        
        Signal learning
        
        S/R
        
        Motor chains
        
        Verbal associations
        
        Multiple discriminations
        
        (2) Behavioral and
        Cognitive
        
        Concepts
        
        Rules
        
        (1) Cognitive
        
        Problem solving
        Highest level
    - - Intellectual skills
        Knowing how to do something
      - Information:
        Knowing what
        
        facts
        
        names
        
        dates
      - Cognitive strategies:
        skills for processing and organizing info
        learning strategies or learning skills
      - Motor skills:
        ability to coordinate movement
        needs practice and coaching
      - Attitudes feelings and emotions:
        Learned through +ve and -ve experiences
      - this is somehow related
        to Bloom's taxonomy
- - - - How do they store information?
      - How do they retrieve data and generate conclusion?
      - How do people organize knowledge?
- - - - adults help children cross the zone of proximal development through scaffolding
      - X
        
        what I can't do
        
        ZPD
        
        What I can do with help
        
        some people may need help more than others
        
        ZAD
        
        What I can do
  - - - IQ and birth order
        oldest - smartest
        got most attention
      - IQ & Contaminants
      - IQ & malnutrition
      - IQ & stimulants
        improve focusing, not IQ
    - - 9 Types
        No one is a low achiever
        
        Verbal / Linguistic
        females
        
        Logical / Mathematical
        males
        
        Bodily / Kinesthetic
        
        Visual / Spatial
        men ( direction)
        
        Musical / Thinking
        
        Interpersonal / Social
        
        Intrapersonal
        understanding yourself and your own capacity
        
        Naturalistic
        
        Existential
        spiritual
    - - A) Intuitive thinking
        
        Problem solving
        free discovery
        
        use knowledge and discover, find how things fit together
      - B) Discovery learning
        
        Self exploration
        go and look into things
        
        inquire
        
        how we think rather than what we know
      - c) Critical thinking
        13
        
        open minded
        
        change position based on evidence
        
        take the entire situation into account
        
        seek information
        
        seek precision in info
        
        deal in an orderly manner with part of a complex whole
        
        look for options
        
        search for reasons
        
        seek clear statement
        
        keep original problem in mmind
        
        use credible resources
        
        stick to the point
        
        exhibit sensitivity to other's feelings
      - D) Creative thinking
        
        visual
        
        musical
        
        scientific
        
        manual
        
        Quality of mind
        
        Often ignored in curriculum :red_cross:
        
        Eric Fromm
        
        willingness to be puzzled
        
        ability to concentrate
        
        originate something
        
        accept tension and conflict
- - - - Based on sensory experiences with objects of the environment
      - in an atmosphere of emotional security
    - - Focus on the Motor side more than the sensory
      - she believed: more things child listens and looks at the better for mental development
      - she believed that Poor children were unprepared for school
        they face taboos
        diff manners and language
        shaa aa
      - however learning includes:
        
        thinking
        
        mental development
        
        environment security
      - She that students can learn through playing
        worked with handicaps
- - - - Assimilation
        
        Incorporation of new experience
      - Accommodation
        
        Modification and adaptation
      - Equilibrium
        
        Balance between previous and later learning
    - - Sensorymotor stage
        0 - 2
        
        All about reflexes
        
        Simple relations between similar objects
        Dadoudi
      - Preoperational Stage
        2 - 7
        
        Symbolic meaning
        
        Chair fir sitting
        
        Cloth for wearing
        
        Classification based on experience
        More complex concepts from experience
        familiar examples should be provided
        
        Apples and bananas are sweat
        
        cucumbers are not
      - Concrete stage
        7 - 11
        
        Organize data
        Logical relationships
        
        Gains facility in manipulating data in problem solving
        
        Can judge reversibility and reciprocal issues
        
        taller, bigger vs age
        
        Cup full or same amount
        
        size amount
      - Formal operations
        11 - above
        
        More abstract thinkers than concrete
        
        Grasp formal operations
        
        analyze ideas
        
        comprehend spatial and temporal rlts
        
        logical thinking
        
        evaluate upon criteria
        
        formulate hypothesis
        
        deduce consequences
        
        construct theories
        
        reach conclusions
    - - Cognitive development related
        to age of students
        
        exp on his daughter
        Observation
        
        His work can't be Generalized
    - - Schema
        
        Saw a cat, Learned the schema of the cat and put it in one location of his brain
      - Assimilation
        الاستعاب
        
        Saw a cub, thought it was a cat
        
        Retrieved something to try to
        associate it with something new
        
        Assimilate between old and new experiences
      - Accommodation
        تسوية
        
        Accommodate, save new schema of the cu and the new differences
    - - how did he help with curriculum?
        
        Tyler's method
        
        Continuity
        vertical curriculum
        
        Sequence
        Spiral curriculum
        past experience builds upon the next one
        
        Integration
        Horizontal curriculum
        
        helps in sequencing age appropriate materials
        
        Taba
        
        Curriculum strategies for productive learning
        assimilation , accommodation, equilibrium
        
        D) Developmental
        theories beyond Piaget
        
        Bloom's taxonomy
        
        Early stages
        most rapid period of development
        
        not all humans develop the same
        
        Preschool
- - - - Assimilation
      - Grasping new information
        Putting new things in memory
    - - Processing new information in a transformative way
        accommodate old and new info
      - Accomodation
    - - Equilibrium
      - whether info is appropriate for dealing with this particular task