EDUC2102 Lecture Notes - Lecture 7: Albert Bandura, Open Learning, B. F. Skinner
7 Jun 2018
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ED PSYCH STUDY NOTES
WEEK #
LECTURE
Important Info
Simplified
Week 1
Principles of Development:
• We develop at different rates.
• Development is relatively orderly
• Development is gradual
Developmental Trends: ways in which students of similar ages tend to be similar
Individual Difference: Focuses on how children of the same age are different.
• Principles of Development
• Developmental trend
• Individual difference
Week 2
Factors that influence/contribute to development:
• Nature v Nurture
• Context and environment
• Children are active in their development
• Development is cumulative
Jean Piaget (1969-1980)
Piagets ideas of cognitive development:
• New schemes develop as we respond to experiences
• Assimilation: we fit info into existing schemes
• Accommodation: We fit new info in new schemes
Steps to cognitive development
1. Dis-euiliiu Do’t udestad
2. Assimilate/accommodate
3. Equilibrium (understand)
Piaget’s Stages:
Stage 1- Sensori-Motor – growth in ability to undertake simple perceptual/motor skills
Stage 2- Pre-Operational – increased language use to develop concepts.
Stage 3 – Concrete Operational – Demonstrate logical operations with concrete items.
Stage 4 – Formal Operational – Ability to demonstrate logical operations with abstract
concepts.
• Factors of development
• Piaget’s ideas of ogitie deelopet:
Schemes
• Steps to cognitive development: Not
understanding, accommodating/assimilating
and then understanding
• Piaget’s stages:
Sensori Motor
Pre-Operational
Concrete Operational
Formal Operational
find more resources at oneclass.com
find more resources at oneclass.com
Week 3
Response Strengthening:
1900s-1950s
WATSON 1913 Behaviourist manifesto
• Learning = changing strength of stimulus response associations
IVAN PETROVICH PAVLOV 1849-1936
• Classical Conditioning
Rescorla/Wagner 1972
• Contingency
Edward Thorndike (1874-1949)
• Law of effect and the law of exercise
Burrhus Frederic Skinner 1904-1990
• Operant conditioning
• Positive/negative reinforcement/ punishment
• Schedules of reinforcement.
• Chaining and shaping
• Programmed learning
Albert Bandura 1925-today
• Social Learning theory
Response strengthening is a very narrow/one sided view of instruction and learning. But can
ok ell fo ehaiou odifiatio. Does’t allo isight o leaig fo oseatio.
INFORMATION PROCESSING 1960s-1970s
Cognitive revolution, where learning = info processing likened to a computer.
Contructivist interpretation:
• Info is selected, organised and intergrated to form knowledge.
• Mental processing involves understanding.
Teacher: Dispensor of info
Student: Recipient of info
Instruction: textbooks/lecturing.
KNOWLEDGE CONSTRUCTION ’s-’s
Learning = active knowledge construction by the learner.
• Response strengthening: Behaviourist
Manifesto
• Good for retention and content structure
• Information Processing: Constructivist
interpretation: Info is selected, organised
and integrated to form knowledge.
• Knowledge Construction: Learning = Active
knowledge construction by the learner.
Effective for long term, better with guidance
but time consuming.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Principles of development: we develop at different rates, development is relatively orderly, development is gradual. Developmental trends: ways in which students of similar ages tend to be similar. Individual difference: focuses on how children of the same age are different. Factors that influence/contribute to development: nature v nurture, context and environment, children are active in their development, development is cumulative. Piagets ideas of cognitive development: new schemes develop as we respond to experiences, assimilation: we fit info into existing schemes, accommodation: we fit new info in new schemes. Steps to cognitive development: dis-e(cid:395)uili(cid:271)(cid:396)iu(cid:373) (cid:894)do(cid:374)"t u(cid:374)de(cid:396)sta(cid:374)d(cid:895, assimilate/accommodate, equilibrium (understand) Stage 1- sensori-motor growth in ability to undertake simple perceptual/motor skills. Stage 2- pre-operational increased language use to develop concepts. Stage 3 concrete operational demonstrate logical operations with concrete items. Stage 4 formal operational ability to demonstrate logical operations with abstract concepts. Individual difference: factors of development, piaget"s ideas of (cid:272)og(cid:374)iti(cid:448)e de(cid:448)elop(cid:373)e(cid:374)t:
