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1908-1970

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1896-1980

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Piagets theory of cognitive development 

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Piagets theory of cognitive development 

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1970

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Cognition: Mental processes like thinking, planing reasoning and remembering
Constructivist: One Who believes that knowledge acquisition is a process of construction rather than Duplication.
Assimilation: The process by which children Incorporate Experience into existing Mental structures or schemes, according to Piaget
Scheme:  A cognitive structure or piece of understanding constructed through experience.
Accommodation: The process by which children modify existing mental structures or schemes in order to adapt to new experience, according to Piaget
Equilibrium: A state of cognitive balance or cognitive comfort Symbolic thought: The cognitive ability to have one thing stand for, or represent another
Sensorimotor Stage:Children rely on senses and behavioral schemes to acquire. Roughly birth to 2 years
Deferred Imitation: ability to mentally represent and then imitate an action that was observed in the past
Object permanence: The knowledge that are out of view or continue to exist
A Not B Error: Children that observe an object being moved from hiding place A To hiding place B, but they search in hiding place A.Typical of sensorimotor stage
Operation: According to piaget, mental actions or manipulations that follow rules
Animism: attribution of lifelike qualities like Intention, to nonliving inanimate objects.
hierarchical classification: the ability to classify or place objects into superordinate and subordinate categories
Egocentric:  the tendency to see the world from our own point of view while failing to see other peoples point of view.
Collective Monologues: children appear to be conversing with each other, but are really not addressing thoughts or adapting speech to their conversation partners.
preoperational stage:children are able to use sym-bolic thought, but unable to think logically, particularly to conserve or decenter. Roughly ages 2 to 7
conservation: understanding that the properties of objects like mass, volume, and number do not change just because the objects’ appearance changes.
center (or centration): the child focuses on one aspect of a task to the exclusion of other aspects.
decenter (or decentration:)ability to think about multiple aspects of a task simultaneously.
Reverse Operations: ability to mentally reverse or negate an operation
concrete operational stage: children are able to decenter and think logically about con-crete objects and experience. Roughly ages 7 to 11
Formal operational stage:children are able to think abstractly about hypothetical events and systematically test hypotheses; roughly age 12 to adulthood.

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1896-1934

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1925-present

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1904-1990

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2006-present

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1970

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Self Actualization: is the process of fulfilling one’s potential.

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Chapter 2 pg 81

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Chapter 3 Phs 87-107, 129-129

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1960s or 1970s put into english

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sociocultural theory: a theory of how children learn, largely based on Vygotsky’s writings, that emphasizes social interaction, historical context, and culture.
zone of proximal development (ZPD): the distance between what learners can do independently and what they can do with the assistance of a competent other
Private speech: talking to oneself out loud, partially out loud, or silently in one’s mind to help regulate one’s own behavior or solve problems.
Cultural tools: concrete objects and symbolic tools that allow members of a culture to think, build, record, problem solve, and communicate

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Operant conditioning: the idea that behavior is determined by its consequences, be they reinforcements or punishments, which make it more or less likely that the behavior will occur again.

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“Famous Psychologists: B.F. Skinner.” Psychologists: B F Skinner | PsychologistAnywhereAnytime.com, www.psychologistanywhereanytime.com/famous_psychologist_and_psychologists/psychologist_famous_b_f_skinner.htm.

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two key points: (1) Children can learn from watching others be reinforced without being directly reinforced themselves. (2) Children can learn without immediate behavior change; the learning might not be apparent until a day later, or years later.
Self efficiency: Belief that you have capability to preform specific task

Attention: The individual needs to pay attention to the behavior and its consequences and form a mental representation of the behavior. For a behavior to be imitated, it has to grab our attention. We observe many behaviors on a daily basis, and many of these are not noteworthy. Attention is therefore extremely important in whether a behavior influences others imitating it.

Retention: How well the behavior is remembered. The behavior may be noticed but is it not always remembered which obviously prevents imitation. It is important therefore that a memory of the behavior is formed to be performed later by the observer.Much of social learning is not immediate, so this process is especially vital in those cases. Even if the behavior is reproduced shortly after seeing it, there needs to be a memory to refer to.

Reproduction: This is the ability to perform the behavior that the model has just demonstrated. We see much behavior on a daily basis that we would like to be able to imitate but that this not always possible. We are limited by our physical ability and for that reason, even if we wish to reproduce the behavior, we cannot.This influences our decisions whether to try and imitate it or not. Imagine the scenario of a 90-year-old-lady who struggles to walk watching Dancing on Ice. She may appreciate that the skill is a desirable one, but she will not attempt to imitate it because she physically cannot do it.

Motivation: The will to perform the behavior. The rewards and punishment that follow a behavior will be considered by the observer. If the perceived rewards outweigh the perceived costs (if there are any), then the behavior will be more likely to be imitated by the observer. If the vicarious reinforcement is not seen to be important enough to the observer, then they will not imitate the behavior.

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Mcleod, Saul. “Albert Bandura - Social Learning Theory.” Albert Bandura | Social Learning Theory | Simply Psychology, www.simplypsychology.org/bandura.html.

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Gardners theory of multiple intellegences

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Gardners theory of multiple intellegences

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multiple intelligences: Gardner’s theory of intelligence that proposes that there are var-ious independent intelligences rather than just a dominant g factor.

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1946-present

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1915-2016

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Emotional intelligence (EQ): •“the ability to identify, assess and control one’s own emotions, the emotion of others and that of groups.”

Self awareness: Assess your strengths and weaknesses, know your moods and triggers

Self Regulation: Learn self-calming techniques , allow emotions to pass through you, reflect before making decisions

Social Skills: Reach out to others, listen well and work o diffuse disputes. Trust that your ideas add to situation

Motivation:  Face challenges head on. Work one step at a time. take time to celebrate and reassess when you reach each milestone

Empathy: Be aware of the moods and viewpoints of others. Practice acts o kindness on purpose: be generous, reliable, and slow to judge

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1913-1999

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The Taxonomy of educational Objectives: The Classification of Educational goals Edited by bloom in 1956

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Three Hierarchical models
Cognitive
Affective
Sensory

Blooms Action Verbs definition

Remembering:  Exhibit memory of previously learned material by recalling facts, terms basic concepts and answers.

Understanding: Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, gibing descriptions and stating main ideas.

Applying: Solve problems  to new situations by applying acquired knowledge, facts, techniques and rules in a different way

Analyzing: Examine and break information into parts by  identifying  motives or causes. make inferences and find evidence to support generalizations.

Evaluating: Present and defend opinion by making judgements about information, validity, of ideas, or quality of work  based on a set criteria.

Creating: Compile information together in a different way by elements in a new pattern or proposing alternative solutions

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1916-2002

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From Book "The Conditions Of learning", written in 1965

It identified the mental conditions necessary for effective learning

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Level 1: gaining attention (reception)
Level 2: Informing learners of the objective (expectancy)
Level 3: Stimulating recall of prior learning.( retrieval)
Level 4:  Presenting the Stimulus ( Selective Perception)
Level 5: Providing learning guidance (semantic encoding)
Level 6: Eliciting Performance  (responding)
Level 7: Providing  Feedback (Reinforcement)
Level 8: Assessing performance (retrieval)
Level 9:  Enhancing retention and transfer (generalization)

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Ainsworth: 1913-1999

Bowlby: 1907-1990

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Attachment : A deep and enduring affectionate  bond  that connects one person to another across time and space

Attachment hierarchy: The vertical organization of primary and secondary attachment figures for a specific child, with a preferred attachment figure at the top.

Secure base: an attachment figure who engenders a child's confidence and security, because of willingness to be available when needed while the child explore novel environments.

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1870-1952

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Child Centered approach based off observations of children in her daycare
Believes child will develop naturally in Natural environment.

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Enactive (O-1 Year):  Physical actions learn by doing

Iconic (1-6 Years): Sensory images (icons) form pictures in the mind

Symbolic (7 years and up): Knowledge is stored mainly as words

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6 main concepts:  independence, Observation,  Following the child, Correcting the child,  Prepared  environment, absorbent Mind

Core Principles:
1. respect for child
2.Sensitive periods (stages/planes) for learning
3. A prepared  environment
4. Independence and discovery

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1902-1994

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1928-present

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Can have long lasting effects on health(suicide, obesity,cancer, stroke, broken bones)
Behaviors (Smoking,alcoholism, drug use)
Life Potential (Graduation rates, academic Achievement, lost time form work)

A stable network of
personal relationships
can help overcome
ACEs.

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•Fixed mindset: a belief that ability is unchangeable
•Growth mindset: a belief that ability is changeable and can be developed
•Mastery goals: goal to develop ability, to master a skill or topic
•Performance goals: goal to demonstrate ability by performing better than others

◦Performance-approach goals: desire to perform better than others

◦Performance-avoidance goals: desire to avoid doing worse than others
•Situational interest: short-lived attention or curiosity that is generated by the conditions in a specific situation
•Individual interest: an individual’s enduring interest in an activity or domain of knowledge

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Brain is developed through experience

PFC (pre frontal cortex)

Where we “do life”

Reasoning

Critical thinking

Problem solving

Executive Skills

Attention

Planning

Organization

Metacognition

Impulse Control

Communicate with language

Amygdala
Chief
Emotional
Officer

Hippocampus

Memories

Perception

Perspective

Chronic stress causes increased levels of cortisol and adrenaline that damage and kill cells in the hippocampus.

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there are 3 levels of stress response

Positive

Tolerable

Toxic

Stress can be predictable or unpredictable

Predictable  is controllable

unpredictable is extreme and prolonged

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Lori Desautels

David Eagleman

Kristin Souers & Pete Hall

Dan Siegel

Bruce Perry

Becky Bailey

Adam Sáenz

Peter Levine

Steven Porges

Bessel van der Kolk

Donna Jackson Nakazawa

Nadine Burke Harris

Heather Forbes

Anne MacOwan Marshall

Deanna Nibarger

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Universal Grammer: That native language is not learned but biologically determined

usage based learning: learning from seeing