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Believed that things are revealed to people via the senses, whereas individuals acquire ideas by reasoning or thinking about what they know (Schunk, 2016, p.5).

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Assumed that true knowledge, or the knowledge of ideas, is innate and is brought into awareness through reflection (Schunk, 2016, p.5)

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Observing, listening, or touching raw material (Schunk, 2016, p.5)

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A french philosopher and mathematician. He employed doubt as a method of inquiry and led him to believe that the mind (thought) exists (Schunk, 2016, p. 5).

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People are distinguished by their ability to reason. The human soul , or the capacity for thought, influences the body's mechanical actions, but the body acts on the mind by bringing in sensory experience (Schunk, 2016, p.5)

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Critical thinking skills

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Addressed mind-matter dualism and noted that the external world is disordered but is perceived as orderly because order is imposed by the mind (Schunk, 2016, p.5).

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Knowledge is empirical in the sense that information is taken in from the world and interpreted by the mind (Schunk, 2016, p.5).

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Critical thinking skills

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Believed that ideas do not exist independently of the external world, which is the source of all knowledge (Schunk, 2016, p.6).

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Aristotle contribution to psychology was his principles of association as applied to memory (Schunk, 2016, p.6

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Recall or memorization

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Noted there no are innate ideas; all knowledge derives from two types of experiences: sensory impressions of the eternal world and personal awareness (Schunk, 2016, p.6).

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The mind is composed of ideas that have been combined in different way. The mind can be understood only by breaking down ideas into simple units (Schunk, 2016, p.6)

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Brainstorming

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Believed that mind is the only reality (Schunk, 2016, p. 6).

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He believed that ideas derive from experiences (Schunk, 2016, p.6).

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Real-world experiences

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Argued that simple ideas generate complex ideas, although the latter need not be composed of the former (Schunk, 2016, p.6).

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Beliefs reflect the motion that the whole is greater than the sum of its parts (Schunk, 2016, p.6).

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Brainstorming

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Agreed that people cannot be certain about their external reality, but he also believed that people cannot be certain about their own ideas (Schunk, 2016, p.6).

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Ideas derive from experience and become associated with one another (Schunk, 2016, p.6)

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Real-world experiences

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Believed there was too much aversion control (Schunk, 2016, p.102).

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Skinner believed that teaching required properly arranging reinforcement contingencies (Schunk, 2016, p. 102)

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Present material in small steps
Learners actively respond
teaches give feedback
learners move through the at own pace
(Schunk, 2016, p.102)

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Sckunk, D. (2016). Learning theories: an educational perspective. Always Learning. 7th Edition. Pearson.

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Google Images

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An early cognitive view that challenged many assumptions of behaviorism (Schunk, 2016, p.164).

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Places more emphasis on the social environment as a facilitator of development and learning (Schunk, 2016, p.311).

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Cognitive development reflects the fundamental ideas of constructivism (Schunk, 2016, p.302).

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Theory stresses the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development (Schunk, 2016, p.312).

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Cognitive development depends on four factors: biological maturation, experience with the physical environment, experience with the social environment, and equilibration (Schunk, 2016, p.303).

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Understand cognitive development
Keep students active
Create incongruity
Provide social interaction
(Schunk, 2016, p.307)

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Social interaction
Self-regulation
(Schunk, 2016, p. 313)

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Highlights the various ways that children represent knowledge (Schunk, 2016, p.308

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The development of human intellectual functions from infancy to such perfection as it may reach is shaped by a series of technological advances in the use of mind (Schunk, 2016, p.308).

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Enactive, Iconic, Symbolic
(Schunk, 2016, p.309)

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Meaningful perception and insight occurs only through conscious awareness (Schunk, 2016, p.165)

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Perceptions
(Schunk, 2016, p.165)

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Wrote connectionism theory of learning (Schunk, 2016, p. 75)

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He postulated that the most fundamental type of learning involves the forming of association (connections) between sensory experience (perceptions of stimuli or events) and neural impulses (responses) that manifest themselves behaviorally (Schunk, 2016, p.74).

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Trial and error
(Schunk, 2016, p.74)

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Formulated a neurophysiological theory of learning that highlights the role of two cortical structures:  cell assemblies and phase sequence (Schunk, 2016, p.45).

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Felt that repeated stimulation led to the growth of synaptic knobs that increased the contact between axons and dendrites (Schunk, 2016, p.45)

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Learning occurrence
Memory formation
(Schunk, 2016, p.45)

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His psychology, which eventually became known as structuralism, represented a combination of associationism with the experimental method (Schunk, 2016, p.8).

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Believed human consciousness is a legitimate area of scientific investigation, and they studied the structure or makeup of mental processes (Schunk, 2016, p.8).

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Instructing students on how to complete a math problem and then having the students show their knowledge by independently working.

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Believed that experience is the starting point for examining thought, but he was not an associationist (Schunk, 2016, p.9)

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Postulated that consciousness is a continuous process rather than a collection of discrete hits of information (Schunk, 2016, p.9)

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Consciousness
(Schunk, 2016, p.9

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Believed that psychological processes could not be broken into discrete parts and that consciousness must be viewed holistically (Schunk, 2016, p.9)

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Argued that the results of psychological experiments should be applicable to education and daily life (Schunk, 2016, p.10)

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Stimulus
Response
(Schunk, 2016, p.9)