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Date: 1943

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Maslow was very accurate however has very little science behind his theories

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Physiological Needs: Air, water, food shelter, reproduction
Safety Needs: Personal Security, Employment, resources, health
Love and Belonging : Friendship, intimacy, family sense of connection
Esteem: respect, self esteem, status, recognition, strength, freedom
Self Actualization: Desire to become the most that one can be

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Date: 1936

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some was wrong but most was right

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Sensorimotor: confusion
Preoperational: start to understand
Concrete operational: logical thinking begins
Formal operational: abstract thinking is achieved

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Date: 1934

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double-stimulation method placed learners in problem-solving situations that were above their natural capacities

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3 Zones of proximal development

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Date: 1963

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Bobo doll experiment

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Attention: Paying attention to model is a condition for learning
Retention: remembering what the model did is a condition for imitating models behavior
reproduction:people must hair the capacity for imitating behavior
Motivation:people must be motivated to imitate behavior

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1948-1971

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operant conditioning on rat
Skinners box

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reinforcement: increases behavior
positive: adds a desires stimulus following a desired behavior
negative: removing an undesired stimulus following a desired behavior
punishment: decreases behavior
positive: adds an undesired stimulus following an undesired behavior
negative: removing a desired stimulus following an undesired behavior

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1983

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Gardner began developing a theory designed to synthesize hisresearch and observations. In 1983, he published Frames of Mind which outlined his theory of multiple intelligences

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Musical
Bodily Kinesthetic
interpersonal
verbal linguistic
logical mathematical
Naturalistic
intrapersonal
visual spacial

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Three Modes of Representation (learning)

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Three Modes of Representation (learning)

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1966

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opposite of Piaget

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Inactive: learning by doing (0-1 years) play with book
Iconic: We form pictures in our mind during reading (1-6 years) look at pictures
Symbolic: knowledge is stored mainly as words (7 + years) read for research

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1995

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wrote book called Emotional Intelligence
Psychology professor at Harvard
One of the first to study Social emotional intelligence (2x as important as cognitive ability)

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Self Awareness
Self- regulation
Internal Motivation
Empathy
Social Skill

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1965

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Wrote a book called The Conditions of Learning
One of the first to consider the design of instruction

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Level 1: Gaining attention
Level 2: Informing learners of the objective
Level 3: Stimulating recall of prior learning (Retrieval)
Level 4: Presenting the stimulus (Selective Perception)
Level 5: provide learning guidance (semantic encoding)
Level 6: Eliciting performance (responding)
Level 7: Providing feedback (reinforcement)
Level 8: Assessing Performance(retrieval)
Level 9: Enhancing Retention an Transfer (generalization)

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1907

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Degree of Doctor of Medicine
Owned daycare and used observation to develop theory
Kids should develop naturally and allow them to be in. their natural enviornment

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Independence
Observation
Follow the Child
Correct the Child
Prepared Environment
Absorbent Mind
Core Principles
-Respect for the child
-Sensitive period
-A Prepared environment
-Independence and discovery

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1956

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Bloom edited The Taxonomy of Educational Objectives: The Classification of Educational Goals
Group of educators wrote the list

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1.
2. Comprehension

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1957
Kids can learn a language any time anywhere ( the minute your born)

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Syntactic structures

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Recursion
babbling 4 month -1 years
one word 1-2 years
two words 2 years and up

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1950

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based off of Freud's psychosexual theory

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Trust vs mistrust
Autonomy vs shame and doubt
initiative vs guilt
industry vs inferiority
identity vs identity confusion
intimacy vs isolation
generativity vs stagnation
integrity vs despair

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Bowlby wrote an article

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secure attachment: Trusts that needs will be met
avoidant attachment: subconsciously believes that needs may not be met
ambivalent attachment:cannot rely on needs being met
Disorganized Attachment: severely confused with no strategy for needs to be met

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Adverse childhood experiences
Abuse: physical, emotional, sexual
neglect: physical, emotional
household dysfunction: Mental illness, incarceration of a family member, mother treated violently, substance abuse, divorce
Behavior
physical and mental health

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positive: brief increase in HR and elevated stress hormone
tolerable: serious, temporary stress response buffered by supportive relationship
Toxic: Prolonged activation of stress response systems of protective relationships
unpredictable-> Sensitization
Predictable -> Tolerance