Theory Matrix by Erin Forkin https://padlet.com/emforkin/b7noc604k5q2 By Erin Forkin. Reference: Schunk, D. H. (2016). Learning theories: an educational perspective. Boston, MA: Pearson. en-us 2018-02-17 21:31:05 UTC 2026-01-20 05:40:39 UTC hello@padlet.com emforkin https://padlet.com/emforkin/b7noc604k5q2/wish/232628447 Law of Use- a response to a stimulus strengthens their connection.(p.74-75)

Law of Disuse- a response is not made to a stimulus, the connection strength is weakened. The longer the time interval before a response is made, the greater is the decline in the connection's strength. (p.75)

Law of Effect- emphasizes the consequence of the behavior: responses resulting in satisfying (rewarding) consequences are learned; responses producing annoying (punishing) consequences are not learned. (p.75)

Law of Readiness- when one is prepared to act, to do so is rewarding and not to do so is punishing. (p.75)

Associative Shifting- a situation in which responses made to a particular stimulus eventually are made to an entirely different stimulus. (p.76)

Identical Elements- the extent that strengthening or weakening of one connection produces a similar change in another connection. (p.76).

Classroom Applications- The ideas of positive and negative reinforcement can be used in the classroom as a behavior modification system. Staff reward good behaviors with positive and negative reinforcement to shape the behaviors in the classroom to encourage students to display the expected behaviors. Associative shifting is used in the classroom when teachers use the scaffolding technique. Building on students prior knowledge to introduce new topics allow students to use their knowledge of a subject to learn new information. For example students must understand how to count before they can add and subtract, they must know how to add and subtract before they can learn to multiply and divide, etc. ]]> 2018-02-17 21:38:37 UTC https://padlet.com/emforkin/b7noc604k5q2/wish/232628447 emforkin https://padlet.com/emforkin/b7noc604k5q2/wish/232629115 Classical conditioning is a multistep process which includes presenting an unconditional stimulus with elicits a unconditioned response. For example Pavlov would ring a bell every time he fed dogs, eventually the dogs would been to salivate when they heard a bell. The dogs were conditioned to know that when a bell rang they would be getting food. (p.79)

Generalization occurs when this response can be achieved in different environments, with different stimuli. For example a dog was conditioned to salivate to a ticking metronome, it would also resend to a ticking clock or timer. (p.80

Classroom Applications- Classical conditioning can occur in the classroom, for example if a teacher wants students to line up to return from recess when they blow a whistle. The students will be told to line up every time the whistle is blown, eventually whenever the students hear the whistle, they will know that it is tie to line up and they will display this response. ]]> 2018-02-17 21:50:33 UTC https://padlet.com/emforkin/b7noc604k5q2/wish/232629115 emforkin https://padlet.com/emforkin/b7noc604k5q2/wish/232629581 Contiguity learning implies that a behavior in a situation will be repeated when that situation occurs. This also applies to memory, verbal cues are associated with stimulus conditions conditions or events at the time of learning. Learning contends occurs through pairing a stimulus and response. Responses do not need to be rewarded, rater learning requires close pairing in time between stimulus and response. (p.84)

Habit formation and change- Habits are learned dispositions to repeat past responses. (p.85)

Classroom Applications- Link school rules with many cues. For example, if the rule is to 'treat others with respect,' link this rules with the playground, computer lab, cafeteria, etc., and the students will form the habit to be respectful towards others in all settings. ]]> 2018-02-17 21:58:12 UTC https://padlet.com/emforkin/b7noc604k5q2/wish/232629581 emforkin https://padlet.com/emforkin/b7noc604k5q2/wish/232630095 Reinforcement- responsible for response strengthening- increasing the rate of responding or making responses more likely to occur. A reinforcer is any stimulus or event following a response that leas to response strengthening. (p. 89)

Extinction- involves the decline of response strength due to non reinforcement. (p.91)

Premack Principle- the opportunity to engage in a more valued activity reinforces engaging in a less valued activity. (p.92)

Classroom Applications- I currently use the Premack Principle every day in my classroom. Many of my students use a 'First/Then' schedule which displays a non preferred activity, followed by a preferred activity. My students know that if they complete the task that's not as fun, they will get to participate in the fun activity. The idea of reinforcement is also used in my classroom every day. Students are given opportunities to earn positive reinforcers throughout their day for displaying appropriate behaviors and completing tasks. ]]> 2018-02-17 22:06:30 UTC https://padlet.com/emforkin/b7noc604k5q2/wish/232630095 emforkin https://padlet.com/emforkin/b7noc604k5q2/wish/232630509 Reciprocal Interactions among behaviors, environmental variables, and personal factors such as conditions. (p.118)

Self Efficacy- beliefs concerning one's capabilities to organize and implement actions necessary to learn or preform behaviors at designated levels.(p.142) 

Enactive Learning- involves learning from the consequences of one's actions. Behaviors that result in successful consequences are retained; those that lead to failures are refined or discarded.(p.120)

Vicarious Learning- learning without overt performance by the learner at the same time learning. Common sources are observation of live or symbolic sources. (p.120)

Self Regulation- the process whereby individuals activate and sustain behaviors, cognitions and affects, which are systematically oriented toward the attainment of goals. (p.121)

Classroom Applications- Self Regulation is always encouraged in classrooms. Some students require visuals to aid in this process. For example a student who often talks without raising their hand may have a picture of a hand on their desk with a written remark about the hand raising rule. The student would see this and be able to self regulate their behavior.  Vicarious learning occurs in any classroom. Students observe their teacher and other students behaviors, and behave accordingly. ]]> 2018-02-17 22:12:30 UTC https://padlet.com/emforkin/b7noc604k5q2/wish/232630509 emforkin https://padlet.com/emforkin/b7noc604k5q2/wish/240481676 Equilibration- “Refers to a biological drive to produce an optimal state of equilibrium.” (p.303). “Equilibrium is the central factor and the motivating force behind cognitive development.” (p.303)

Assimilation- “refers to fitting external reality to the existing cognitive structure” (p.304)

Accommodation- “refers to changing internal structures to provide consistency with external reality. (p.304)

Stages: 
Sensorimotor-children’s actions are spontaneous and represent an attempt to understand the world (p.304)
Preoperational- children are able to imagine the future and reflect on the past (p.304)
Concrete operational- remarkable cognitive growth, language and basic skills acquisition accelerate dramatically (p.304)
Format operational- extends concrete operational thought (p.304)

Classroom Applications- -Understand cognitive development- not all students will operate at the same level

-Keep students active-exploration and hands on activities

-Create Incongruity- development occurs only when environmental inputs do not match students’ cognitive structures (p.307)

-Provide social interactions- the social environment is a key source for cognitive development (p.307)


]]> 2018-03-10 18:35:12 UTC https://padlet.com/emforkin/b7noc604k5q2/wish/240481676 emforkin https://padlet.com/emforkin/b7noc604k5q2/wish/240481823 Metacognition- is the deliberate, conscious control of mental activities (p.292)

Concept Learning- involves higher-order processes of forming mental representations of critical attributes of categories (p.293)

Problem Solving- consists of an initial state, a goal, subgoals, and operations performed to attain the goal and subgoals (p.293)

Critical Thinking- reasoning and creativity are realted but distinct cognitive processes. Critical thinking is used to develop better understanding of problems or issues. (p.293)

Classroom Applications- worked examples present problem solutions in step by step fashion, problem solving instruction is more effective when it is clearly linked with academic content. (p.293)


]]> 2018-03-10 18:36:45 UTC https://padlet.com/emforkin/b7noc604k5q2/wish/240481823 emforkin https://padlet.com/emforkin/b7noc604k5q2/wish/240481941 Social interactions- critical; knowledge is coconstructed between two or more people (p.313)

Self-Regulation- developed through internalization of actions and mental operations that occur in social interactions (p.313)

Human development- ocurs through the cultural transmission of tools (language, symbols)(p.313)

Language- the most critical tool. Language develops from social speech, to private speech, to covert (inner) speech(p.313)

ZPD- the difference between what children can do on their own and what they can do with assistance from others, interactions with adults and peers in the ZPD promote cognitive development.(p.313)

Classroom Applications- 
Self-Regulation- requires metacognitive processes such as planning, checking and evaluating.(p.315)

Instructional Scaffolding- Build on prior knowledge when introducing new topics (p.316)

Reciprocal Teaching- involves interactive dialogue between a small grop of students and the teacher. (p.316)


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