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Significant Concepts
Running Head: SIGNIFICANT CONCEPTS OF BEHAVIORAL LEARNING THEORY AND INFORMATION PROCESSING AND COGNITIVE THEORY.
Significant Concepts of Behavioral Learning Theory and Information Processing and Cognitive Theory
Annette M. Schonder
National University
02.08.2008
Abstract
This project consists of a concept map relating to behavioral theories as well as information processing and cognitive theories of learning. The concept map will show main ideas, detail minor ideas, and show connections between them. The information has been drawn from chapters 5 and 6 by Slavin (2006) Educational Psychology.
References:
Slavin, R. E. (2006). Educational Psychology: Theory and Practice (8th edition).
Boston: Pearson Education, Inc.
Glossary:
Advance Organizers: When Students are given an opportunity to use information they previously learned as a hook to build new information upon. This increases retention. An example would be to read about conflict theory before discussion gender stratification (Slavin, 2006, p. 198).
Antecedent stimuli: “Events that precede behaviors” (p. 152).
My smoking days: I remember how the time after lunch at work became an antecedent stimuli, or cues that it was time for a cigarette (p. 152). Colleagues would pull out their packs of cigarettes and leave the table. Everyone knew where the smokers went, and the non-smokers were just left behind.
Automaticity: This concept means that a person can very quickly perform a skill or task. Here the idea is that a person drills the knowledge/skill to the point where limited thinking is involved to engage in the desired behavior. Minute basic math facts tests serve to trigger an answer without great (time consuming) thought (p. 184).
Cognitive Behavior Modification: The idea is to teach students to monitor and self-regulate their behavior. Through initial instruction students can learn to silently ask themselves questions that will help keep them on track in their learning (p. 157).
Cues: Serves as ideas regarding the consequence of behaviors that will either reinforced or punished. When I want my students to listen carefully I will use the words “we need to focus,” when it is time to have relevant, but relaxed class discussion I will say “let’s relax and talk). My students are very clear on that and do not chit-chat during a “focus” time (p. 152).
Enactment: This concept pertains to the very important of learning by doing. Whenever possible, a teacher should try to figure out how to put theoretical knowledge into action (p. 186). Why not have a few kids act the part of atoms or become parts of the human body?
Extinction Burst: When a teacher tries to modify an undesirable behavior in a student, the student might increase the negative behavior. This is important to know, so that the teacher realizes that behavior modification techniques do work if consistently applied (p. 148). .
Flashbulb Memory: Episodic memory will be easy to retrieve when important occurrences are fixed in predominately the visual and auditory memory. When Princess Diana died I clearly remember driving my car on Main Street, Pleasanton, CA. I even remember my exact thoughts. Normally, a drive down Main Street is not particularly noteworthy (p. 173).
Intrinsic Reinforcers: When people engage in a behavior because they are find it inherently rewarding. Ideally speaking, students should find learning inherently rewarding, so that they pick up books and enjoy, enjoy, enjoy (p. 141).
Law of Effect: Thorndike developed his Law of Effect when he observed that behaviors that are followed by pleasant consequences will be repeated in similar situations. Conversely, if negative consequences occur, the behavior will decrease. (p. 136).
Loci Method: A method for serial learning. Here the student remembers lists by placing them in places familiar to them. An example might be to place the first 6 presidents at ones dinner table. When the first 6 president need to be know, all one has to do is go to the dining room and remember who sat where (p.188).
Maintenance: Once positive behavior has been established no further action on part of the educator may be required, as the new behavior can be intrinsically rewarding as is in the case of a student who has learned to read and just loves stories. Generally though, intermittent, unpredictable reinforcement automatically takes place as good teachers will take an interest in students and praise here and there. Clearly, this keeps positive behavior in place (p. 151).
Massed Practice: Studying of information or practice of skills repeatedly over a concentrated period of time. Here someone might want to cram all night for a test and might pass it with an A. However, for better long-term retention, students are better of learning over a period of time (distributed practice) (p. 185).
Metacognitive Skills: The ability to understand about one’s own learning, or how to learn. Many students know exactly what helps them facilitate the retention of information. Some need to write it down and see it, others need to hear information and make flashcards. Teachers are well advised to assist students in understanding their metacognitive (p. 193).
Pegword Method: This is an imagery method of memorization for serial learning. The method is made clear in the book when student’s memories the sequence of our 10 first presidents by creating mental images while rhyming words of elements from each mental image with the correct number (p. 189).
Premack Principle: AKA “Grandma’s Rule.” The idea is that a less enjoyable activity (low-strength) is linked by a more desirable activity. Here a teacher might want to foster concentration for a boring grammar exercise by telling the kids they will be given an extra break for their efforts (p. 140).
Proactive Inhibition: Here ones ability to learn is decreased when previously learned information interferes with new information. This might occur when a shift in paradigm occurs and is difficult for people to accommodate new information (p. 183). This might be the case when a grandmother insists on putting a baby on its tummy, despite the new information that babies should be put on their backs or sides.
Rehearsal: To repeat information over and over again to hold information if the working memory. The longer the information stays in the working memory, the greater the chances of being transferred to long-term memory. Giving students time to think information over is a good example for letting them rehearse to facilitate long-term memory storage (p. 170).
Sensory Register: Constitutes the first component of our memory system. Large amounts of information are received from humans 5 senses. The information is only held for a few seconds if no further processing occurs (p. 166).
Schemata: Cognitive framework in which to organize information. Information is grouped, assimilated and accommodated. It is very funny when a young child calls a long haired man a woman, because the schema for male contains short hair. Of course, over time the schema for male will include long hair, earrings, and pink shirts (p. 173).
Self-regulation: Here the individual will punish or reward his/her own behavior. Here people reflect upon their own behavior and compare it to their own standards. Accordingly, they will give themselves a pat on the back, or punish themselves (p. 156). A swimmer for example will benefit from having a certain number of laps he or she will want to swim for practice. If the goal is achieved he or she might want to indulge in a favorite recreational activity.
Skinner Box: B. F. Skinner invented a devise that he used for observing operant conditioning for lab animals (rats, pigeons). Skinner boxes contain a bar that can be pressed, a food dispenser with pellets of food, and a water dispenser. The bar can be set up to release food pellets in scheduled intervals; hence, operant conditioning can be studied in a scientific setting (p. 138).
Vicarious Learning: When individuals learn vicariously about desirable behavior they make observations about how other people are treated. If they see that someone for example is receiving praise, or perhaps a pay raise, they will engage in the same behavior (p. 155).
Working Memory: The working memory can also be called short-term memory. This storage system can only retain a small amount of information for a few seconds. When people stop thinking about the information in their short term memory, it vanishes. It is from the working memory that the mind will organize the information for storage, discards the information, or bring it into connection with other information (p.169).