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| Used rats in his experiments. Had the rats go in to a box and push a lever to get a reward. First to use operant conditioning. ABA |
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| Used dogs in his experiments. First to use classical conditioning. Would ring a bell before giving meat to the dogs until the sound of the bell alone made the dogs salivate. |
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| If Then If you do your homework then you can go outside. First do something that is non-preferred to get something that is preferred. |
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| Presenting a neutral stimulus and turning into a conditioned stimulus. |
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| Modeling, observational learning, Vicarious learning |
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| Self regulated learning Self reinforcement |
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| continuous theories of development |
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| Theories based on the belief that human development progresses smoothly and gradually from infancy to adulthood. |
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| discontinuous theories of development |
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| Theories describing human development as occurring through a fixed sequence of distinct, predictable stages governed by inborn factors. |
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| Gradual, orderly changes by which mental processes become more complex and sophisticated. |
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| The process of adjusting schemes in response to the environment by means of assimilation and accommodation. |
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| Understanding new experiences in terms of existing schemes. |
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| Modifying existing schemes to fit new situations. |
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| The process of restoring balance between present understanding and new experiences. |
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| View of cognitive development that emphasizes the active role of learners in building their own understanding of reality. |
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| Piaget’s Stages of Development |
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Definition
| sensorimotor, preoperational, concrete operational, and formal operational |
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Birth to 2 years
Formation of concept of “object permanence” and gradual progression from reflexive behavior to goal-directed behavior. |
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2 to 7 years
Development of the ability to use symbols to represent objects in the world. Thinking remains egocentric and centered. |
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7 to 11 years
Improvement in ability to think logically. New abilities include the use of operations that are reversible. Thinking is decentered, and problem solving is less restricted by egocentrism. Abstract thinking is not possible. |
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11 years to adulthood
Abstract and purely symbolic thinking possible. Problems can be solved through the use of systematic experimentation. |
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| Understanding that an object exists even if it is out of sight. |
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| The concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length). |
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| Paying attention to only one aspect of an object or situation. |
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| The ability to perform a mental operation and then reverse one’s thinking to return to the starting point. |
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| Believing that everyone views the world as you do. |
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| The meaning of stimuli in the context of relevant information. |
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| Arranging objects in sequential order according to one aspect, such as size, weight, or volume. |
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| A skill learned during the concrete operational stage of cognitive development in which individuals can mentally arrange and compare objects. |
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Student Teams–Achievement Divisions
A cooperative learning method for mixed-ability groupings involving team recognition and group responsibility for individual learning. |
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| Teams–Games–Tournaments, students play games with members of other teams to add points to their team scores. |
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Cooperative Integrated Reading and Composition
A comprehensive program for teaching reading and writing in the upper elementary grades; students work in four-member cooperative learning teams. |
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| A cooperative learning model in which students are assigned to six-member teams to work on academic material that has been broken down into sections for each member. |
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| A cooperative learning model in which students in four- or five-member heterogeneous groups work together on assignments. |
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| A cooperative learning model in which students work in small groups using cooperative inquiry, group discussion, and cooperative planning and projects, afterward making presentations to the whole class on their findings. |
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| A structured cooperative learning method in which students work in pairs taking turns as teacher and learner, using specific metacognitive strategies. |
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| A study method in which students work in pairs and take turns orally summarizing sections of material to be learned. |
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