Term
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Definition
4 principles:
-Adult learning programs should capitalize on the experience of participants.
-Adult learning programs should adapt to the aging limitations of the participants.
-Adults should be challenged to move to increasingly advanced stages of personal development.
-Adults should have as much choice as possible in the availability and organization of learning programs.
Consists of two classes of variables: personal characteristics and situational characteristics.
Intended to provide guidelines for adult education programs. There is no known research to support the model. |
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Term
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Definition
focus more on the process and less on the content
instructors have a role of facilitator/resource
4 principles:
-Adults need to be involved in the planning and evaluation of their instruction.
-Experience (including mistakes) provides the basis for learning activities.
-Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
-Adult learning is problem-centered rather than content-oriented. |
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Term
| Experiential learning theory |
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Definition
primarily for adult learners.
experiential learning is equivalent to personal change and growth.
4 principles:
-Significant learning takes place when the subject matter is relevant to the personal interests of the student
-Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum
-Learning proceeds faster when the threat to the self is low
-Self-initiated learning is the most lasting and pervasive. |
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Term
| Information Processing Theory |
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Definition
two concepts: chunking and Test-Operate-Test-Exit (TOTE)
Chunking= short-term memory can only hold 5-9 chunks of information at a time
TOTE=a goal is tested to see if it has been achieved and if not an operation is performed to achieve the goal; this cycle is repeated until the goal is eventually achieved or abandoned |
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Term
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Definition
there are many forms of intelligence that individuals possess in varying degrees.
seven primary forms of Intelligence: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills).
-Individuals should be encouraged to use their preferred intelligences in learning.
-Instructional activities should appeal to different forms of intelligence.
-Assessment of learning should measure multiple forms of intelligence. |
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Term
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Definition
a psychological theory which posits that human behavior largely falls into patterns called "scripts" because they function analogously to the way a written script does, by providing a program for action.
(primarily for understanding language)
Schank (1986) uses script theory as the basis for a dynamic model of memory. This model suggests that events are understood in terms of scripts, plans and other knowledges structures as well as relevant previous experiences. |
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Term
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Definition
learn by actively participating in the learning experience. Situated learning essentially is a matter of creating meaning from the real activities of daily living.
"cognitive apprenticeship" |
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Term
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Definition
people learn from one another by modeling, imitation,& observation.
component processes: Attention, Retention, motor reproduction, motivation |
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Term
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Definition
How individuals interpret events and how this relates to their thinking and behavior. Attribution theory assumes that people try to determine why people do what they do, i.e., attribute causes to behavior
-Attribution is a three-stage process: (1) behavior is observed, (2) behavior is determined to be deliberate, and (3) behavior is attributed to internal or external causes.
-Achievement can be attributed to (1) effort, (2) ability, (3) level of task difficulty, or (4) luck.
-Causal dimensions of behavior are (1) locus of control, (2) stability, and (3) controllability |
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Term
| Cognitive Dissonance theory |
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Definition
cognitive dissonance theory, there is a tendency for individuals to seek consistency among their cognitions (i.e., beliefs, opinions). When there is an inconsistency between attitudes or behaviors (dissonance), something must change to eliminate the dissonance.
-Dissonance results when an individual must choose between attitudes and behaviors that are contradictory.
-Dissonance can be eliminated by reducing the importance of conflicting beliefs, acquiring new beliefs that change the balance, or removing the conflicting attitude or behavior. |
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Term
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Definition
learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The task of the instructor is to translate information to be learned into a format appropriate to the learner’s current state of understanding.
-Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
-Instruction must be structured so that it can be easily grasped by the student (spiral organization).
-Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given) |
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Term
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Definition
focus on adult learning
“learning is understood as the process of using a
prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action”
-Adult exhibit two kinds of learning: instrumental (e.g., cause/effect) and communicative (e.g., feelings)
-Learning involves a change to meaning structures (perspectives and schemes).
-Change to meaning structures occurs through reflection about content, process or premises.
-Learning can involve: refining/elaborating meaning schemes, learning new schemes, transforming schemes, or transforming perspectives |
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