Term
| Attribution Theory by B. Weiner |
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Definition
| Theory is concerned with how individuals interpret events and how this relates to their thinking and behavior. Assumes that people try to determine why people do what they do, i.e., attribute causes to behavior. |
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Term
| Theory of andragogy by Malcom Knowles |
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Definition
| Theory specifically for adult learning. Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. |
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Term
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Definition
| 1.Adults need to be involved in the planning and evaluation of their instruction. 2. Experience (including mistakes) provides the basis for learning activities. 3. Adults are most interested in learning subjects that have immediate relevance to their job or personal life. 4.Adult learning is problem-centered rather than content-oriented. |
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Term
| Adult Learning Model by K.P. Cross |
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Definition
| Characteristics of Adults as Learners (CAL) model in the context of her analysis of lifelong learning programs *** It's intended to provide guidelines for adult education programs |
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Term
| Adult Learning Model basic principles |
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Definition
| 1.Adult learning programs should capitalize on the experience of participants. 2.Adult learning programs should adapt to the aging limitations of the participants. 3. Adults should be challenged to move to increasingly advanced stages of personal development. 4. Adults should have as much choice as possible in the availability and organization of learning programs. |
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Term
| Attribution Theory principles |
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Definition
| 1. 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. (2) Achievement can be attributed to (1) effort, (2) ability, (3) level of task difficulty, or (4) luck. (3) Causal dimensions of behavior are (1) locus of control, (2) stability, and (3) controllability. |
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Term
| Experiential Learning Theory by Carl Rodgers |
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Definition
| Experiential learning addresses the needs and wants of the learner. |
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Term
| Principles of Experiential Learning |
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Definition
| (1) Significant learning takes place when the subject matter is relevant to the personal interests of the student (2) Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum (3) Learning proceeds faster when the threat to the self is low (4) Self-initiated learning is the most lasting and pervasive. |
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Term
| Information Processing Theory by George Miller |
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Definition
| Provided two theoretical ideas that are fundamental to cognitive psychology and the information processing framework. (1) Chunking and the capacity of the short term memory - presented the idea that short-term memory could only hold 5-9 chunks of information (seven plus or minus two) where a chunk is any meaningful unit. A chunk could refer to digits, words, chess positions, or people's faces **This became the basic element of subsequent theories of memory. (2) The second concept is TOTE (Test-Operate-Test-Exit) proposed by Miller, Galanter & Pribram (1960) In a TOTE unit, a goal is tested to see if it has been achieved and if not an operation is performed to achieve the goal; this cycle of test-operate is repeated until the goal is eventually achieved or abandoned. |
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Term
| Information Processing Theory -Principles |
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Definition
| (1) Short term memory (or attention span) is limited to seven chunks of information. (2) Planning (in the form of TOTE units) is a fundamental cognitive process. (3) Behavior is hierarchically organized (e.g., chunks, TOTE units). |
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Term
| Multiple Intelligences by Howard Gardner |
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Definition
| Suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. |
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Term
| Multiple Intelligence (7) proposed forms by Gardner |
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Definition
| (1) linguistic, (2) musical, l (3)ogical-mathematical, (4)spatial, (5)body-kinesthetic, i (6)ntrapersonal (e.g., insight, metacognition) (7) interpersonal (e.g., social skills). |
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Term
| Multiple Intelligence Theory Principles |
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Definition
| Individuals should be encouraged to use their preferred intelligences in learning. 2. Instructional activities should appeal to different forms of intelligence. 3. Assessment of learning should measure multiple forms of intelligence. |
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Term
| Script Theory by Roger Schank |
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Definition
| All memory is episodic, i.e., organized around personal experiences rather than semantic categories. Generalized episodes are called scripts -- specific memories are stored as pointers to scripts plus any unique events for a particular episode. Scripts allow individuals to make inferences needed for understanding by filling in missing information (i.e., schema). |
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Term
| Situated Learning by Jean Lave |
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Definition
| Believes that learning as it normally occurs is a function of the activity, context and culture in which it occurs. (situated) ***Situational learning is more unintentional rather than deliberate . **** Generally a theory of knowledge acquisition. |
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Term
| Situated Learning Principles |
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Definition
| (1) Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge. (2) Learning requires social interaction and collaboration. |
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Term
| Social Learning Theory by Albert Bandura |
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Definition
Emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others.
Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental influences. |
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