Term
Adult Learning Theory
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Definition
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Term
Adult Learning Theory
(Tenets) |
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Definition
Consists of 2 classes of variables:
1) Personal characteristics (comprising of age, life phase, and developmental phase)
2) Social characteristics (comprised of part-time vs. full-time learning and compulsory vs. voluntary learning)
Different learning strategies might be necessary for each of these differences |
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Term
Adult Learning Theory
(Principles) |
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Definition
1)Adult learning programs should capitalize on the experience of the participants.
2)Adult learning programs should adapt to 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
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Definition
Emphasizes that adults are self-directed and take responsibility for action. This must be incorporated in learning.
Focus is on process, not content. Role-playing, experiments, etc are useful. Teacher is resource/facilitator, not lecturer/grader |
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Term
Andragogy
(Basic assumptions) |
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Definition
1) Adults need to understand why they are learning something
2)Adults need to learn experientially
3) Adults approach learning as problem-solving
4)Adults learn best when topic is of immediate value |
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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
Experiential Learning Theory
(Founder) |
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Definition
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Experiential Learning
(Tenets) |
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Definition
| Is equivalent to personal growth and change. All human have natural propensity to want to learn; role of teacher is to facilitate such learning |
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Term
Experiential Learning
(Principles) |
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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
(Founder) |
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Definition
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Term
Information Processing Theory
(Tenets) |
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Definition
2 concepts:
Chunks: Short term memory can hold 5-9 chunks of information
TOTE (Test-Operate-Test-Exit): 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
(Founder) |
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Definition
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Term
Multiple Intelligence
(Tenets) |
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Definition
There are 7 primary forms of intelligence that each person possess to varying degrees. These are linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills).
Learning/teaching should then focus on the intelligence style of the student |
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Term
Multiple Intelligences
(Principles) |
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Definition
1. 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
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Definition
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Term
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Definition
Mainly used as a way to explain language processing and higher thinking skills
Scripts describe a series of actions necessary to complete a goal
Scripts allow people to make necessary inferences when missing information |
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Term
Script Theory
(Principles) |
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Definition
1)Conceptualization is defined as an act or doing something to an object in a direction.
2)All conceptualizations can be analyzed in terms of a small number of primative acts.
3)All memory is episodic and organized in terms of scripts.
4)Scripts allow individuals to make inferences and hence understand verbal/written discourse.
5)Higher level expectations are created by goals and plans |
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Term
Situated Learning
(Founder) |
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Definition
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Term
Situated Learning
(Tenets) |
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Definition
| All learning is situated within a context and culture. Social interaction is a critical competent in which newcomers aquire information and slowly move towards the center of the circle rather than the periphery as they become engaged in the culture. They then assume the role of the expert. Situated learning is unintentional rather than deliberate. |
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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
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Term
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Definition
Emphasizes the importance of observing and then modelling the behaviors, actions, and emotional reactions of others.
Applied heavily to aggression--think Bandaura's Bobo Doll experiment |
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Term
Social Learning Theory
(Principles) |
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Definition
1) The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into words, labels or images results in better retention than simply observing.
2)Individuals are more likely to adopt a modeled behavior if it results in outcomes they value.
3) Individuals are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the behavior has functional value. |
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Term
Attribution Theory
(Founder) |
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Definition
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Attribution Theory
(Tenets) |
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Definition
Assumes that people try to determine the cause of behavior. Behaviors may be attributed to one or more causes.
Weiner focused on achievement |
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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
Cognitive Dissonance Theory
(Founder) |
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Definition
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Term
Cognitive Dissonance Theory
(Tenets) |
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Definition
| People seek consistency among their beliefs and opinions. When there is an inconsistency (dissonance) between attitudes or behaviors, then something must change in order resolve the dissonance |
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Term
Cognitive Dissonance Theory
(Principles) |
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Definition
1) Dissonance results when an individual must choose between attitudes and behaviors that are contradictory.
2) Dissonance can be eliminated by reducing the importance of the conflicting beliefs, acquiring new beliefs that change the balance, or removing the conflicting attitude or behavior. |
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Term
Constructivist Theory
(Founder) |
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Definition
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Constructivist Theory
(Tenets) |
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Definition
Learning is an active process in which student constructs new ideas based upon current/past knowledge. Learning is organized through cognitive structures (schemas) that provide meaning & organization to experience.
Teacher and student should engage in active dialogue. Teacher's role is to put material into format they can understand and encourage them to discover material themselves. |
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Term
Constructivist Theory
(Principles) |
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Definition
1) Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
2) Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3) Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given). |
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Term
Transformational Theory
(Founder) |
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Definition
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Term
Transformational Theory
(Tenets) |
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Definition
Two basic kinds of learning: instrumental and communicative
Reflecting on meaning structures helps understand ourselves and our learning beter |
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Term
Transformational Theory
(Principles) |
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Definition
1) Adult exhibit two kinds of learning: instrumental (e.g., cause/effect) and communicative (e.g., feelings)
2)Learning involves change to meaning structures (perspectives and schemes).
3) Change to meaning structures occurs through reflection about content, process or premises.
4)Learning can involve: refining/elaborating meaning schemes, learning new schemes, transforming schemes, or transforming perspectives. |
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