Term
Teorias de Aprendizaje - Teoría Conductista
1. Observación como método de e______
2. Importancia del ambiente (W_____) - Condicionamento clásico
3. Condi______ento clásico (______) - Condicionamento clásico
4. Conexionismo (______)
5. Condicionamente O______ (Sk______)
6. Principio de co______d de ______
7. Aprendizaje por ob______ón (______) |
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Definition
Teorias de Aprendizaje - Teoría Conductista
1. Observación como método de estudio
2. Importancia del ambiente (Watson)
3. Condicionamento clásico (Pavlov)
4. Conexionismo (Thordlike)
5. Condicionamente Operante (Skinner)
6. Principio de contigüidad de Gurthrie
7. Aprendizaje por observación (Bandura) |
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Term
Componentes del condicionamiento clásico
1. El estímulo inc________o (EI): (C____a de p_____)
es un estímulo que, p________ una respuesta regular y mensurable, sin que se haya n________d de aprendizaje p______o.
2. El es_______ ne_____(EN):
estímulo que no tiene ningún efecto sobre la respuesta esperada antes del condicionamiento.
3. La re_______a inco_______da (RI): (sa______n)
la respuesta regular y mensurable que se da al estímulo incondicionado. Son innatas y natural |
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Definition
Componentes del condicionamiento clásico
1. El estímulo incondicionado (EI): (Comida de perro)
es un estímulo que, provoca una respuesta regular y mensurable, sin que se haya necesidad de aprendizaje previo.
2. El estímulo neutro (EN):
estímulo que no tiene ningún efecto sobre la respuesta esperada antes del condicionamiento.
3. La respuesta incondicionada (RI): (salvación)
la respuesta regular y mensurable que se da al estímulo incondicionado. Son innatas y natural |
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Term
Componentes del condicionamiento clásico
4. El estímulo c_________o (EC): es un estímulo que no provoque la RI. El EC era antes neutral, pero se asocia a un EI para producir una respuesta que antes sólo era generada por el EI..
5. La re_______ co_______da (RC): como resultado de aparear el EC y el EI, sigue al EC una
respuesta muy parecida a la RI, ya sea en ensayos de prueba con el EI omitido o en anticipación al EI. |
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Definition
Componentes del condicionamiento clásico
4. El estímulo condicionado (EC): es un estímulo que no provoque la RI. El EC era antes neutral, pero
se asocia a un EI para producir una respuesta que antes sólo era generada por el EI..
5. La respuesta condicionada (RC): como resultado de aparear el EC y el EI, sigue al EC una respuesta muy parecida a la RI, ya sea en ensayos de prueba con el EI omitido o en anticipación al EI. |
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Term
Componentes del condicionamiento clásico:
1. Adqui_______/ Aso_______n
2. Ge_______ación
3. Re_______ón Es_______ea
4. Di_______ión
5. E_______n |
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Definition
Componentes del condicionamiento clásico:
1. Adquisición- EN+EI
2. Generalización - Los sonidos similares activar la RC
3. Recuperación Espontánea - Despues el extinción de EC, espontáneamente volver RI/RC con EN
4. Discriminación - RC asociado específicamente con el EC y nada más
5. Extinción - cuando el EN está usado muchas veces sin el EN (estimulo neutral) |
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Term
El movimiento en Psicología llamando ´co_______o´ (behaviourism) - J.B. WATSON (condicionamiento clásico)
- La observación directa de la relación entre los estímulos del am_______ (S) y las re_______ que evoca (R)
- Psicología S-R (o Psicología Watsoniana)
- toda co_______a esta controlada por efectos am_______s
- el r_____n y el b___e. El experimento, demuestra que puedes establecer un conexión negativa con un ratón y bebe (utilizando un estimulo negativo p.ej. un sonido fuerte cunado el bebe acercar el ratón), y después el bebe va a asociar una respuesta negativa con el ratón y los estímulos semejantes como perros, y otras animales peludas) |
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Definition
El movimiento en Psicología llamando ´conductismo´ (behaviourism) - J.B. WATSON (condicionamiento clásico)
- La observación directa de la relación entre los estímulos del ambiente (S) y las respuestas que evoca (R)
- Psicología S-R (o Psicología Watsoniana)
- toda conducta esta controlada por efectos ambientales
- el ratón y el bebe. El experimento, demuestra que puedes establecer un conexión negativa con un ratón y bebe (utilizando un estimulo negativo p.ej. un sonido fuerte cunado el bebe acercar el ratón), y después el bebe va a asociar una respuesta negativa con el ratón y los estímulos semejantes como perros, y otras animales peludas) |
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Term
Con_________nto Op_______ - Skinner
1.0 R_______s,
para mantener una conducta – __ algo que mi gusta (refuerzo po_______o),
1.2 me qu_____ algo que no me gusta (refuerzo n_______o)
2.0 C_______s, para eliminar una conducta – da algo que no mi gusta (castigo positivo),
2.1 o quitas algo que mi gusta (castigo negativo) |
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Definition
Condicionamiento Operante - Skinner
1.0 Refuerzas, para mantener una conducta – da algo que mi gusta (refuerzo positivo),
1.2 me quitas algo que no me gusta (refuerzo negativo)
2.0 Castigos, para eliminar una conducta – da algo que no mi gusta (castigo positivo),
2.1 o quitas algo que mi gusta (castigo negativo) |
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Term
Con_______mo - Edward Th_______e (semejante al condicionamiento op_______)
- La c___ y el g____
- Ley del e______o: Cuando establece una conexión entre un estimulo y una respuesta y esta va seguida de una consecuencia p_______a (la ratón y el queso), dicha conexión se fo_______e. Si le sigue una conexión des_______e, la conexión se de_______.
- esfuerza positivo, o esfuerza negativo
- Thorndike's work led to the development of operant conditioning within behaviorism |
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Definition
Conexionismo - Edward Thordlike (semejante al condicionamiento operante)
- La caja y el gato
- Ley del efecto: Cuando establece una conexión entre un estimulo y una respuesta y esta va seguida de una consecuencia positiva (la ratón y el queso), dicha conexión se fortalece. Si le sigue una conexión desagradable, la conexión se debilita.
- esfuerza positivo, o esfuerza negativo
- Thorndike's work led to the development of operant conditioning within behaviorism |
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Term
Edward Thorndike:
what students learn today must be connected in some way to what they did previously or what they're going to do in the future in other words they need to see how what they are learning today builds on what they already know or will benefit them in the future if work is too simple or too complicated the connection won't be made and the effort and time will be lost so trying to make that connection trying to help students see why this is important today based on either how it fits in at a upper level looking at what they've already done or how it is going to benefit them in the near or distant future |
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Definition
Edward Thorndike:
what students learn today must be connected in some way to what they did previously or what they're going to do in the future in other words they need to see how what they are learning today builds on what they already know or will benefit them in the future if work is too simple or too complicated the connection won't be made and the effort and time will be lost so trying to make that connection trying to help students see why this is important today based on either how it fits in at a upper level looking at what they've already done or how it is going to benefit them in the near or distant future |
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Term
Edward Thorndike: Ley del efecto
concluded three main factors:
1. one the law of effect is determined by
co_________ce
2. two the law of recency requires that reoccurrence is determined by the most r_______ res_______e
3. three the law of exercise states that when a
stimulus is administered upon response each subsequent response is strengthened in other words the law of effect states that any behavior followed by pleasant consequences (e.g. getting A+) is likely to be re_______ and any behavior followed by unpleasant consequences (getting F) is likely to be st_____d
Thorndike had originally believed that
reward and Punishment were equal in
terms of effect but he eventually
determined that re______ was far more
effective and that punishment may
actually lead to the repetition of an
undesired behavior |
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Definition
Edward Thorndike: Ley del efecto
concluded three main factors:
1. one the law of effect is determined by
consequence
2. two the law of recency requires that reoccurrence is determined by the most recent response
3. three the law of exercise states that when a
stimulus is administered upon response each subsequent response is strengthened in other words the law of effect states that any behavior followed by pleasant consequences (e.g. getting A+) is likely to be repeated and any behavior followed by unpleasant consequences (getting F) is likely to be stopped
Thorndike had originally believed that
reward and Punishment were equal in
terms of effect but he eventually
determined that reward was far more
effective and that punishment may
actually lead to the repetition of an
undesired behavior |
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Term
Gun____e: teoría de la con_______ad
Continguidad: the sequential occurrence or proximity of stimulus and response, causing their association in the mind.
1. if a person did one thing you know given scenario he will she will tend to do the same thing when he was she encounters the same scenario
P.ej. the stops are is the steam I and the response will be stopping the car after the learning when the learner encounters the stop sign which this case is the stimuli he or she will stop the car as a response |
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Definition
Gunthrie: teoría de la contigüidad
Continguidad: the sequential occurrence or proximity of stimulus and response, causing their association in the mind.
1. if a person did one thing you know given scenario he will she will tend to do the same thing when he was she encounters the same scenario
P.ej. the stops are is the steam I and the response will be stopping the car after the learning when the learner encounters the stop sign which this case is the stimuli he or she will stop the car as a response |
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Term
Gu_______e:
1. Relación entre estímulos antecedentes y respuestas
1.1 Las con_________s no in_______n
2. Se aprenden patrones de respuesta ante determinados estímulos que sirven como señal
3. El olvido se de cuando los estímulos se asocian con n_______ resp_______ |
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Definition
Gunthrie:
1. Relación entre estímulos antecedentes y respuestas
1.1 Las consecuencias no intervienen
2. Se aprenden patrones de respuesta ante determinados estímulos que sirven como señal
3. El olvido se de cuando los estímulos se asocian con nuevas respuestas. |
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Term
Aprendizaje por obs_______n (Ban_____)
- Aprendizaje s_______ o por im_______n
- A veces aprendemos sin muchos ensayos o sin entrar en contacto con contingencias especificas.
- Aplicaciones: uso de m_______s (ej. super héroes, niños de la misma edad)
- Aprendizaje vi_______ (experimento muñeco BOBO)
- Aggressive modelling also increased the children's use of guns and aggressive language even if they weren´t taught these things before.
- Shows being aggressive is not cathartic-beneficial
- children who did not see aggressive modelling first, did not become aggressive. |
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Definition
Aprendizaje por observación (Bandura)
- Aprendizaje social o por imitación
- A veces aprendemos sin muchos ensayos o sin entrar en contacto con contingencias especificas.
- Aplicaciones: uso de modelos (ej. super héroes, niños de la misma edad)
- Aprendizaje vicario (experimento muñeco BOBO)
- Aggressive modelling also increased the children's use of guns and aggressive language even if they weren´t taught these things before.
- Shows being aggressive is not cathartic-beneficial
- children who did not see aggressive modelling first, did not become aggressive. |
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Term
Teoría COG_______A (Piaget, Ausubel, Vigotsky y Bruner)
- empiezan a desarrollar a lo largo de los años 80
- se centra en los procesos cognitivos básicos (interesada en el le_______, me_____a)
- trata de explicar los procesos mentales que median entre el estímulo y al respuesta |
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Definition
Teoría COGNITIVA (Piaget, Ausubel, Vigotsky y Bruner)
- empiezan a desarrollar a lo largo de los años 80
- se centra en los procesos cognitivos básicos (interesada en el lenguaje, memoria)
- trata de explicar los procesos mentales que median entre el estímulo y al respuesta |
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Term
Cons__________o (Constructivism)- Piaget
- acontecimientos mentales (mental events)
- Método Clínico: planteaba tareas y problemas para ver cómo se resuelven en diferentes edades
- el conocimiento puede describirse en términos de estructuras (terms of structures) que van cambiando a lo largo de desarrollo |
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Definition
Constructivismo (Constructivism)- Piaget
- acontecimientos mentales (mental events)
- Método Clínico: planteaba tareas y problemas para ver cómo se resuelven en diferentes edades
- el conocimiento puede describirse en términos de estructuras (terms of structures) que van cambiando a lo largo de desarrollo |
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Term
Piaget:
1. Mediante As________n: la persona interactúa con un objeto o acontecimiento coherente con los esquemas que posee
2. Mediante Aco________n: se modifica un esquema que ya posee o se construye uno nuevo que le permita explicar algo que no conocía
3. Las personas están intrínsecamente motivadas para intentar encontrar se________ al mundo
4. el ritmo de desarrollo cognitivo está controlado en cierta medida por la maduracción |
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Definition
Piaget:
1. Mediante Asimilación: the person interacts with an object or event consistent with the schemes that he possesses
2. Mediante Acomodación: a scheme that he already has is modified or a new one is built that allows him to explain something that he did not know
3. People are intrinsically motivated to try to make sense of the world
4. the rate of cognitive development is controlled to some extent by maturation |
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Term
Piaget - Sens________ra (0-_ años)
1. Sensorimotor - Birth to 18–24 months old - Motor activity without use of symbols. All things learned are based on experiences, or trial and error. Object permanence
The sensorimotor stage covers children ages birth to 18–24 months old. Characteristics include motor activity without use of symbols. All things learned are based on experiences, or trial and error.
The main goal at this stage is establishing an understanding of object permanence — in other words, knowing that an object still exists even if you can’t see it or it’s hidden. |
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Definition
Piaget Sensorimotora (0-2 años)
1. Sensorimotor - Birth to 18–24 months old - Motor activity without use of symbols. All things learned are based on experiences, or trial and error. Object permanence
The sensorimotor stage covers children ages birth to 18–24 months old. Characteristics include motor activity without use of symbols. All things learned are based on experiences, or trial and error.
The main goal at this stage is establishing an understanding of object permanence — in other words, knowing that an object still exists even if you can’t see it or it’s hidden. |
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Term
Piaget - Pre________nal - Preoperacional (2-7)
Preoperational 2 to 7 years old Development of language, memory, and imagination. Intelligence is both egocentric and intuitive. Symbolic thought
The preoperational stage can be seen in children ages 2 through 7. Memory and imagination are developing. Children at this age are egocentric, which means they have difficulty thinking outside of their own viewpoints.
The main achievement of this stage is being able to attach meaning to objects with language. It’s thinking about things symbolically. Symbolic thought is a type of thinking where a word or object is used to represent something other than itself. |
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Definition
Piaget - Preoperational - Preoperacional (2-7)
Preoperational 2 to 7 years old Development of language, memory, and imagination. Intelligence is both egocentric and intuitive. Symbolic thought
The preoperational stage can be seen in children ages 2 through 7. Memory and imagination are developing. Children at this age are egocentric, which means they have difficulty thinking outside of their own viewpoints.
The main achievement of this stage is being able to attach meaning to objects with language. It’s thinking about things symbolically. Symbolic thought is a type of thinking where a word or object is used to represent something other than itself. |
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Term
Piaget - Co________ operational (operaciones co________s)- 7 to __ years old
Concrete operational 7 to 11 years old More logical and methodical manipulation of symbols. Less egocentric, and more aware of the outside world and events. Operational thought
Children are much less egocentric in the concrete operational stage. It falls between the ages of 7 to 11 years old and is marked by more logical and methodical manipulation of symbols.
The main goal at this stage is for a child to start working things out inside their head. This is called operational thought, and it allows kids to solve problems without physically encountering things in the real world. |
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Definition
Piaget - Concrete operational (operaciones concretas)- 7 to 11 years old
Concrete operational 7 to 11 years old More logical and methodical manipulation of symbols. Less egocentric, and more aware of the outside world and events. Operational thought
Children are much less egocentric in the concrete operational stage. It falls between the ages of 7 to 11 years old and is marked by more logical and methodical manipulation of symbols.
The main goal at this stage is for a child to start working things out inside their head. This is called operational thought, and it allows kids to solve problems without physically encountering things in the real world. |
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Term
Piaget - F________ operational (operaciones f________ 11-__ años)
Formal operational 12+ Adolescence to adulthood Use of symbols to relate to abstract concepts. Able to make hypotheses and grasp abstract concepts and relationships. Abstract concepts
Children 11 years old and older fall into Piaget’s formal operational stage. A milestone of this period is using symbols to understand abstract concepts. Not only that, but older kids and adults can also think about multiple variables and come up with hypotheses based on previous knowledge.
Piaget believed that people of all ages developed intellectually. But he also believed that once a person reaches the formal operational stage, it’s more about building upon knowledge, not changing how it’s acquired or understood. |
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Definition
Piaget - Formal operational (operaciones formales 11-15 años)
Formal operational 12+ Adolescence to adulthood Use of symbols to relate to abstract concepts. Able to make hypotheses and grasp abstract concepts and relationships. Abstract concepts
Children 11 years old and older fall into Piaget’s formal operational stage. A milestone of this period is using symbols to understand abstract concepts. Not only that, but older kids and adults can also think about multiple variables and come up with hypotheses based on previous knowledge.
Piaget believed that people of all ages developed intellectually. But he also believed that once a person reaches the formal operational stage, it’s more about building upon knowledge, not changing how it’s acquired or understood. |
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Term
Piaget:
1. Assimilation is using an existing schema and applying it to a new situation or object.
2. Accommodation is changing approaches when an existing schema doesn’t work in a particular situation.
3. Equilibration is the driving force that moves all development forward. Piaget didn’t believe that development progressed steadily. Instead, it moved in leaps and bounds according to experiences |
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Definition
Piaget:
1. Assimilation is using an existing schema and applying it to a new situation or object.
2. Accommodation is changing approaches when an existing schema doesn’t work in a particular situation.
3. Equilibration is the driving force that moves all development forward. Piaget didn’t believe that development progressed steadily. Instead, it moved in leaps and bounds according to experiences |
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Term
Piaget - Etapas
1. Sens________r (0-2): Esquemas de conducta y percepción
2. Pre________al (2-7): Capacidades lingüísticas, pensamiento ilógicos ej. no conservación de los líquidos
3. Opera______s Concretas (7-11): Pensamiento lógico a objetos concretos y observables. Dificultad a procesar pensamientos abstracta y ideas hipotéticas
4. Operaciones f________ (11-15): Capacidad para razonar los ideas abstracta y ideas hipotéticas. ej. el concepto de proporción |
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Definition
Piaget - Etapas
1. Sensorimotor (0-2): Esquemas de conducta y percepción
2. Preoperacional (2-7): Capacidades lingüísticas, pensamiento ilógicos ej. no conservación de los líquidos
3. Operaciones Concretas (7-11): Pensamiento lógico a objetos concretos y observables. Dificultad a procesar pensamientos abstracta y ideas hipotéticas
4. Operaciones formales (11-15): Capacidad para razonar los ideas abstracta y ideas hipotéticas. ej. el concepto de proporción |
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Term
Vigotsky:
Piaget vs. Vygotsky
Lev Vygotsky developed his theory on child development at the same time Piaget was developing his own theory. Like Piaget, Vygotsky believed that children develop through stages. Unlike Piaget, Vygotsky believed that learning and development were tied to s______ in________s and cu________. Whereas Piaget believed that children learn through d________, Vygotsky believed that they learn through being sh_____. |
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Definition
Vigotsky:
Piaget vs. Vygotsky
Lev Vygotsky developed his theory on child development at the same time Piaget was developing his own theory. Like Piaget, Vygotsky believed that children develop through stages. Unlike Piaget, Vygotsky believed that learning and development were tied to social interactions and culture. Whereas Piaget believed that children learn through doing, Vygotsky believed that they learn through being shown. |
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Term
Vigotsky:
- In Zone of Pr________ D________nt (Zona de De________o) (Z__), learning can pr________d development, via watching others do it.
- Scaffolding (AND________E), having someone who knows more help you learn
- ej. thought itself develops as a result of conversation
- Int________ón: el proceso mediante el cual las actividades sociales se convierten en actividades mentales internas
- De habla pr________ audible a habla interna |
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Definition
Vigotsky:
- In Zone of Proximal Development (Zona de Desarrollo) (ZDP), learning can proceed development, via watching others do it.
- Scaffolding (ANDAMIAJE), having someone who knows more help you learn
- ej. thought itself develops as a result of conversation
- Internalización: el proceso mediante el cual las actividades sociales se convierten en actividades mentales internas
- De habla privada audible a habla interna |
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Term
Aprendizaje Significativo - Ausubel
Tipos de Aprendizaje:
0.0 Según el grado de significado adquirido
1. Aprendizaje Sig________o: la nueva información se relaciona de manera sustantiva, no arbitraria, no al pie de letra, con los conocimientos que el alumno ya tiene produciéndose una transformación tanto en el contenido nuevo como el antiguo.
2. Aprendizaje R________o: asociaciones arbitrarias, literales y no sustantivas entre los conocimientos previos nuevo.
0.0 Según la forma en la que se presentan los contenidos
3. Aprendizaje por des________o: el contenido que ha de ser aprendido no se presenta al alumno, sino que tiene que descrubirlo antes de ser asimilado a la estructura cognitiva
4. Aprendizaje por Re________n: el contenido que se va a aprender se presenta al alumno en su forma final, acabado, sin que exija un descubrimiento previo a la comprensión. |
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Definition
Meaningful Learning - Ausubel
Types of Learning:
0.0 According to the degree of meaning acquired
1. Meaningful Learning: the new information is related in a substantive way, not arbitrarily, not to the letter, with the knowledge that the student already has, producing a transformation in both the new and the old content.
2. Repetitive Learning: arbitrary, literal and non-substantive associations between new prior knowledge.
0.0 According to the way in which the contents are presented
3. Learning by discovery: the content to be learned is not presented to the student, but rather has to be discovered before being assimilated into the cognitive structure
4. Learning by Reception: the content to be learned is presented to the student in its final, finished form, without requiring a discovery prior to understanding. |
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Term
Gardner - Inteligencias Múltiples
1. Li________a (o verbal-li________ca): Habilidad para utilizar con un dominio avanzado el lenguaje oral y escrito, así como para responder a él. Por ejemplo los políticos u oradores de prestigio.
2. Ló________-mat________: Habilidad para el razonamiento complejo, la relación causa-efecto, la abstracción y la resolución de problemas. Por ejemplo un campeón de ajedrez o científicos.
3. Viso-e________: Capacidad de percibir el mundo y poder crear imágenes mentales a partir de la experiencia visual. Por ejemplo fotografía, video, creatividad 3D, etc
4. C________ (o qu________ica): Habilidad de utilizar el cuerpo para aprender y para expresar ideas y sentimientos. Incluye el dominio de habilidades físicas como el equilibrio, la fuerza, la flexibilidad y la velocidad. Ejemplo: Danza o gimnasia. |
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Definition
Gardner - Multiple Intelligences
1. Linguistics (or verbal-linguistics): Ability to use oral and written language with an advanced command, as well as to respond to it. For example politicians or prestigious speakers.
2. Logical-mathematical: Ability for complex reasoning, cause-effect relationship, abstraction and problem solving. For example a chess champion or scientists.
3. Viso-spatial: Ability to perceive the world and to create mental images from visual experience. For example photography, video, 3D creativity, etc.
4. Corporal (or kinesthetic): Ability to use the body to learn and to express ideas and feelings. It includes mastering physical skills such as balance, strength, flexibility, and speed. Example: Dance or gymnastics. |
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Term
Gardner - Inteligencias Múltiples
5. Mu________ (o rítmica): Habilidad de saber utilizar y responder a los diferentes elementos musicales (ritmo, timbre y tono). Por ejemplo los músicos.
6. In________l (o individual): Habilidad de comprenderse a sí mismo y utilizar este conocimiento para operar de manera efectiva en la vida. Por ejemplo los psícologos y filósofos .
7. Int________al (o social): Habilidad de interactuar y comprender a las personas y sus relaciones. Por ejemplo las personas solidarias, miembros de ONGs, campañas de ayuda a refugiados, etc
8. Na________ta: Habilidad para el pensamiento científico, para observar la naturaleza, identificar patrones y utilizarla de manera productiva. Por ejemplo científicos volcados en el naturalismo y la defensa de la naturaleza. |
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Definition
Gardner - Multiple Intelligences
5. Musical (or rhythmic): Ability to know how to use and respond to different musical elements (rhythm, timbre and tone). For example the musicians.
6. Intrapersonal (or individual): Ability to understand yourself and use this knowledge to operate effectively in life. For example psychologists and philosophers.
7. Interpersonal (or social): Ability to interact and understand people and their relationships. For example, people in solidarity, members of NGOs, refugee aid campaigns, etc.
8. Naturalist: Ability to think scientifically, to observe nature, identify patterns, and use it productively. For example scientists focused on naturalism and the defense of nature. |
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Term
La cons________n del conocimiento
A lo largo del desarrollo existen ciertos momentos especialmente óptimos para la producción de determinados aprendizajes |
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Definition
The construction of knowledge
Throughout development there are certain particularly optimal moments for the production of certain learning |
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Term
El aprendizaje en la i________a:
Los d__ primeros años tras el nacimiento son especialmente sensibles para el establecimiento de conexiones neuronales importantes para el control
motor, el desarrollo del lenguajes, la modulación de las emociones, los procesos de atención y percepción y para el desarrollo social |
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Definition
Learning in childhood:
The first two years after birth are especially sensitive for the establishment of neural connections important for motor control, language development, modulation of emotions, processes of attention and perception, and for social development. |
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Term
El aprendizaje en la adolescencia:
Importante desarrollo de:
Ce________: Movimientos y postura. Coordinación m________. Le______e.
Gl________a p_______: Producción de mel______na
Núcleo estriado ventral: Regulación de la mot________n
Córtex pr________l : Funciones ejecutivas y procesos cognitivos de alto |
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Definition
Learning in adolescence:
Important development of:
Cerebellum: Movements and posture. Motor coordination. Language.
Pineal gland: Melatonin production
Ventral striatum: regulation of motivation
Prefrontal cortex: Executive functions and high cognitive processes |
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Term
El aprendizaje en la edad adulta:
Primera parte de la adultez mayor rendimiento cognitivo
Eficiencia cognitiva decrece a partir de los __ años |
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Definition
Learning in adulthood:
Early adulthood increased cognitive performance
Cognitive efficiency decreases after the age of 40 |
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Term
FORMACIÓN DEL ALUMNO DEL SIGLO XXI
Objetivos de la enseñanza:
Comprender como ap________ los alumnos.
Estrategias que fa________n el aprendizaje.
Conocer las car________cas del e________io donde se desarrolla la educación:
colegio, familia…
Establecer los obj________s de la educación actual. Adaptación al medio. |
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Definition
TRAINING OF THE 21ST CENTURY STUDENT
Teaching objectives:
Understand how students learn.
Strategies that favor learning.
Know the characteristics of the scenario where education takes place:
school, family ...
Establish the objectives of current education. Adaptation to the environment. |
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Term
Informe de la UNESCO:
La educación debería estructurarse en torno a cuatro ejes fundamentales :
1. Aprender a _______ , enfatizando la importancia de formar a los estudiantes en estrategias de aprendizaje, más que en conocimientos.
2. Aprender a _______ , entendida como vínculo y transformación de la realidad, es decir, el desarrollo de habilidades.
3 . Aprender a _______ , como conciencia de sí mismo y el desarrollo de valores.
4. Aprender a _______ y a _______ con los demás, se refiere al desarrollo de la conciencia social y de la solidaridad. |
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Definition
UNESCO report:
Education should be structured around four fundamental axes:
1. Learn to learn, emphasizing the importance of training students in learning strategies, rather than knowledge.
2. Learn to do, understood as a link and transformation of reality, that is, the development of skills.
3 . Learn to be, as self-awareness and the development of values.
4. Learning to live and coexist with others refers to the development of social awareness and solidarity. |
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Term
Tema 5. Enfoques educativos actuales
1. Aspecto C___g_____
2. Aspecto Co_____al
3. Aspecto M_____
4. Aspecto So_____ |
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Definition
Tema 5. Enfoques educativos actuales
1. Aspecto Cognitivo
2. Aspecto Conductual
3. Aspecto Moral
4. Aspecto Social |
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Term
Profesorado:
1. Cr____: El profesor no debe actuar de forma intuitiva en el aula, sino tomando referentes científicos, como teorías implícitas, expectativas hacia alumnos, etc.
2. Sa____: Ha de conocer y dominar los conocimientos de la materia que imparte.
3. Po____: Ha de tener capacidad para enseñar, habilidades, destrezas, etc.
4. Qu____: Ha de estar motivado y presentar entusiasmo por su labor educativa.
5. S___: El profesor ha de enseñar más por lo que es que por lo que sabe o hace. El profesor proyecta su personalidad en el aula, es importante manifestar seguridad y confianza en sí mismo.
6. Ha____: Ha de actuar, interactuar, coactuar , utilizando sus estrategias de enseñanza en el aula. |
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Definition
Faculty:
1. Believe: The teacher should not act intuitively in the classroom, but by taking scientific references, such as implicit theories, expectations towards students, etc.
2. Know: he has to know and master the knowledge of the subject that he teaches.
3. Power: he must have the ability to teach, abilities, skills, etc.
4. Willing: he must be motivated and show enthusiasm for his educational work.
5. Being: The teacher has to teach more for what he is than for what he knows or does. The teacher projects his personality in the classroom, it is important to show security and self-confidence.
6. Do: he has to act, interact, coerce, using his teaching strategies in the classroom. |
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Term
Alumno:
1. _______: El alumno no debe actuar de forma intuitiva en el aula, sino tomando referentes científicos, como teorías implícitas, expectativas hacia el profesor, hacia la materia, resultados, etc.
2. ________: Ha de dominar los conocimientos previos sobre la materia.
3. ________: Ha de tener capacidad, inteligencia, habilidades, etc.
4. ________: Ha de estar motivado, presentar interés y mostrar una actitud positiva.
5. ________: Es importante contar con un autoconcepto y autoestima positivos, presentar una buena base en cuanto a estilos de aprendizaje.
6. ________: Ha de actuar, interactuar, coactuar , desarrollando sus estrategias de aprendizaje en el aula. |
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Definition
Student:
1. Believe: The student should not act intuitively in the classroom, but by taking scientific references, such as implicit theories, expectations towards the teacher, towards the subject, results, etc.
2. Know: he has to master the previous knowledge on the subject.
3. Power: he must have capacity, intelligence, skills, etc.
4. Willing: he must be motivated, show interest and show a positive attitude.
5. Being: It is important to have a positive self-concept and self-esteem, present a good foundation in terms of learning styles.
6. Do: he has to act, interact, coerce, developing his learning strategies in the classroom. |
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Term
Procesos de aprendizaje:
1. At________:
- Primer proceso
- relacionada con la motivación
- primer filtro de memoria corto plazo
2. Adq________n:
- Co________ión: interpretación significativa y activa de la información. Organización y estructura con conocimientos anteriores. Selección, Organización, y elaboración
- R________ón: Transfería de la información de la Memoria Corto Plazo (MCP) a la Memoria Largo Plazo (MLP). Los conocimientos deben ser duraderos.
- Tra________ón: la información evoluciona a través del tiempo |
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Definition
Learning processes:
1. Attention:
- First process
- related to motivation
- first short term memory filter
2. Acquisition:
- Comprehension: meaningful and active interpretation of information. Organization and structure with previous knowledge. Selection, Organization, and elaboration
- Retention: Transfer of information from the Short Term Memory (MCP) to the Long Term Memory (MLP). The knowledge must be durable.
- Transformation: information evolves over time |
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Term
Procesos de aprendizaje:
3. Rec________n: Evocar información previamente incorporados. Mediante claves implicadas en el proceso del almacenamiento.
4. Gene________n: se transfieren los conocimientos adquiridos a situaciones nuevas. Facilita la adaptación. Importante facilitarla (diferentes contextos, materiales....enseñanza a través de ejemplares múltiples) |
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Definition
Learning processes:
3. Retrieval: Evoke previously incorporated information. Through keys involved in the storage process.
4. Generalization: knowledge acquired is transferred to new situations. Facilitates adaptation. It is important to facilitate it (different contexts, materials ... teaching through multiple copies) |
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Term
Estrategias de aprendizaje:
1. Pr_______s: Operaciones o actividades mentales que facilitan o desarrollan los procesos de aprendizaje.
2. Est_______s: Las estrategias nos ayudan a llevar a cabo los procesos y a planificar, organizar y evaluar si los procesos nos han llevado a nuestro objetivo o no.
3. T_______: Implican una relación entre las técnicas (pura ejecución) y lo cognitivo: APRENDER A APRENDER (de jugador a entrenador) |
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Definition
Learning strategies:
1. Procesos: Mental operations or activities that facilitate or develop learning processes.
2. Estrategias: Strategies help us to carry out the processes and to plan, organize and evaluate whether the processes have led us to our objective or not.
3. Técnicas: They imply a relationship between the techniques (pure execution) and the cognitive: LEARN TO LEARN (from player to coach) |
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Term
APRENDIZAJE EXPERTO - Taxonomía de BLOOM. Seis Etapas
1. Con________o o Me________ón: repetir, reconocer
2. Com________n: traducción, interpretación, asimilación
3. Apl________n:
4. An________: descomponer en sus partes
5. Sí________s:
6: Ev________ón:
Solución de los pr________s: Incluye; Análisis, Síntesis, y Evaluación |
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Definition
EXPERT LEARNING - BLOOM Taxonomy. Six stages
1. Knowledge or Memorization: repeat, recognize
2. Comprehension: translation, interpretation, assimilation
3. Application:
4. Analysis: decompose into its parts
5. Synthesis:
6: Evaluation:
Troubleshooting: Includes; Analysis, Synthesis, and Evaluation |
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Term
Dimensiones Cognoscitivas Bloom-Anderson
1. M________ar/Conocimiento
Recordar, reconocer información específica tales como: hechos, sucesos, fechas, nombres, símbolos, teorías, definiciones y otros.
2. C________er
Entender el material que se ha aprendido. Esto se demuestra cuando se presenta la información de otra forma, se transforma, se buscan relaciones, se asocia, se interpreta (explica o resume); o se presentan posibles efectos o consecuencias.
3. A________
Usar el conocimiento y destrezas adquiridas en nuevas situaciones. |
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Definition
Bloom-Anderson Cognitive Dimensions
1. Memorize / Knowledge
Remember, recognize specific information such as: facts, events, dates, names, symbols, theories, definitions and others.
2. Understand
Understand the material that has been learned. This is demonstrated when the information is presented in another way, it is transformed, relationships are sought, it is associated, it is interpreted (explained or summarized); or possible effects or consequences are presented.
3. Apply
Use the knowledge and skills acquired in new situations. |
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Term
Dimensiones Cognoscitivas Bloom-Anderson
4. A________r
Descomponer el todo en sus partes, se solucionan problemas a la luz del conocimiento adquirido y razonar.
5. Ev________
Enjuiciar (selecciona, critica, justifica) sobre la base de criterios establecidos.
6. C_____r
Crear, mejorar, optimizar o se hace algo original. |
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Definition
Bloom-Anderson Cognitive Dimensions
4. Analyze
Decompose the whole into its parts, solve problems in the light of acquired knowledge and reason.
5. Evaluate
Prosecute (select, criticize, justify) on the basis of established criteria.
6. Create
Create, improve, optimize or do something original. |
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Term
Verbos
R________r:
Reconocer listar, describir, identificar, recuperar, denominar, localizar, encontrar.
En________r
: Interpretar, resumir, inferir, parafrasear, clasificar, comparar, explicar,
A________:
Implementar, desempeñar, usar, ejecutar.
A________r:
Comparar, organizar, deconstruir, atribuír , delinear, encontrar, estructurar,
E________:
Revisar, formular hipótesis, criticar, experimentar, juzgar, probar, detectar, monitorear.
C______:
Diseñar, construír , planear, producir, idear, trazar, |
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Definition
Verbs
Remember:
Recognize list, describe, identify, retrieve, name, locate, find.
Understand
: Interpret, summarize, infer, paraphrase, classify, compare, explain,
Apply:
Implement, perform, use, execute.
Analyze:
Compare, organize, deconstruct, attribute, delineate, find, structure,
Evaluate:
Review, hypothesize, criticize, experiment, judge, test, detect, monitor.
To create:
Design, build, plan, produce, devise, plot, |
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Term
Gagné:
Tres componentes básicos en el proceso de enseñanza:
1. Pr________s
2. Re________s
3. Con________es de apre________e |
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Definition
Gagné:
Three basic components in the teaching process:
1. Processes
2. Results
3. Learning conditions |
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Term
Gagné:
Ocho fases en el proceso de aprendizaje
1. Ex________va
2. A________n
3. Pe________n Se________a
4. Cod________n
5. Al________nto
6. Re________ón ge________da
7. Tra________ia
8. Re________a y re________ + estimulación ambiental manipulada por el profesor |
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Definition
Gagné:
Eight phases in the learning process
1. Expectation
2. Attention
3. Selective Perception
4. Coding
5. Storage
6. Generalized recovery
7. Transfer
8. Response and reinforcement + environmental stimulation manipulated by the teacher |
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Term
Gagné:
Cinco niveles de competencia:
1. i________n verbal (operar con lenguaje hablado o escrito)
2. Habilidades in________s (capacidad cognitiva: atención, memoria...)
3. Es________s cog________ (metacognición y coordinación de la habilidad anterior)
4. Habilidades m________ (coordinación, equilibrio, velocidad, precisión... relacionada con plástica, música, gimnasia, etc)
5. Ac________ (interacción con otras personas)
Tres Supuestos:
1. Necesidad de objetivos claramente formulados
2. Secuencia ordenada de enseñanza
3. Condiciones para el aprendizaje |
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Definition
Gagné:
Five levels of competence:
1. verbal imitation (operating with spoken or written language)
2. Intellectual skills (cognitive ability: attention, memory ...)
3. Cognitive strategies (metacognition and coordination of the previous ability)
4. Motor skills (coordination, balance, speed, precision ... related to art, music, gymnastics, etc)
5. Attitudes (interaction with other people)
Three Assumptions:
1. Need for clearly formulated objectives
2. Orderly sequence of teaching
3. Conditions for learning |
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Term
Metacognición y
auto regulación
METACOGNICIÓN
- Capacidad de c________ y c________ los propios estados y procesos cognitivos
Dos aspectos objeto de análisis y estudio:
1. Conocimiento que puede alcanzar el sujeto de sus propios procesos mentales.
2. C________. |
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Definition
Metacognition and
self regulation
METACOGNITION
- Ability to know and control one's own cognitive states and processes
Two aspects that are the object of analysis and study:
1. Knowledge that the subject can reach of his own mental processes.
2. Control. |
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