Ncm102.

they postulated that behavior is a result of a series of conditioned reflexes, and all emotion and thought are a result of behavior learned through conditioning.

defined learning as a more or less permanent change in behavior

Learning is internal and is a result of a student processing and organising new information

Learning and behaviour changes are aquired by linking stimuli and response

Knowledge is constructed by adapting new information based on previous experience

hypothesized that behavior that is rewarded is more likely to reoccur

Proposed that stimulus-response bonds are strengthened by reinforcements such as reward or punishment

Meaningful learning is thought to occur only if existing cognitive structures are organized and differentiated

Proposed that new information is subsumed into existing thought and memory structures

are knowledge structures that store concepts, and the knowledge of how to use Them in memory.

Developed the concept of Schema or Schemata

They Delineated (3) kinds of learning based on Schema theory

Delineated (3) kinds of learning based on Schema Theory:

New information is learned, No changes are made to existing knowledge

Existing schemata are refined throughout the lifespan as new situations and issues are encountered.

formation of new conceptual structures or schema

Is the development of new schemata by copying an old schema and adding new elements that are different enough to warrant a new schema.

first proposed three domains of learning;

It focuses on the idea that objectives that are related to cognition could be divided Into subdivisions and ranked in order of cognitive difficulty

sometimes referred to as the feeling domain) is concerned with feelings and emotions and also divides objectives into hierarchical subcategories. It was proposed by Krathwohl and Bloom in 1964.

refers to how we use our bodies and senses to interact with the world around us, such as learning how to move our bodies in dance or gymnastics

Objectives that include those related to motor skills, coordination and physical movement.

Affective objectives deal with feelings, emotion, attitudes, appreciation and preference

Objectives and skills that help you process information. This is where we find Bloom's taxonomy

Proposes that individual learners actively constructs their own learning on the basis of their prior knowledge and experiences, and interaction with their environment.

Firmly tied to an existing schema in the brain.

Stage runs from birth to 2 years and the child spends their time learning basic Schemas and Object Permanence (the idea that something still exists when you can’t see it).

runs from 2 years to 7 years and the child develops more Schemas and the ability to think Symbolically (the idea that one thing can stand for another; words for example, or objects).

Stage runs from 7 years to 11 years and this is the Stage when children start to work things out in their head rather than physically in the real world.

Stage runs from 11 years into adulthood and this is where abstract thought develops, as does logic and hypothesis testing