Edward Tolman's Purposive Behaviorism

Learning is driven by goals and intentions.

Mental representations of environments that help find the best paths to goals.

Learning that isn't immediately shown but exists and comes out later needed.

The shortest or easiest way to a goal in a given environment.

Expectations, perceptions, needs, and other factors affect how individuals learn.

Robert Gagne described these categories as different types of knowledge acquired through learning.

Learning facts, definitions, and vocabulary.

Developing the ability to reason, solve problems, and make judgments.

Learning methods or ways of thinking for learning.

Developing beliefs and preferences about something

The very first stage of memory where information is briefly held, like a snapshot. Most of this information is lost if not attended to.

The process that decides what information moves from sensory memory to short-term memory. It's like a filter, focusing on what's important.

A temporary memory 'workspace' that holds a limited amount of information. It's like a mental blackboard; if you don't keep writing on it, information is lost.

The process of transforming information from short-term memory to a form that can be stored in long-term memory. It's like putting labels on boxes for easier access.

Accessing and bringing back information from long-term memory to conscious awareness. It's like finding a specific file on your computer's hard drive.

This theory explains how we learn and remember by thinking of our minds like computers. It involves three main steps: encoding, storage, and retrieval.

The second step in Information Processing Theory is storage. It means keeping the encoded information in our brains for later use.

These are the three main steps of how our brains process information: encoding, storage, and retrieval.

A framework for designing effective instruction with nine distinct steps that guide students through the learning process.

The first event of instruction that captures learners' interest and focuses their attention on the topic.

Clearly stating the learning goals and expectations for students.

The step where the new information, skills, or concepts are presented to learners.

Providing learners with opportunities to apply the presented content and skills.

Objects physically close to each other are perceived as belonging together.

Objects that look similar are perceived as a group, even if they are spread out.

Incomplete figures are perceived as complete by our minds, filling in the missing parts.

Points connected by a smooth curve are seen as a group, continuing in the same direction.

We perceive forms in the simplest way possible.

The environment within which a person's actions and learning occur, influenced by both internal and external factors.

Factors within a person that influence their behavior and learning, such as their own motivation, attitudes, and feelings.

Factors outside a person that influence their behavior and learning, such as the attitude and behavior of teachers and classmates.

A psychologist who introduced the concept of Life Space, suggesting that learning is influenced by both internal and external factors.

The leaving of participants can affect the learning process, as the dynamics of the group and environment change.

A form of learning that happens suddenly when you understand the relationships between elements and gain a new understanding. It's like a 'aha!' moment when you solve a puzzle.

A psychologist known for his work on insight learning and his experiments with chimpanzees.

In insight learning, you take the information you have, rearrange it, and then see a new understanding.

The goal of insight learning is to gain a deeper and more complete understanding of something.

A student struggling with a math problem suddenly understands the concept after seeing a different approach or a visual representation of the problem.

The three main stages are encoding, storage, and retrieval. Encoding transforms information into a storable format. Storage keeps information for later use. Retrieval brings information back to consciousness.

Wolfgang Kohler, a psychologist, proposed the concept of Insight Learning.

Unlike trial and error, insight learning involves a sudden understanding of the relationships between elements, rather than gradual learning through repeated attempts.

The key feature of Insight Learning is the sudden understanding or 'aha' moment that leads to a solution.

Some examples of Insight Learning include a chimpanzee using a stick to reach a banana, a child figuring out how to open a door, or a scientist suddenly finding a solution to a problem.