MIDW 485 Unit 2: Learning Theories

Frameworks that explain how people learn, organized around principles and focusing on the description and explanation of learning

A lasting change in behavior or potential, resulting from interactions with the environment.

Learning theory focusing on observable behaviors and how environmental stimuli influence those behaviors.

Learning theory focusing on mental processes like knowledge acquisition, organization, and recall.

Learning theory emphasizing the learner's active role in constructing their understanding.

Learning theory emphasizing the learner's individual needs and motivations.

Learning theory emphasizing the importance of observation and social interaction in learning.

Learners differ in how they absorb and process learning materials due to unique factors such as personality and aptitude.

Learning through association. A neutral stimulus is paired with a stimulus that naturally triggers a response, eventually causing the neutral stimulus to trigger the same response.

Learning through consequences. Behaviors followed by desirable consequences are more likely to be repeated, while those followed by undesirable consequences are less likely.

A consequence that increases the likelihood of a behavior being repeated.

Giving a reward to encourage a desired behavior.

Removing an unpleasant stimulus to encourage a desired behavior.

A stimulus that initially does not elicit a response.

A stimulus that naturally triggers a response.

The natural, automatic response to an unconditioned stimulus.

Removing a desired stimulus to decrease an unwanted behavior.

Negative reinforcement increases a behavior, while punishment decreases it.

Learning involves changes in knowledge and memory, not just behavior.

A change in knowledge/thought processes, not just behavior.

Individual's thoughts, perceptions, and memory are key to learning.

Behaviorism looks at actions, while cognitivism focuses on internal mental processes.

A model explaining how we learn by focusing on the stages of attention, processing, memory storage, and action.

The first step in learning where the learner focuses on the relevant stimuli or information.

Most people can hold 2-3 simple tasks in their attention at once, but only one complex task at a time.

There are three levels of memory: Sensory Register, Short-Term Memory, and Long-Term Memory.

The initial stage where information enters the information processing system through senses.

Temporary storage where important information from the Sensory Register is held for further processing.

The permanent storage where information from STM is transferred for long-term use.

The final stage where organized information from memory is retrieved and used to perform a task.

The leading proponent of Social Learning Theory, he emphasizes the role of observation and modeling in learning.

Learning by observing the consequences of others' actions. If someone is rewarded for a behavior, you are more likely to imitate it.

Learning by observing and imitating the behavior of someone considered an expert or role model.

A real person demonstrating a behavior in person.

A person or character portrayed in media like movies, books, or television.

Descriptions of how to perform a behavior, often without a live model present.

The mental processes involved in social learning, including attention, retention, reproduction, and motivation.

The attentional phase is the first stage of learning, where the learner pays attention to the observed behavior. This stage is crucial for any learning to occur.

The attentional phase is influenced by the characteristics of the role model, such as their status, competence, and novelty. Additionally, the learner's own characteristics like cognitive abilities, past experience, needs, and self-esteem play a role.

The retention phase involves storing and retrieving the observed information. The learner's cognitive capabilities and cognitive rehearsal, as well as the complexity of the observed behavior, influence this stage.

The reproduction phase is where the learner attempts to replicate the observed behavior. Mental rehearsal, immediate enactment, and corrective feedback all contribute to the effectiveness of this stage.

The motivational phase determines whether the learner is motivated to perform the observed behavior. Factors like reinforcement or punishment for the role model's behavior, the learning situation, and the appropriateness of future situations all affect the learner's motivation.