Stimulus Response (R-S) Classical Conditioning ( )

ex) salivation at the sound of the tuning fork Conditioned Response

Human behavior should be studied Pavlov's Classical Behaviorism (Watson and Jocke) 1) perceiving
objectively, rejecting mentalistic
Behaviorism 2) attending
notions of innateness and instinct John Watson
Internalizing a Language 3) storing
4) recalling
Pavlov's Classical Conditioning = Respondent Conditioning
accidental discover (response)
reinforcer habitual 1) Specifying entry behavior
learned (conditioned) Operant Conditioning ( ) 2) Formulating the goals of the task
Meaning of Learning 3) Devising methods of training
Operant = Respondents
4) Evaluation procedure maintaining
1) withdrawal of a positive reinforcer
Punishments Skinner's Operant Conditioning Pavlov and Skinner
2) presentation of an aversive stimulus Learning and Training
Behavioristic viewpoint of learning
a carefully designed program of step-by-step reinforcement Programmed Instruction Ausubel
Rational/Cognitive stance
Skinner described language as a system
of verbal operants Carl Rogers
Audiolingual Method (ALM) in Chapter 3 Constructivist school of thought

the process of acquiring materials as

"discrete and relatively isolated" entities Rote Learning The interaction of previously learned
material with a present learning event
Transfer,
subsumed enhance of retention Contrasting Rote Learning and Positive Transfer
Meaningful Learning Interference, and
Chapter 4 : Overgeneralization Overgeneralization
the process of relating and anchoring Transfer Negative Transfer
new material to relevant established
Learning takes Human Learning Interference
Meaningful Learning place through a
entities in cognitive structure meaningful
process of
relating new General facts Rule
"similar strategies can be used in parlor games" Frank Smith events or items Inductive
to already Three Types of Learning
"in mental terms, the more other facts a fact is associated with existing Rule general fact
in the mind, the better possession of it our memory retains" cognitive Deductive
William James aspects of Inductive and Deductive
propositions emphasizing a positive effect of
Reasoning inductive reasoning
The item, which you acquired by using a
rote learning process, is being forgotten Ausubel's Meaningful
as you are acquiring other items Learning Theory Peter cited that there are more students
before(proactive) or after(retroactive) who perceive idea as a whole before
unless it has found some cognitive anchor parts
Proactive and Retroactive Inhibition

Positive aspect of "Pruning" : We might better achieve the goal of Difference in personal aptitude
communicative competence by removing unnecessary barriers to automaticity makes the different speed
Systematic Forgetting acquiring second language
pruning is the elimination of unnecessary clutter
"Cognitive Pruning" procedure Successful language
subsumptive forgetting systematic Aptitude and acquisition depends on the
Attrition (Language Attrition P.87) Intelligence Aptitude motivation and determination
than on so called "native"
members of a minority group learn the language abilities, or aptitude
of the majority group, and the latter group Critics
downgrades speakers of the minority language Subtractive Bilingualism Intelligence

Carl Rogers and

Vygotsky share
some views in
common in their
"Live at peace with all of their feelings and reactions ; they are able to reach their potential" highlighting of the
social and
"Learning" how to learn is more important than being "taught" by someone else interactive nature of
teachers, as a facilitator, must be genuine, real, and have genuine trust, acceptance as a valuable learning
person by students
"if the context for learning is properly created, then learners will learn everything they need" Carl Rogers Rogers's Humanistic
Psychology
Empowerment of students Paolo Freire

too nondirective, too inductive lack of effectiveness Critics

Chapter 4 . Human Learning.mmap - 2009-09-14 - Mindjet