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Person variables - This includes how one views himself as a learner and thinker. Knowledge about how human Task Variables includes knowledge about the nature of the task as well as type of processing demands it will place upon the individual. Strategy Variables Knowledge of strategy variables involves awareness of strategy you are using to learn a topic and evaluating whether this strategy is effective. Meta attention awareness of SPECIFIC STRATEGIES SO THAT YOU CAN KEEP YOUR ATTENTION FOCUSEDON THE TOPIC OR TASK AT HAND Metamemory Awareness of memories strategies that work best for you Metacognition Highest level of thinking Expert learners - Employed metacognitive strategies in learning Novice learners Have limited knowledge in different subject areas.
14 Learner-centered Principles
14 psychological principles are divided into a. cognitive and metacognitive b. motivational and affective c. developmental and social d. individual difference
6. Context of learning - Learning is influenced by environmental factors, including culture, technology, and instructional practices
Basic Cognitive Concepts Schema - refer to cognitive structure by w/c individuals intellectually adapt to and organize their environment. Ex. If a child seesa dog for the first time, he creates his own idea what a dog is Assimilation Process of fitting its new experience into an existing or previous schema Ex. If the child sees another dog and it is smaller one he is adding new schema of a dog Accommodation - a process of creating a new schema Ex. If a child sees now another animal that looks kike little bit like a dog, but somehow a different height try fit it into a his schema of a dog Equilibration proper balance of assimilation and accommodation Cognitive disequilibrium experience not match to schemata or cognitive structure
Stage 3 Concrete operational stage the ability of the child to think logically but in terms concrete
object only. For elementary years Decentering ability of the child to perceive the different features of objects and situation. Reversibility During the stage of concrete operations child can follow that certain operations can be done in reverse
Conservation Ability to know that certain properties of objects like number mass or area do not change there is a change in appearance Seriation ability to order or arrange according to volume mass and weight
Stage 4 Operational Stage Final stage of operations covering 12 and 15 years of age Thinking is more
logical Hypothetical reasoning Ability to come up with different hypothesis about a problem and to gather and weight data to make a final decision or Judgment Analogical reasoning - Perceive the relationship in one instance and then use that relationship to narrow down answer to in another similar situation Deductive reasoning - This is the ability to think logically by applying a general rule to a particular instance or situation possible or problem
Stage VIII Old age around 60 Psychological Crisis ego integrity vs despair
Maladaptation- presumption Malignancy- disdain Virtue- Wisdom
Part 4 Vygotsky
Socio Cultural - Social interaction plays a very important role in cognitive development
Scaffolding - term for the appropriate assistance given by the teacher to assist the learner Accomplish a task Social interaction and language - two central factors in cognitive development Social Interaction emphasize that effective learning happens through participation in social activities, making the social context of learning crucial. Zone of actual development when a child attempts to perform a skill alone she may not be immediately proficient at it. So, alone she may perform a certain level of competency. Zone of proximal development zone represents a learning opportunity where a knowledgeable adult such as a teacher or parent or a more advanced peer can assist the childs development.. Scaffolding Support assistance that lets child accomplish a task she cannot accomplish independently Ex. Leading the straw to the hole and letting child put the straw through the tetra pack hole is scaffolding Scaffold and fade-away technique as learners become more proficient, able to complete task on their own that they could not initially do without assistance, the guidance can be withdrawn