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Jack Mezirow (adult, post secondary education); involves 2 basic kinds of learning instrumental (learning through problem solving) and communicative learning (how individuals communicate feelings/needs)
Meaning structures are developed through reflection, learning is the process of a change/growth in meaning structure ( sociolinguistic codes, psychological codes, and epistemic codes) |
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| Jerome Bruner (young children); form new knowledge based on the construction of past/current knowledge, facilitate extrapolation and or fill in the gaps with existing schema, encourage students to discover principles by themselves |
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| Cognitive dissonance theory |
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| Leon Festinger (decison-making & problem-solving); individuals seek out similar perspectives to their own, when there is a difference (dissonance) in attitudes and behavior, attitudes change to accommodate the behavior, dissonance is eliminated by reducing the importance of the conflicting beliefs, acquiring new beliefs that change the balance, or removing the conflicting attitude or behavior |
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| B. Weiner; how people interpret events and how this relates to their thinking and behavior, associated with achievement |
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Albert Bandura (behavior modification in aggression/psychological disorders); observing and modeling behaviors, attitudes and emotional reactions of others, continuous reciprocal interaction between cognitive, behavioral, an environmental influences
1. Attention
2. Retention
3. Motor Reproduction
4. Motivation
More likely to achieve is outcome is valued |
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J. Lave; (knowledge acquisition - mind starts as blank slate)learning is situated meaning it happens within the context of an activity, cultural, knowledge is not abstract, "community of practice" which embodies certain beliefs and behaviors to be acquired, learning happens socially
EXAMPLE: the role of an old-time in a community would have acquired most of the beliefs and perspectives relevant to that community OR that preschool that's all outside |
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| Roger Schank (language & higher thinking skills);representation of meaning in sentences,memory is organized around personal experiences, and generalized memories are called "scripts." These scripts allow people to fill in gaps about information. Memories are loose and then organized through scripts. |
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| Howard Gardner (focused on children but applies to all ages); individuals possess different forms of intelligence ( linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills)) in varying degrees, learning should focus on the types of intelligence a person has, different cultures tend to emphasis different types of intelligence |
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| Information processing theory |
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G.A. Miller (short term memory); "chunking" refers to short term memory and the where a chuck is an meaningful unit, the brain can hold 5-9 chucks and is limited in short term memory captivity
Test-Operate-Test-Exit (TOTE) replaces stimulus-response, where a goal is tested to see if is has been achieved until goal is finished or abandoned |
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| Experiential learning theory |
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| C. Rogers (adult learners); Two types of learning - cognitive (meaningless, academic knowledge) and experiential (significant, applied knowledge), people want to learn and teachers must provide the setting, student must be involved in learning process and have control over its direction |
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| Malcolm Knowles (adult learning); adult learning must accommodate for the fact that adults are self-directed and responsible for their decisions, needs to focus more on process than content, needs to be problem-solving directed and considered valuable knowledge to adult individuals |
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| K.P. Cross (adult education); uses andragogy theory & experimental learning with lifespan psychology, two variables: personal characteristics (aging, life stages, developmental stages) & situational characteristics (full-time/part-time & voluntary vs compulsory learning), when educating consider experiences of participants and aging limitations |
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