implications: associate events with
Vygotsky: children only learn through consequences
guidance & instruction from teachers
Piaget: children learn by discovering for
themselves -> rich learning environment
learning by means of
1. Discovery: child must be ready: Piaget's theories & rewards & punishments
must learn in learning environment & must Vygotsky's constructivism learner seen as
learn through cognitive conflict passive participant
Conceptual changes no room for error
(developmental theories) & Associations (behaviourism)
2. Interaction: Vygotsky assumes ZPD = area between what one already constructing knowledge
the Zone of Proximal Development. knows & what they can achieve with help (constructivism)
of more developed person.
Piaget: can make process through scaffolding
= support is adapted to current development + learning should take human learning = long-term changes Skinner: teaching machine ->
of knowledge/skills place in CONFLICT ins mental representations/associations as a rewarding, paying attention to each student (today: iPads)
criticism: results of an experience
1. role of teacher unclear Lecture 1: Opening Lecture Theories
3. Teacher more in the background (e.g. through PBL) 2. teacher too much in background ->
pupils can become insecure behaviour acquired through
modelling (observing &
imitating)
Encoding in memory learning is the encoding of
(cognitive theories) information in the brain
Imitation
attention is crucial for
(social learning Bandura: Bobodoll
encoding information -> it's limited tho
theory)
knowledge store
leading to: selective attention = one through
can only focus on a limited number schemas
info enter sensory register -> filtered / forgotten
of things at a time -> long term memory through repetition (info
working memory -> play
cannot always be recalled tho) self-regulation
role in active thinking processes has a limited capacity is very important
e.g. less efficient to
do hw with tv on 4-5 things at a time (otherwise info overload ->
thus: learning = the shirting of info from use external support e.g. notes)
working memory to long-term memory but once info is in long-term student models teacher
causing changes in schemas memory -> never be forgotten
theory of working memory:
Baddeley's tripartite visuospatial scratchpad + phonological loop
implications: to avoid working memory model -> meet at the central executive (where info is
overload -> better to learn in staggered way -> processed) -> responsible for cognitive processes
high retrieval & storage capacity
,
self-assessment = e.g. evaluation
one's own performance
1) Discrepancy reduction model = self-reaction = the
reducing discrepancy between where you incl. self-assessment emotional response to the
are vs your goal -> self-regulation & self-reflection performance
metacognitive regulation =
enable one to apply metacognitive monitoring = how learners monitor and control
checking whether task is being performed effectively their cognitive processes
3) self-reflection phase =
2) Region of proximal learning model = after execution of task
not everyone will continue to regulate until
self-monitoring ->
3 models of control: goal is achieves -> give up -> solution: divide
metacognitive knowledge = thinking about imagery & attention
goal in smaller steps
one's own learning -> about oneself & task focussing
3) Agenda based learning model = e.g. having to study self-control & self-observation ->
people have an agenda ->other factor but the weather is 2) performance phase = during task
Flavell: metacognition = self-observation e.g. students observers
influence self-actualisation behaviour nice outside which learning strategies
self-monitoring = "thinking about thinking"
awareness of what one thinks he applies
and how one learns
metacognitive monitoring = monitoring ->
someone knows strengths/weaknesses metal-level receives control & monitoring -> flow of
of his own learning info from object level info between the levels self-regulation 1) forethought phase = before performing self-motivation includes
Metacognitive goes through 3 phases: (cycle) the task (task analysis & self-motivation) e.g. self-efficacy
monitoring &
control -> metacognitive control
metacognitive control -> someone
uses strengths/weaknesses to object level receives
regulate their behaviour info from meta-level
Zimmerman's model of e.g familiarity: feeling
Metacognition metaocognition you have mastered material
Nelson & Narens model:
possible errors: one not knowing
their own (in)competence e.g. fluency:
1) meta-level = Lecture 2: Metacognition, self-monitoring and self-regulation learning is smooth
metacognition & 2) object level = things like
meta-memory cognition & memory
e.g. current knowledge:
Self-monitoring underestimating difficulty
metacomprehension = how well
one thinks they understood the text e.g. association heuristic:
learned material without its strong
associations, material out of control
can be improved in 4 ways: completion used for
explanation of a problem
accuracy of minoring (secondary education)
1) delayed keywords Monitoring within
generally low
different domains: Metacognitive monitoring metacognitive monitoring includes
2) delayed summaries in kids & adults judgements of learning (JOLs) =
memory tasks -> judgements one makes about how well they
+ no delayed-JOL effect 3) self-explaining delayed JOL used have learning info
kids DO monitor learning ( +
text comprehension -> difficulty regulating them tho)
4) creating draft folders generation strategies used
During school: JOL accuracy + aka a prediction one makes about
problem-solving tasks -> other how likely it is they use same Nelson & Dunlosky: delayed JOLs
regulation accuracy increase
strategies used to increase JOL action for same problem were BETTER than immediate JOLs
= generation effect -> info better
remembered -> situation model + pupil's overestimation of
created (mental model) own abilities decreases
1 & 2 -> delayed generation effect
-> info retrieved from sit. model of 3 & 4 -> immediate generation effect
long-term memory -> sit. model created on the spot
Vygotsky: children only learn through consequences
guidance & instruction from teachers
Piaget: children learn by discovering for
themselves -> rich learning environment
learning by means of
1. Discovery: child must be ready: Piaget's theories & rewards & punishments
must learn in learning environment & must Vygotsky's constructivism learner seen as
learn through cognitive conflict passive participant
Conceptual changes no room for error
(developmental theories) & Associations (behaviourism)
2. Interaction: Vygotsky assumes ZPD = area between what one already constructing knowledge
the Zone of Proximal Development. knows & what they can achieve with help (constructivism)
of more developed person.
Piaget: can make process through scaffolding
= support is adapted to current development + learning should take human learning = long-term changes Skinner: teaching machine ->
of knowledge/skills place in CONFLICT ins mental representations/associations as a rewarding, paying attention to each student (today: iPads)
criticism: results of an experience
1. role of teacher unclear Lecture 1: Opening Lecture Theories
3. Teacher more in the background (e.g. through PBL) 2. teacher too much in background ->
pupils can become insecure behaviour acquired through
modelling (observing &
imitating)
Encoding in memory learning is the encoding of
(cognitive theories) information in the brain
Imitation
attention is crucial for
(social learning Bandura: Bobodoll
encoding information -> it's limited tho
theory)
knowledge store
leading to: selective attention = one through
can only focus on a limited number schemas
info enter sensory register -> filtered / forgotten
of things at a time -> long term memory through repetition (info
working memory -> play
cannot always be recalled tho) self-regulation
role in active thinking processes has a limited capacity is very important
e.g. less efficient to
do hw with tv on 4-5 things at a time (otherwise info overload ->
thus: learning = the shirting of info from use external support e.g. notes)
working memory to long-term memory but once info is in long-term student models teacher
causing changes in schemas memory -> never be forgotten
theory of working memory:
Baddeley's tripartite visuospatial scratchpad + phonological loop
implications: to avoid working memory model -> meet at the central executive (where info is
overload -> better to learn in staggered way -> processed) -> responsible for cognitive processes
high retrieval & storage capacity
,
self-assessment = e.g. evaluation
one's own performance
1) Discrepancy reduction model = self-reaction = the
reducing discrepancy between where you incl. self-assessment emotional response to the
are vs your goal -> self-regulation & self-reflection performance
metacognitive regulation =
enable one to apply metacognitive monitoring = how learners monitor and control
checking whether task is being performed effectively their cognitive processes
3) self-reflection phase =
2) Region of proximal learning model = after execution of task
not everyone will continue to regulate until
self-monitoring ->
3 models of control: goal is achieves -> give up -> solution: divide
metacognitive knowledge = thinking about imagery & attention
goal in smaller steps
one's own learning -> about oneself & task focussing
3) Agenda based learning model = e.g. having to study self-control & self-observation ->
people have an agenda ->other factor but the weather is 2) performance phase = during task
Flavell: metacognition = self-observation e.g. students observers
influence self-actualisation behaviour nice outside which learning strategies
self-monitoring = "thinking about thinking"
awareness of what one thinks he applies
and how one learns
metacognitive monitoring = monitoring ->
someone knows strengths/weaknesses metal-level receives control & monitoring -> flow of
of his own learning info from object level info between the levels self-regulation 1) forethought phase = before performing self-motivation includes
Metacognitive goes through 3 phases: (cycle) the task (task analysis & self-motivation) e.g. self-efficacy
monitoring &
control -> metacognitive control
metacognitive control -> someone
uses strengths/weaknesses to object level receives
regulate their behaviour info from meta-level
Zimmerman's model of e.g familiarity: feeling
Metacognition metaocognition you have mastered material
Nelson & Narens model:
possible errors: one not knowing
their own (in)competence e.g. fluency:
1) meta-level = Lecture 2: Metacognition, self-monitoring and self-regulation learning is smooth
metacognition & 2) object level = things like
meta-memory cognition & memory
e.g. current knowledge:
Self-monitoring underestimating difficulty
metacomprehension = how well
one thinks they understood the text e.g. association heuristic:
learned material without its strong
associations, material out of control
can be improved in 4 ways: completion used for
explanation of a problem
accuracy of minoring (secondary education)
1) delayed keywords Monitoring within
generally low
different domains: Metacognitive monitoring metacognitive monitoring includes
2) delayed summaries in kids & adults judgements of learning (JOLs) =
memory tasks -> judgements one makes about how well they
+ no delayed-JOL effect 3) self-explaining delayed JOL used have learning info
kids DO monitor learning ( +
text comprehension -> difficulty regulating them tho)
4) creating draft folders generation strategies used
During school: JOL accuracy + aka a prediction one makes about
problem-solving tasks -> other how likely it is they use same Nelson & Dunlosky: delayed JOLs
regulation accuracy increase
strategies used to increase JOL action for same problem were BETTER than immediate JOLs
= generation effect -> info better
remembered -> situation model + pupil's overestimation of
created (mental model) own abilities decreases
1 & 2 -> delayed generation effect
-> info retrieved from sit. model of 3 & 4 -> immediate generation effect
long-term memory -> sit. model created on the spot
