Documentos de Académico
Documentos de Profesional
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Transactions
Karnita Gibson-Banister, Jessica Hanfland, Cynthia
McElveen, Rebecca Ralph, and Marquita Smith
Learning Team C
AET/500
Instructor: Michael Burnett
Introduction
In this presentation we will cover the following instructional models:
Classical Conditioning Theory by Ivan Pavlov
Laws and Connectionism by Thorndike
Gestalt Psychology by Max Wertheimer, Kurt Koffka and
Wolfgang Kohler
Schema Theory by Psychologist Frederic Bartlett
Operant Conditioning Theory by B.F. Skinner
Classical Conditioning
Classical conditioning was first
described in 1903 by Ivan Pavlov, a
Russian physiologist, and later studied
by John B. Watson, an American
psychologist. Its an
automatic/reflexive type of learning that
occurs through associations between
environmental and natural stimuli with
the use of a neutral signal before the
latter. (The Behaviorist Views It)
Rationale
Facilitators to try to make sure that students associate
positive emotional experiences with learning
Support
Facilitator reinforces the learning process with more exercises that
promote Success
Reflection Component
Andragogy Principles
Characteristics/Learning Style
Readiness to Learn
Orientation to Learning
When students
Gestalt Psychology
Max Wertheimer, Wolfgang Kohler and
Kurt Koffka worked on developing the
fundamental concepts of the Gestalt
theory from 1910-1914. It is the study
of how people integrate and organize
perceptual information (information
they perceive like things they see and
hear; problem solving) into meaningful
wholes.
Gestalt Rationale
Useful as guides for the students to differentiate
the important and unimportant facts.
Gestalt Application
Gestalt Psychology can be applied in the
classroom, as a guide for teachers and facilitators
as they organize their material and learning
activities and prepare their students to see the
whole picture; think upon all subject matters to
come to a conclusion.
Support
Reflection Component
Schema Theory
The Schema Theory was introduced
into education and psychology through
the work of British Psychologist Frederic
Bartlett in 1932. Bartlett described the
Schema Theory as a way that old
knowledge can help influence new
information.
Rationale
Facilitators try to help students use generic concepts stored in their
memory to help understand new information.
Andragogical Principles
Principles can be used to show how experiences can help with
learning new information.
Support
Facilitators reinforces the learning of new information by using
activities that help associate old information to the new.
Reflection Component
Learners can share past knowledge with other learners in a
discussion format.
Operant Conditioning
Introduction
Was coined by B.F. Skinner in 1939 in the context of reflex physiology, to differentiate what
he was interested inbehavior that affects the environment (Staddon, 116)
Was based on the work of Edward Thorndike
Rationale
Skinner believed that the best way to understand behavior is to look at the causes of an
action and its consequences
Behavior which is reinforced tends to be repeated (i.e. strengthen); behavior which is not
reinforced tends to die out or be extinguished (i.e. weakened)
Application
Three Types of Responses or Operant
Neutral operant: responses from the environment that neither increase nor decrease the
probability of a behavior
Reinforcers: responses from the environment that increase the probability of a behavior
being repeated
Punishes: responses from the environment that decrease the likelihood of a behavior
being repeated
Andragogical Principles
In the conventional learning situation it
applies largely to issues of class-and student
management
For behavioral modification, provide:
Compliments
Approval
Encouragement
Affirmation
Characteristics of
Adult Learners
Support Services: constant feedback on
assignments that were graded from
facilitators and peers
Adult learners can be able to ask questions if
they are doing an assignment correctly or not
by the feedback given back to them
They will learn if they continue to be given the
same feedback and will correct their mistakes
CONCLUSION
In conclusion, adult learning transactions are
shown through traditional and non-traditional
instructional models such as Classical
Conditioning Theory, Laws and Connectionism,
Gestalt Psychology, Schema Theory, and Operant
Conditioning Theory. All of which fall under the
Five Orientations to Learning. We have
discussed Behaviorist, Cognitivist, and
Constructivist learning theories. The adult
learners purpose in learning is to produce
behavioral change in desired direction, to
develop capacity to learn better, and to
construct knowledge. (Merriam, Caffarella, &
References
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M.
(2007). Learning in Adulthood (3rd ed.). San Francisco, CA:
John Wiley & Sons.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The
adult learner: The definitive classic in adult education and
human resource development (7th ed.). New York, NY: Taylor &
Francis.
Staddon, JER; Carutti, DT; Operant Conditioning, Annual
Review of Psychology: 2003; 54.
Watson, J. B. (1913). Psychology as the Behaviorist Views
It, Psychological Review, 20, 158-177.
www.simplypsychology.org/operant-conditioning.html