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EDU theorist
| Term | Definition |
|---|---|
| Ausubel | Subsumption Theory: mechanism by which new material presented in academic settings can be integrated into existing mental structures |
| Bandura | Observational Learning Theory: behavior can be learned through observation of others |
| Bruner | Constructivist Theory: individuals actively construct knowledge by comparing new ideas or concepts with their current knowledge |
| Comenius | Pansophism: the idea that learning,emotional, and spiritual growth are interwoven. Proposed teaching through stimulation of the senses |
| Dewey | Learning by doing: learning occurs through experience |
| Erikson | Socioemotional development: Ericksonâs 8 stages of a man describe a series of crises individuals pass through at different ages. The stages begin with trust versus miss trust in infancy and continue through a series of paired outcomes for each age throu |
| Festinger | Cognitive Dissonance: Inconsistencies between behaviors and beliefs motivate people to change. One basis for constructivism. |
| Freud | Levels of consciousness: The mind operates at different levels conscious versus unconscious. He further subdivided the mind into the ID(primitive motivations),ego (logical portion of the mind which acts to satisfy the Id-when possible), and the super ego( |
| Gagne | Conditions of learning: for different kids of learning (motor skills, verbal skills)different conditions are needed, so different strategies should be used. |
| Gardner | Multiple Intelligence: Each individual possesses seven distinct immeasurable forms of intelligence linguistic, logical mathematical, spatial, body kinsthetic, musical, intra-personal, and interpersonal. |
| Kohlberg | Stages of moral development: Preconventional-based on self centered interests conventional-based on conformity to local expectations post conventional-based on higher principles |
| Locke | Tabula Rasa: The idea that individuals are blank slates on which teachers could write knowledge. A fore runner of behaviorism. |
| Maslow | Hierarchy of Needs: Humans naturally strive to satisfy needs. The five levels of needs, from lowest to highest our physiological, safety, love, esteem, self actualization. Lower level needs must be satisfied before the end of visual can move on to satisfy |
| Miller | Information Processing Theory:Short term memory can only hold 5-9 chunks of information at a time. A chunk can be any meaningful idea like a word, and identifiable image, or a digit. |
| Pavlov | Classical conditioning Behave: The association of new responses with existing stimulus response pairs classic example is pairing the ringing of a bell with presentation of food to dogs. |
| Piaget | Genetic Epistemology: developmental stages of child development. 0-2 sensorimotor 3-7 preoperation 8-11 concrete operational 12-15 formal operations |
| Rogers | Experimental learning: Two types of knowledge academic and experiental. Unlike academic knowledge, experiental knowledge is acquired to meet the needs of the learner, usually to complete an important real life task. Example: learning to drive a car. |
| Skinner | Operant conditioning behave: Learning is the result of changes in behavior. A stimulus-response cycles are reinforced, individuals are conditioned to respond. Distinguished from connectionism because individuals can initiate responses, not merely respond |
| Thorndike | Connectionism Behave: Learners form associations or connections between a stimulus and a response. Through trial and error, rewarded responses would be strengthened. |
| Vygotsky | Social development ZPD: Social interaction is critical for cognitive development. Related to this is the idea of a ZPD. Some skills, our individual can perform independently. Other skills can be preformed if the individual has assistance. Skills that can |
| Watson | Behaviorism: Proposed that most human learning and behavior was controlled by experience. Believed the only behaviors that should be studied are the observable ones. |
| Wertheimer | Gestalt Theory: Some ideas can only be understood as part of a bigger picture important in problem solving. |
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