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Praxis PLT Theories
Theorists and their many theories
| Term | Definition |
|---|---|
| Watson | Watson's theories center around reward and punishment (positive and negative reinforcement). Classical Conditioning (internal) |
| Maslow | Maslow's hierarchy of needs starts with basic physiological needs-food and shelter, then safety, followed by a feeling of belonging. |
| Skinner | Behavior is shaped and maintained by its consequences, rather than internal thoughts or motivations. Operant Conditioning (external) |
| Thorndike | Center on the law of effect, which says that "when a connection between a stimulus and a response is positively rewarded it will be strengthened, and that the more the stimulus-response bond is practiced, the stronger it becomes." |
| Erikson | Psychosocial stages. Needs self action for growth |
| Piaget | Suggests that the students may not yet be ready to move from concrete observations (the concrete operational stage) to abstract hypotheses (the formal operational stage). |
| Bandura | People learn new behaviors, attitudes, and emotional reactions through observation, modeling, and imitation of others within a social context |
| Vygotsky | Zone of Proximal Development (ZPD)= the range of tasks a learner cannot yet do alone but can accomplish with guidance. It bridges what a learner knows and what they can achieve Scaffolding |
| Rogers | Emphasizes that individuals are inherently driven toward self-actualization, fulfilling their full potential, and achieving a "fully functioning" state. |
| Bruner | Learners construct knowledge through three sequential modes of representation, enactive (action-based), iconic (image-based), and symbolic (language-based) |
| Bloom | Measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviors and abilities |
| Pavlov | A form of associative learning where a neutral stimulus (e.g., a bell) is paired with a naturally occurring stimulus (e.g., food) to elicit a reflexive response (e.g., salivation). |
| Kohlberg | Moral reasoning matures through six stages across 3 levels. It focuses on how individuals think about moral dilemmas, moving from fear of punishment (pre-conventional), to social rules (conventional), to universal ethical principles (post-conventional) |
| Dewey | Experiential learning, advocating that education is a social, active, and "hands-on" process rather than passive memorization |
| Social Learning Theory | Bandura |
| Cognitive Learning Theory | Learning is an active, internal mental process, rather than just a behavioral response to stimuli, focused on how people perceive, organize, store, and retrieve information |
| Sensorimotor Stage | Learns through senses and actions (touching, looking, mouthing) |
| Pre-operational Stage | Develops language and uses symbols, thinking egocentric, difficulty understanding conservation and logic |
| Concrete Operational Stage | Thinks more logically about concrete event, understands conservation |
| Formal Operational Stage | Develops abstract and hypothetical thinking, thinks about future and moral issues, |
Created by:
hannahnaneek
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