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Praxis PLT K-6 Study Guide with complete solutions
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Praxis PLT K-6 Study Guide
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Praxis PLT K-6 Study GuideBehaviorism ii- iiAnswers ii-View iilearning iias iia iiprocess iiof iiaccessing iiand iichanging
iiassociations iibetween iistimuli iiand iiresponses.
What iido iibehaviorists iibelieve? ii- iiAnswers ii-Behaviorists iibelieve iithat iiour iiresponses
iito iienvironmental iistimuli iishape iiour iiactions.
Who iiare iikey iibehaviorism iitheorists? ii- iiAnswers ii-B.F. iiSkinner
Edward iiThorndike
Ivan iiPavlov
How iiis iibehaviorism iishown iiin iithe iiclassroom? ii- iiAnswers ii-For iiexample, iiin iia
iisecond iigrade iiclassroom, iithe iiteacher iinoticed iithe iichildren iiwere iitaking iitoo iilong iito
iiput iitheir iithings iiaway iiand iiget iiready iifor iinew iiactivities. iiThe iiteacher iidecided iito
iiuse iibehaviorism iito iitry iito iichange iithis iibehavior. iiTo iichange iithe iibehavior, iithe
iiteacher iiwould iimake iinote iiof iithe iifirst iitable iito iiget iitheir iithings iiaway iiand iibe iiready
iito iichange iiactivities iiand iiwould iigive iithis iitable iia iistar iion iia iichart. iiOnce iione iitable
iihad iia iicertain iinumber iiof iistars, iithe iichildren iireceived iia iireward ii(positive
iireinforcement). iiThe iistudents' iibehavior iichanged iiquickly; iisoon iienough iiall iithe
iichildren iiwould iiput iiaway iitheir iimaterials iiand iibe iiwaiting iiquietly iito iistart iisomething
iinew iiwithin iia iiminute iiof iibeing iitold.
Classical iiConditioning ii- iiAnswers ii--First iidescribed iiby iiIvan iiPavlov ii(Russian)
-Involves iiplacing iia iineutral iisignal iibefore iia iireflex
-Focuses iion iiinvoluntary, iiautomatic iibehaviors
Ex. iiA iidog iithat iisalivates iiwhen iiit iisees iifood.
Operational iiConditioning ii- iiAnswers ii--First iidescribed iiby iiB. iiF. iiSkinner ii(American)
-Involves iiapplying iireinforcement iior iipunishment iiafter iia iibehavior
-Focuses iion iistrengthening iior iiweakening iivoluntary iibehaviors
Ex. iiA iitrainer iiis iitrying iito iiteach iia iidog iito iifetch iia iiball. iiWhen iithe iidog iisuccessful
iichases iiand iipicks iiup iithe iiball, iithe iidog iireceives iipraise iias iia iireward.
Edward iiThorndike ii- iiAnswers ii-Created iilaws iiof iilearning iiwhich iiprovides iiadditional
iiinsight iiinto iiwhat iimakes iipeople iilearn iimost iieffectively.
Law iiof iiReadiness ii(Edward iiThorndike) ii- iiAnswers ii-People iilearn iibest iiwhen iithey
iiare iiready iito iilearn.
,Law iiof iiExercise ii(Edward iiThorndike) ii- iiAnswers ii-People iican iienhance iitheir iimemory
iithrough iirepetition, iibased iion iidrill iiand iipractice.
Law iiof iiEffect ii(Edward iiThorndike) ii- iiAnswers ii-Learning iiis iistrengthened iiwhen iiit iiis
iiaccompanied iiwith iia iipleasant iior iinonthreatening iisituation iior iienvironment iibut iiis
iidecreased iiwhen iiassociated iiwith iian iiunpleasant iisituation iior iienvironment.
Law iiof iiPrimacy ii(Edward iiThorndike) ii- iiAnswers ii-First iiimpressions iiare iioften iistrong,
iialmost iiunshakable. iiThings iilearned iifirst iistay iiwith iius iilonger.
Law iiof iiIntensity ii(Edward iiThorndike) ii- iiAnswers ii-The iimore iiintense iithe iimaterial
iitaught, iithe iimore iilikely iiit iiwill iibe iiretained. iiA iisharp, iiclear, iivivid, iidramatic, iior
iiexciting iilearning iiexperience iiteaches iimore iithan iia iiroutine iior iiboring iiexperience.
Law iiof iiRecency ii(Edward iiThorndike) ii- iiAnswers ii-This iilaw iibasically iimeans, iiall
iithings iibeing iiequal, iithings iimost iirecently iilearned iiare iibest iiremembered.
Law iiof iiFreedom ii(Edward iiThorndike) ii- iiAnswers ii-States iithat iithings iifreely iilearned
iiare iibest iilearned. iiConversely, iithe iifurther iia iistudent iiis iicoerced, iithe iimore iidifficult iiis
iifor iihim iito iilearn, iiassimilate iiand iiimplement iiwhat iiis iilearned.
Constructivism ii- iiAnswers ii-Views iilearning iias iia iiprocess iiin iiwhich iithe iilearner
iiconstructs iiknowledge iibased iion iitheir iipast iiexperiences.
Who iiare iikey iiconstructivism iitheorists? ii- iiAnswers ii-Jean iiPiaget
Jerome iiBruner
John iiDewey
Lev iiVygotsky
How iiis iiconstructivism iishown iiin iithe iiclassroom? ii- iiAnswers ii-Learner-centered.
iiTeacher iias iifacilitator ii- iistudents iiconstruct iiknowledge iithrough iicritical iithinking,
iimanipulatives, iiprimary iiresources, iiand iihands-on iiactivities.
Student iiworks iicollaboratively iiin iigroups, iiindependently iior iiin iipartners.
Shared iiresponsibility iiand iidecision iimaking.
Students iiask iiquestions. iiEmpowered iilearner.
ETC.
Jean iiPiaget ii- iiAnswers ii--First iitheorist iito iidiscover iicognitive iidevelopment.
-Developed iithe iifour iistages iiof iicognitive iidevelopment
- iiHis iitheory iifocuses iinot iionly iion iiunderstanding iihow iichildren iiacquire iiknowledge,
iibut iialso iion iiunderstanding iithe iinature iiof iiintelligence.
, Sensorimotor iiStage ii(Piaget) ii- iiAnswers ii-Birth ii- ii2 iiyears iiold
-Explore iithe iiworld iithrough iisenses iiand iimotor iiskills. iiGoal iiis iito iiunderstand iithe
iiphysical iiworld.
-The iimain iiachievement iiduring iithis iistage iiis iiobject iipermanence ii- iiknowing iithat iian
iiobject iistill iiexists, iieven iiif iiit iiis iihidden.
Ex. iiFor iiexample, iiif iiyou iiplace iia iitoy iiunder iia iiblanket, iithe iichild iiwho iihas iiachieved
iiobject iipermanence iiknows iiit iiis iithere iiand iican iiactively iiseek iiit.
Pre-Operational iiStage ii(Piaget) ii- iiAnswers ii-2 ii- ii7 iiyears iiold
-Believe iithat iiothers iiview iithe iiworld iias iithey iido. iiCan iiuse iisymbols iito iirepresent
iiobjects.
Ex. iiA iichild iiis iiable iito iiuse iian iiobject iito iirepresent iisomething iielse, iisuch iias
iipretending iia iibroom iiis iia iihorse.
Concrete iiOperational ii(Piaget) ii- iiAnswers ii-7 ii- ii11 iiyears iiold
-Considered iia iimajor iiturning iipoint iiin iithe iichild's iicognitive iidevelopment ii
-Marks iithe iibeginning iiof iilogical iithought.
-The iichild iican iiwork iithings iiout iiinternally iiin iitheir iihead ii(rather iithan iiphysically iitry
iithings iiout iiin iithe iireal iiworld).
Formal iiOperational ii(Piaget) ii- iiAnswers ii-11+ iiyears iiold
-People iidevelop iithe iiability iito iithink iiabout iiabstract iiconcepts, iiand iilogically iitest
iihypotheses.
-For iiexample,they iican iideal iiwith iithe iistatement ii"what iiwould iihappen iiif iisnow iiwere
iiblack".
Assimilation ii- iiAnswers ii-When iithe iichild iiuses iithe iischema iito iiobserve iia iinew iiobject.
Ex. iiA ii2 iiyear iiold iichild iisees iia iiman iiwho iiis iibald iion iitop iiof iihis iihead iiand iihas iilong
iifrizzy iihair iion iithe iisides. iiTo iihis iifather's iihorror, iithe iitoddler iishouts, ii"Clown, iiclown!"
Accommodation ii- iiAnswers ii-When iithe iichild iitried iithe iiold iischema iion iia iinew iiobject
iiand iimodeled iiit iito iifit iithe iinew iisubject iiand iibe iire-categorized. ii
Ex. iiThe iiboy iifather iiexplained iito iithe iison iithat iithe iiman iiwasn't iia iiclown. iiEven
iithough iihis iihair iiwas iilike iia iiclown, iihe iiwasn't iiwearing iia iifunny iicostume iior iidoing
iisilly iithings iito iimake iipeople iilaugh. iiWith iithis iinew iiknowledge, iithe iichild iiwas iiable iito
iichange iihis iischema iiof ii"clown" iiand iimake iithis iiidea iifit iibetter iito iithe iistandard
iiconcept iiof ii"clown".
Disequillibrium ii- iiAnswers ii-Inability iito iifit iinew iiinformation iiinto iithe iischema.
Equilibrium ii- iiAnswers ii-When iia iichild iiis iiable iito iiuse iiexisting iischema iito iiexplain iithe
iiworld iiaround iithem.
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