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Samenvatting Human Learning - Educational Psychology ()

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Universiteit Utrecht (UU)

Boek
Human Learning

NL: Complete samenvatting van de hoofdstukken voor de toets van het Educational Psychology van de UU. Ongeveer 90% van alle begrippen staan dikgedrukt en duidelijk aangegeven, samen met uitleg, voorbeelden en benodigde afbeeldingen. EN: Complete summary of the chapters for the UU Educational...

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Geupload op 24 oktober 2024
Aantal pagina's 95
Geschreven in 2024/2025
Type Samenvatting

educational psychology
cognitivisme
constructivisme
leertheorieen
behaviorisme
conditionering
piaget
vygotsky
bronfenbrenner
samenvatting
uu
bloom

200300103 Educational
Psychology
Contents
Part One: Introduction to Human Learning.............................................................5
Chapter 1: Perspectives on Learning.....................................................................5
Definitions of learning..................................................................................... 5
Types of learning research:.............................................................................. 5
Evolvement of Learning theories.....................................................................5
Advantages of Theories...................................................................................6
Possible drawbacks of Theories.......................................................................6
Chapter 2: Learning and the Brain.........................................................................7
Basic Building Blocks of the Human Nervous System......................................7
Different types of cells..................................................................................... 7
Brain Structures and Functions...........................................................................8
Key Structures in the Brain.............................................................................. 8
The Left and Right Hemispheres....................................................................10
Interconnectedness of Brain Structures.........................................................10
Development of the Brain................................................................................. 10
Factors Influencing Brain Development.........................................................11
To What Extent Are There Critical or Sensitive Periods in Brain Development?
...................................................................................................................... 11
To What Extent Is the Brain “Prewired” to Know or Learn Things?.................11
The Neurological Bases of Learning..................................................................12
Implications of Brain Research for Educators................................................12
Part Two: Behaviourist Views of Learning.............................................................14
Chapter 3: Behaviorist Principles and Theories....................................................14
Basic Assumptions in Behaviorism................................................................14
Classical conditioning.................................................................................... 14
Operant Conditioning.................................................................................... 16
Punishment.................................................................................................... 20
Cognition and motivation in behaviourist theories........................................21
Chapter 4............................................................................................................. 22
Applying Behaviorists Principles to Classroom Management.........................22
Applied Behaviour Analysis (ABA)..................................................................25
Positive Behavioural Interventions and Supports (PBIS)................................26

Page 1 of 95

, General Implications of Behaviourism for Classroom Instruction and
Assessment................................................................................................... 27
When Behaviorists Approaches are Most Useful............................................30
Part Three: Cognitive Views Of Learning..............................................................32
Chapter 6: introduction to Cognitive Perspectives...............................................32
Basic assumptions in cognitive perspectives....................................................32
Overview of contemporary cognitive perspectives...........................................33
Information processing theory.......................................................................33
Individual and social constructivism..............................................................33
Sociocultural theory....................................................................................... 33
Contextual theories....................................................................................... 33
The basic nature of human memory.................................................................34
The dual-store model: an overly simplistic and yet useful model of human
memory......................................................................................................... 34
Challenges to the dual-store model...............................................................37
Alternative views of human memory.............................................................37
General educational implications of cognitivist approaches..........................38
Chapter 7: Long-Term Memroy Storage and Retrieval Processes.........................39
Storage as a constructive process.................................................................39
Long-term memory storage processes..........................................................39
Factors affecting long-term memory storage.................................................40
Long-term Memory retrieval processes.........................................................42
Forgetting...................................................................................................... 43
Promoting effective long-term memory storage and retrieval processes......44
Chapter 8: The Nature Of Knowledge..................................................................46
The Various Kinds of Knowledge.......................................................................46
Long-Term Memory as a Network...................................................................46
Concepts........................................................................................................ 47
Worldviews.................................................................................................... 48
The Challenge of Conceptual Change............................................................49
Development of Expertise Generalizations About the Nature of Knowledge. 49
Generalizations about the nature of knowledge............................................50
Part Five: Developmental And Contextual Perspectives.......................................51
Chapter 9: Cognitive-Developmetnal Perspectives..............................................51
Piaget’s Theory of Cogntive Development.....................................................51
Current perspectives on Piaget’s Theory.......................................................53
Neo-Piagetian theories of cognitive development.........................................54

Page 2 of 95

, Implications of Piagetian and neo-piagetian theories....................................55
Chapter 10 (WEEK 6)........................................................................................... 56
Vygotsky’s Theory of Cognitive Development...............................................56
Current Perspectives on Vygotsky’s Theory...................................................57
Adding a Sociocultural Element to Information Processing theory.................57
Educational Implications of Sociocultural Theories........................................58
Chapter 11(WEEK 6)............................................................................................ 59
Embodiment: Thinking and Learning As Whole-Body....................................59
Emotional Contexts of Thinking and Learning...............................................59
Immediate Physical and Social Environments as Contexts............................60
Cultures as Contexts...................................................................................... 61
Societies as Contexts..................................................................................... 62
How Various Layers of Context Interact: Bioecological Systems Theory........62
Educational Implications of Contextual Frameworks.....................................62
Part Six: Complex Learning And Cognition...........................................................66
Chapter 12........................................................................................................... 66
Chapter 13........................................................................................................... 67
Transfer.......................................................................................................... 67
Problem Solving............................................................................................. 68
Facilitating Transfer and Problem Solving in Instructional Settings................70
Critical Thinking............................................................................................. 71
Chapter Seven: Motivation...................................................................................72
Chapter 15: Basic Concepts and principles in human motivation........................72
General Effects of Motivation.........................................................................72
Fundamental Human Needs..........................................................................72
Individual Differences in Motivation...............................................................74
Creating a Motivating Classroom Environment..............................................75
Chapter 16: Cognitive Factors in Motivation........................................................76
Interests........................................................................................................ 76
Expectancies and Values...............................................................................76
Goals............................................................................................................. 77
Attributions.................................................................................................... 78
Motivation and Self-Regulation......................................................................78
Encouraging Motivating Cognitions...............................................................79
Articles................................................................................................................. 81
Article 1: Do Learners Really Know Best? Urban Legends in Education............81
Learners as digital natives.............................................................................81

Page 3 of 95

, Learners as having specific learning styles...................................................81
Learners as self-educators.............................................................................82
Article 2: Rethinking Giftedness and Gifted Education: A Proposed Direction
Forward Based on Psychological Science.............................................................82
Definition of giftedness.................................................................................. 82
Educational policies....................................................................................... 83
Reasons to integrate the study of giftedness into the psychology literature. 83
Contributors to giftedness............................................................................. 84
Barriers to developing giftedness..................................................................86
Expected outcomes of gifted education........................................................86
Models bases on variables associated with talent development from
childhood to adulthood.................................................................................. 87
Models featuring Developmental changes over time....................................88
Research Agenda for the Field.......................................................................90
Article 3: Montessori education: a review of the evidence base.......................92
Article 4: Learning How to Solve Problems by Studying Examples...................94

Page 4 of 95

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