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This Concept Map, created with IHMC CmapTools, has information related to: ETEC 512 Content- Draft 2, Piaget developed by Genetic Epistemology, Classical Conditioning developed by Pavlov, Watson: Stimulus-Response Model Key Terms: conditioned stimulus, conditioned response, Bruner developed by Interactional Approach, Applied to the L2 Learning Environment can be Language (iconicity), sociocultural interactions (behavioural approval) are the central factors in development and learning, Pavlov, Watson: Stimulus-Response Model Key Terms: conditioned stimulus, conditioned response led to Operant Conditioning, Applied to the L2 Learning Environment as demonstrated by Participation Techniques, By rote memorization, repetition, and frequent quizzes (reward/punishment) and Linking new vocabulary to exisitng cognitive structure visually (Ex. When presenting new vocabulary, showing students the object in real life only using the L2 may help to link the new vocabulary to exisiting structures, meaningfully), Teaching students to remember verb endings with patterns, rhymes and rhythms and By rote memorization, repetition, and frequent quizzes (reward/punishment), Developmental Approaches by way of Social Approaches, Learning takes place through Operant Conditioning (Response-Stimulus); satisfying responses are conditioned, unsatisfying reponses are not Key Terms: operant, reinforcement, punishment influenced Social Cognitive Theory, Developmental Approaches by way of ETEC 512-Application of Learning Theories to the Analysis of Instructional Settings: Second Language (L2) Context, Applied to the L2 Learning Environment can be In order for learning to take place, Piaget says so must disequilibrium, Developmental Approaches by way of Behaviorist and Cognitive Approaches, Cognitive Theories are Cognitive Information Processing, Cognitive Information Processing is concerned with Attention, perception and memory (Short and Long-Term), and their effects on learning, The transition processes of assimilation, accomodation and equilibration, which lead to develpment of a mature, complexed level of intelligence and understanding (stages) and Higher levels of thinking can be reached by way of disequilibrium, during which a child must choose between two conflicting schemata, Ausubel believes Meaningful Learning (the process in which new information is connected to exisiting cognitive structures) must be chosen by the learner, increases retention by networks and associations, Higher levels of thinking can be reached by way of disequilibrium, during which a child must choose between two conflicting schemata therefore In order for learning to take place, Piaget says so must disequilibrium, Coding, schemata, strategies and meaningful reflection to facilitate learning and information retention and Social Cognitive Theory, Attention, perception and memory (Short and Long-Term), and their effects on learning through Coding, schemata, strategies and meaningful reflection to facilitate learning and information retention