Question 12 out of 2 pointsMs. Jefferson promises her students special treats if they turn in their homework assignmentsthe next day. But the following day Ms. Jefferson forgets to bring the treats she promised. Fromthe perspective of social cognitive theory, what has just happened to the students who turned intheir homework assignments? Show
Get answer to your question and much more Question 22 out of 2 pointsMs. Goodsell is thinking about how she might help the students in her introductory French classlearn to pronounce the word bonjour correctly. Which one of her thoughts below is mostconsistent with a social cognitiveperspective of learning? Get answer to your question and much more Question 32 out of 2 pointsA guest speaker is coming to Mr. Fisk’s third-grade classroom, and he wants his students totreat the speaker with courtesy and respect. He decides to give his students 15 minutes of freetime if they show appropriate behavior during the guest’s visit. From the perspective of socialcognitive theory, Mr. Fisk’s reinforcement is likely to work only if his students: Get answer to your question and much more Question 42 out of 2 points Ausubel’s theory is concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations in a school setting (in contrast to theories developed in the context of laboratory experiments). According to Ausubel, learning is based upon the kinds of superordinate, representational, and combinatorial processes that
occur during the reception of information. A primary process in learning is subsumption in which new material is related to relevant ideas in the existing cognitive structure on a substantive, non-verbatim basis. Cognitive structures represent the residue of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity. A major instructional mechanism proposed by Ausubel is the use of advance organizers: “These organizers are
introduced in advance of learning itself, and are also presented at a higher level of abstraction, generality, and inclusiveness; and since the substantive content of a given organizer or series of organizers is selected on the basis of its suitability for explaining, integrating, and interrelating the material they precede, this strategy simultaneously satisfies the substantive as well as the programming criteria for enhancing the organization strength of cognitive structure.” (1963 , p. 81). Ausubel emphasizes that advance organizers are different from overviews and summaries which simply emphasize key ideas and are presented at the same level of abstraction and generality as the rest of the material. Organizers act as a subsuming bridge between new learning material and existing related ideas. Ausubel’s theory has commonalities with Gestalt theories and those that involve schema (e.g., Bartlett< ) as a central principle. There are also similarities with Bruner’s “spiral learning” model , although Ausubel emphasizes that subsumption involves reorganization of existing cognitive structures not the development of new structures as constructivist theories suggest. Ausubel was apparently
influenced by the work of Piaget on cognitive development. ApplicationAusubel clearly indicates that his theory applies only to reception (expository) learning in school settings. He distinguishes reception learning from rote and discovery learning; the former because it doesn’t involve subsumption (i.e., meaningful materials) and the latter because the learner must discover information through problem solving. A large number of studies have been conducted on the effects of advance organizers in learning (see Ausubel, 1968, 1978). ExampleAusubel (1963, p. 80) cites Boyd’s textbook of pathology as an example of progressive differentiation because the book presents information according to general processes (e.g., inflammation, degeneration) rather than by describing organ systems in isolation. He also cites the Physical Science Study Committee curriculum which organizes material according to the major ideas of physics instead of piece-meal discussion of principle or phenomenon (p. 78). Principles
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What is verbal learning theory?Definition. The theoretical approach of meaningful verbal learning was developed by Ausubel in the 1960s as a contrast to rote learning. Indeed, Ausubel made the very important distinction between rote learning and meaningful learning. Meaningful verbal learning corresponds to a large extent to concept learning.
Which theory below asserts that humans are actively involved in their own learning?Contemporary cognitive theory asserts that humans are actively involved in their own learning.
Which one of the following best illustrates Tolman's notion of a cognitive map quizlet?Which one of the following best illustrates Tolman's notion of a COGNITIVE MAP? After walking around campus for a few days, you learn where buildings are in relation to one another.
Which one of the following statements most accurately describes the view of early behaviorists about how learning can best be studied?Which one of the following statements most accurately describes behaviorists view of how learning can best be studied? The study of learning will be more objective and scientific if only observable events are considered.
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The basis for verbal learning theory came from which of the following research discoveries?
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