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Brunning – Chapter 1

Brunning – Chapter 1. Introduction to Cognitive Psychology. Dates 1942-1961. Theories Associationist era (observations) Linking S R Lower organisms to humans Hull and Spence: elementary laws of learning

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Brunning – Chapter 1

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  1. Brunning – Chapter 1 Introduction to Cognitive Psychology

  2. Dates 1942-1961 Theories Associationist era (observations) Linking SR Lower organisms to humans Hull and Spence: elementary laws of learning Discrimination training (learning the right from the wrong answer) through trial and error Serial list learning: 3 is a cue for 4 Paired associate learning: states and capitals History

  3. As experiments became more refined, applications to humans became more differentiated • Watson-Skinner: animals sensitive to the manipulations of antecedents and consequences: • S---------------R-------------S stimulus----response---consequence • Watson/Skinner: • Idea of tabula rasa (empty head) • Behaviorism became a force across the country • Transfer experiments from animals to humans (hospitals, residential treatment centers, teaching machines = beginning of technology) Positive Negative Mid 1960’s

  4. Early 1970’s Mid 1970’s Cognitive movement Dissatisfaction with behaviorism Difficulty in explaining human thinking (memory, problem solving, creativity, etc.) Chomsky: development of a linguistic theory (language is innate and feedback) faced Skinner (language is imitated) Cognitive era Information processing schemata and scripts

  5. House “Schema” Building Is a Parts Size Used for Looks like Made of Rooms Wood Brick Stone Human Living Square 2,000 sq. feet

  6. Restaurant Script Entergive reservation namebe seatedorder drinks look at menu discuss menuorder meal talkeat first courseeat second courseorder dessertpay billleave tipexit restaurant

  7. Cognitive Themes for Education • Learning is constructivenot receptive • Mental frameworks organize memory and guide thought (schemata) • Extended practice is needed to develop cognitive skills • The development of self awareness and selfregulation is importantMETACOGNITION • Motivation and beliefs are essential to cognition (goals, motivational strategies, self efficacy) • Social interaction is fundamental • Knowledge, strategies and expertise are contextual (there is a relationship between learning and the environment)

  8. Review: Theories of Cognitive Development and Learning • Thorndike: associations between situations and responses students are “other regulated” • Piaget: constructivism knowledge is constructed by the learnerstudents are “self regulated” • Information Processing theorists: two forms of knowledge (declarative and procedural) memory has three different storages (SMSTMLTM) • Vigotsky: internalization of experts’ behaviorsthe use of egocentric and inner speech • Connectionistsbrain style systems to model cognition (parallel & serial processing)

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