Cognitive Psychology II

Units 8 and 9

STUDENT TASKS

Student’s name: Josué Darinel Flores Flores

● Read the instructions carefully before you do them.

● When you have finished your tasks, submit them by the end of unit 9.

● IMPORTANT: Students are allowed to submit tasks late; however, penalization applies after 15 days of lateness.

● Once unit 10 is finished, in the extra week, students can submit no more than 2 tasks.

Task 1 (Unit 8)

A) Check the ppt presentations on Skinner's theory (presentations 1-4) included in Unit 8:

Mandatory presentations U8 LEI14

B) Explore some of the readings on R. M. Gagne (you do not have to read them all; remember to use your skimming and scanning skills; be selective) that

you can find in the Mandatory readings U8 LEI14

C) Based on the information provided; summarize your learning from these authors’ theories. Write at least 5 concepts for each one of them.

B. F. Skinner R. M. Gagne

He developed radical behaviorism that seeks to understand behavior as a Gagné began his research on learning and instructional theory as a

function of environmental histories of reinforcing consequences. He developer of training in the army during World War II. Because of the time

focused on observable behavior through experimenting with rats. In this it took him to formulate and change his first theory, he changed it from a

experiment he emphasized positive and negative reinforcement. Within behaviorist nature to one that is very much in the center of the cognitivist

his experiments he used punishment and extinction as negative circle of thought. Through this evolution, Gagné incorporated three main

reinforcement. He also took into account the continuity of components: The first involves a taxonomy of learning outcomes. The

reinforcements and developed a fixed ratio schedule, a fixed interval second has to do with the conditions of learning. Finally, Gagné offers nine

schedule, and variable schedules. All these observations and experiment instructional events. Gagné states that people learn in many ways, from

allowed him to visualize or generate a modeling method. Also, at one behavioral conditioning to more cognitive processes. He suggests, however,

point after his experiment with rats he experimented with his daughter that there are two steps that are critical in applying his theory: specifying

in order to delve deeper into his theory based on radical behaviorism. the type of learning outcome and the second is determining the learning

Based on the above, the chaos was very controversial and from this they events. Robert Gagné's theory supports the following ideas: Learning

harshly criticized him and made false accusations, saying that his causes an observable change in the student; skills must be learned one at a

daughter ended up very badly psychologically when she did not. time; each new skill learned must build on previously acquired skills; both

learning and knowledge are hierarchical in nature. Robert Gagné (1985)

classified the types of learning outcomes: cognitive domain; psychomotor

domain; affective domain. Each of the learning outcomes can be met with

specific conditions under which the lesson will come into play. Gagné and

Driscoll (1988) developed the following learning conditions with standard

1
 verbs to correspond to the learning outcomes: Verbal information;

Intellectual skills; Cognitive Strategy: adopt, create, originate; Motor Skill:

execute, perform, perform; Attitude: choose, prefer, choose, favor.

According to Gagné, learning is a step-by-step process. Each step must be

done before the next for learning to occur, this being the case with the nine

instructional events: Drawing attention; Tell students the learning objective;

Stimulate the memory of previous learning; Present the stimulus; Provide

guidance for learning; Obtain performance; Provide feedback; Performance

evaluation; Improve retention and transfer to other contexts. In short, his

research provided great contributions in many aspects and it would take me

more time to mention them, so I conclude here.

Task 2 (Unit 9)

Read the pdf document “Reading 1- Constructivist pedagogy” and provide the definitions of Psychological constructivism and social constructivism. Use your

own words (50 words each) (concentrate on pages 1-5).

Psychological constructivism Social constructivism|

It is an approach that takes the suggestion that individual students Social constructionism or social constructivism is an approach that views all

actively construct meaning around phenomena, being idiosyncratic knowledge and disciplines as human, and therefore social, constructions. It focuses

constructions that partially depend on prior knowledge, which at on how society and political, religious and particular interests of high society have

the same time depends on the society or a social group that influenced the development of accessible knowledge, altering or shaping people's

provides them with the opportunity to share and guarantee these understanding of the world.

meanings.

Task 3 (Unit 9)

After having explored the articles on Constructivism (please skim and scan so as to take the important/relevant information).

Develop a mind map or a graph of your preference to show your thoughts on the following:

“Applying Constructivism in my own English Teaching Classroom.”

Please use short concepts and images that show your ideas.

Constructivism
Focus on individual students developing deep understandings in the subject matter
Individuals create their own
Social constructionism new constructivism
or social understandings
Psychological constructivism of interest and habits of mind that aid in future learning
Focuses on how the development of that formal knowledge has been
Attention
Focuses on the ways in which tomeaning
the individual and respect
is dialogue
created forindividual
within the students mind and, how shared meaning is developed within a group
Facilitation of group
Provision of opportunities for students created or determined within power, economic, social and political forces.
Development of students’ metawareness. process.
Moral Direct instruction
values and virtuesand lectures
are mayatstill
necessary be alevel.
every part of a constructivist classroom
People have different ways of learning
Teachers help students reconceptualize their knowledge andinthey change
‘‘broader throughout
social, cultural,their
andlives.
ideological worlds’’
Teaching is always indirect
Knowledge is experience that is acquired through interaction with the world
Kidsand
The concepts have goodinreasons
theory notdotonot
a person abandon
changetheir viewsthey
so2easily, in the light ofactions
require external perturbations.
of people (Resistances
in the world to learning)
or experiences, along with a
External aids, or media, studied are needed
series of
Projecting out our inner feelings and"hidden"
ideas isprocesses.
a key to learning
Learners, young and old, are “wordmakers
Projecting out our inner feelings and ideas is a key to learning
Knowledge remains essentially context-based and usage-shaped, and the use of external supports and mediation remains, in his view,
Regard cognitive growth as a slow yet steady move away The ability
from to emerge
intuitive from
towards here-and-now
rational thinking,contingencies
or from everyday cognition towards
Cognitive essential
achievements are gauged
thein
The ability
to expanding terms of of
three
to extract
potentials the major
humanacts
knowledge of its
from
mind. distancing:
substrate
scientific reasoning.
he ability to act mentally on virtual worlds, carrying out operations in the head instead of carrying them out externally