Universidad Técnica Particular de Loja Inglés Development Psychology and Learning II Bimestre Abril-Agosto 2007 Ponente: Dra. María Arias

1. ESCUELA : PONENTE : BIMESTRE : DEVELOPMENTAL PSICHOLOGY AND LEARNING CICLO : INGLÉS II BIMESTRE Dra. María Arias ABRIL – AGOSTO 2007

11. A VOICE FOR HEREDITARIANS HENRY E. GODDARD AND THE “ BAD SEED”

12. KALLIKAK FAMILY GODDARD: ”THE DIFFERENCE WAS HEREDIDITY” MARTIN KALLIKAK GOOD KALLIKAKS 7 CHILDREN 496 Doctors, lawyers, business leaders, college presidents BAD KALLIKAS ONE SON “ OLD HORROR” BAD KALLIKAKS 480

13. A VOICE FOR THE ENVIRONMENTALISTS: JOHN WATSON AND “ GIVE ME THE BABY” A Human baby is nothing more than a lump of clay that can be molded and fashioned into any shape by the master artisan, the environment. John Watson is considered the father of behaviorism. Watson`s belief was that people are made not born, that a baby can be shaped into any adult form-trapeze artist, musician, master criminal through the judicious use of conditioning techniques.

19. General and Specific knowledge General knowledge Declarative, Procedural, and Conditional knowledge Specific understanding The Importance of Knowledge General cognitive abilities Memory

21. IDEAL Identify problems and opportunities Define goals and represent the problem Explore possible strategies Anticipate outcomes and Act Look back and Learn PROBLEM SOLVING Some psychologists believe that effective problem-solving strategies are specific to the problem area. The other side of the debate claims that there are some general problem-solving strategies that can be useful in many areas

22. Factors that interfere Factors that hinder problem solving include functional fixedness or rigidity DEFINING GOALS AND REPRESENTING THE PROBLEM To represent the problem and set a goal, you have to focus attention on relevant information, understand the words of the problem, and activate the right schema to understand the whole problem.

23. Problem Solving: creating new solutions for problems. HOW DO MISCONCEPTIONS INTERFERE WITH LEARNING? If the students` intuitive model includes misconceptions and inaccuracies, then the students are likely to develop inadequate or misleading representations of a problem. In order to learn new information and solve problems, students must sometimes “ unlearn” common sense ideas.

24. Mostly Americans Learning theorists were bound to be strong influence on Educational Psychology. The behaviorists – Watson, Thorndike, Guthrie, Hull, and Skinner- spread a kind of mechanical-person gospel. They spent little time studying the organism´s growth and development. The emphasis was on how the organism was learned, regardless of its inherited potential , regardless of its stage of physical or psychological development , and often regardless of its species . THE LEARNING THEORISTS SOCIAL COGNITIVE AND CONSTRUCTIVIST VIEWS OF LEARNING

25. In brief, they saw learning as a result of associations formed between stimuli and actions or impulses to act. Learning was seen largely as a result of conditioning, similar to Pavlov's dog learning to salivate at the sound of a certain tone. From his command post at Columbia Teachers College, E. L. Thorndike issued basic laws of learning that dominated the field of educational psychology, not to mention classroom practices, for more than 50 years. THE LEARNING THEORISTS SOCIAL COGNITIVE AND CONSTRUCTIVIST VIEWS OF LEARNING

26. Why was the environmental position so attractive in the United States? 1. American psychology was dominated by liberals, and almost all of them adopted an environmental stance. To their way of thinking, heredity doomed humans to a tooth-and-claw world, a racist society in which social change was impossible. The nature-nurture argument was rephrased in more “democratic” language as “instinct versus language”. An ideology, a cherished tradition, was getting between the psychologists and their data. THE LEARNING THEORISTS SOCIAL COGNITIVE AND CONSTRUCTIVIST VIEWS OF LEARNING

27. 2. The feeling was that heredity was fixed at conception and that there was no point in studying something that coludn´t be changed. Environmental influences, however, could be manipulated, and heredity became unimportant simply because of its inaccessibility. 3. Genetics was a relatively new field, and very few psychologists were familiar with the information developing in the field. THE LEARNING THEORISTS SOCIAL COGNITIVE AND CONSTRUCTIVIST VIEWS OF LEARNING

29. SOCIAL PROCESS IN LEARNING DRUGGIES PARENTS TEACHERS SCHOOL ACHIEVEMENT OTHERS PARTYERS JOCKS BRAINS NORMAL PEERS POPULARS PEERS COMMUNITY CONTEXT

30. LEARNING BY OBSERVING OTHERS OBSERVATIONAL LEARNING FOUR ELEMENTS ALBERT BANDURA PAYING ATTENTION RETAINING OR IMPRESSIONS PRODUCING BEHAVIORS BEING MOTIVATED TO REPEAT THE BEHAVIORS

32. MOTIVATION IN LEARNING AND TEACHING MOTIVATION INTRINSIC:SOMETHING INSIDE YOURSELF EXTRINSIC:EXTERNAL INCENTIVE IS A VERY BROAD TERM THAT ENCOMPASSES ALL THE PROCESSES THAT INICIATE, AND SUSTAIN BEHAVIOR.

33. CREATING LEARNING ENVIRONMENTS ACCESS TO LEARNING THE GOALS OF CLASSROOM MANAGEMENT MORE TIME FOR LEARNING Manegement for Self-Management The aim of it is to mantain a positive, productive learning environment