• Director's Note
• Get Training Materials
• Sessions This Week
  • In the Classroom: Cognitivism, Attention and Memory
  • In the Library: Discussions on Cognitivism
  • In Practice: ABA Project (contd) and Intro to Concept Mapping
• Training Checklist
• Next Week's Sessions

Director's Notes

Welcome to your fifth week at the Institute.

I have received many Operant Conditioning Theory Summaries this week. I will be grading these using the same rubric as your partner used and sending out feedback this week. I have reviewed the quizzes for chapters 3 and 4 from week 3 and have posted the correct answers. If you have further questions please feel free to email me.

Again this week I have gone through my library of lectures for content related to our text readings. I found 3 lectures that might be of interest to those who want supplemental information or explanation above the text. These lectures are not meant to replace your reading of the text but serve only to supplement what you learn from the text. The content of your quizzes is taken directly from your text readings and not from these lectures although these lectures might further explain concepts that might need clarifying. If you prefer this format for information delivery you might want to try it out. These are lectures I have in my library (so don't be surprised if they reference other text materials that we may not currently be using) and that follow rather well with the content of our chapters for this week. Along with these lectures I have provided note pages that you may want to use to follow along with the lecture. These note pages are for the lecture and not for the text although you might be able to fill in some of the blanks using your text. Please check below in the training materials section for the links to download the note pages and the lectures.

Our objectives this week are to:

1. Identify central ideas of Tolman's purposive behaviorism
2. Identify examples of or describe latent learning, cognitive maps, and purposive behaviorism
3. Identify similarities and differences between Tolman and Gestalt.
4. Identify examples of or describe Gestalt concepts of phi phenomenon, law of proximity, law of similarity, law of closure, law of Pragnanz, memory traces, insight
5. Identify and discuss the contributions of Gestalt Psychology and Verbal Learning Research and its role in information processing
6. Apply what you know from information processing to the development/design of instruction. (i.e., discuss the role of attention, perception, encoding, etc., and the implications they have for teaching and learning, etc.)
7. Distinguish learning from memory
8. Discuss the assumptions of information processing
9. Identify, discuss, and distinguish among the characteristics of sensory register, attention, working memory, and long-term memory (capacity, storage forms, duration)
10. Distinguish between episodic and semantic memory.
11. Identify characteristics of the dual-store model of memory.
12. Discuss and identify examples of alternative views of human memory
13. List and describe the three components of Piaget's cognitive development.
14. Explain why Piaget's theory is a constructivist theory.
15. Recognize definitions or examples of assimilation, accommodation, adaptation, organization, equilibration, equilibrium, disequilibrium.
16. Recognize the signs of optimal disequilibrium and too much disequilibrium.
17. Discuss the major milestones or mental capabilities that characterize each stage of cognitive development (sensorimotor, preoperational, concrete operational, formal operational).
18. Discuss the concept of optimal disequilibrium as it applies to designing instruction.
19. Discuss one or more of the alternative cognitive development theories based on the information processing view of cognition and what implications they have for instruction.
20. Discuss the role the cultural context plays in determining the nature of individual cognitive development including the Vygotskian concept of internalization in your discussion.
21. Recognize examples of and discuss the concepts of the zone of proximal development and scaffolding as it applies to education and the design of instruction.
22. Describe and recognize examples of learning principles from verbal learning research - serial learning curve, primacy effect, recency effect, overlearning, distributed and massed practice, retroactive inhibition and facilitation, and proactive inhibition and facilitation
23. Recognize and discuss assumptions and applications of cognitive theories of learning
24. Distinguish between individual and social constructivism
    
    

Get Training
Materials

Each week this section will provide you with any necessary material that will be essential for you completing sessions.

Task #1:

• Download the free 30-day trial of Inspiration. If you have technical difficulties please email Melissa.

Task #2:

Download note pages for Cognitive Developmental Theories, Vygotsky, and Information Processing (these are in Word format).

Download the Cognitive Developmental Theories lecture.

Download the Vygotsky lecture.

Download the Information Processing lecture.

• Email your Director;
• Email the Mentor;
• Email other interns.
• Refer to the Course FAQ.