Theories of Intelligence, Learning, and Motivation As a Basis for Praxis
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JEAN PIAGET (1896–1980) Alberto Munari1
The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIV, no. 1/2, 1994, p. 311–327. ©UNESCO:International Bureau of Education, 2000 This document may be reproduced free of charge as long as acknowledgement is made of the source. JEAN PIAGET (1896–1980) Alberto Munari1 A portrait of an educator that is also a portrait of the great Swiss epistemologist and psychologist might, at first glance, seem surprising. Indeed, why should Jean Piaget be regarded as an educator?—since he never practised that profession and always refused the title of educationist, going so far as to affirm: ‘I have no views on teaching’ (Bringuier, 1977, p. 194), and since all his writings on education2 do not amount to more than a three-hundredth3 part of his œuvre as a whole. Such bafflement is altogether in order if we refer only to Piaget’s own scientific output. But it is less surprising if we remember the many books that we owe to other authors on the educational implications of Piaget’s achievement4. Indeed, for several years, we have ceased to count the number of educators and educationists in different countries who explicitly refer to Piaget’s work to justify their methods and principles. But is the interpretation always the same? Do writers invariably refer to Piagetian psychology, or do they evoke other aspects of his complex and many- sided work? To which of the very different Piagets do we owe the most important contributions: to Piaget the biologist, Piaget the epistemologist or Piaget the psychologist? or are we particularly indebted to the educational ‘politician’?—as one might call Piaget in his capacity as Director of the International Bureau of Education. -
Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms
Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 59 - 67 Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms Barbara Blake and Tambra Pope In today’s society, there is disagreement of their students’ cognitive development, which will among researchers and educators as to the role of lead to the needs of the whole child being satisfied. developmental psychology and its application in the Cognitive psychology is a branch of psychology elementary classrooms. It is widely accepted in the that focuses on studies mental processes, which educational field that children must go through the include how people think, perceive, remember, and process of learning to think and thinking to learn. learn. Its core focus is on how people acquire, Therefore, teachers, who can incorporate the process, and store information. It is advantageous theories of Piaget and Vygotsky into their teaching for teachers to understand cognitive psychology strategies, will be better able to increase student because it can help them improve their teaching and achievement. student learning. Teachers become more cognizant Developmental Psychology, the study of to how people process, learn, and remember age-related changes in behavior, examines the information, which helps them plan more effective psychological processes of development, which lessons and create positive learning environments means it describes the sequence of biological, for their students. By using appropriate cognitive, and socio-emotional changes that humans developmental instructional techniques, teachers undergo as they grow older. It describes the growth have been able to increase the test scores of children of humans, which consists of physical, emotional, in public schools (Black & Green, 2005). -
Bandura's Social Cognitive Theory: an Introduction
Davidson Films Bandura’s Social Cognitive Theory: An Introduction Discussion Topics with Albert Bandura, PhD 1. This video includes footage from many parts of the world and historical times, reflecting the far- reaching aspects of Bandura’s theories and books. The best online source of information about Albert Bandura’s work, and other scholars who are using his theories, is at Emory University. It is at www.des.emory.edu/mfp/efftalk.html 2. Dr. Bandura was cited as the fourth most eminent psychologist of the 20th century from a study that combined journal citations, textbook citations and a survey of 1725 members of the American Psychological Society. B.F. Skinner was at the top of the list, followed by Jean Piaget, Sigmund Freud, then Albert Bandura. Numbers five to ten were Festinger, Rogers, Schachter, Miller, Thorndike, and Maslow. Unfortunately, there was not a woman until number 58, Elizabeth Loftus. 3. The Triadic Model. Our graphic was inspired by a conversation with Professor Frank Pajares at Emory University and a PowerPoint presentation he created. All six possible directions for interactions are illustrated in this video: B to E — a mentor and younger worker in an office vignette B to P — a jogger checking his own performance E to B — a mentor and younger worker in an office vignette E to P — people being instructed and experiencing modeled behavior P to B — cuts of various people, ending with basketball players P to E — a jaywalking sequence You may want your students to create their own examples to better understand the model. -
Human Intelligence Differences: a Recent History Ian J
Forum TRENDS in Cognitive Sciences Vol.5 No.3 March 2001 127 Historical Perspective Human intelligence differences: a recent history Ian J. Deary Differences among humans in their mental important5. As a result of The Bell Curve’s that it does not emerge (Guilford, abilities are prominent, important, and controversies, the APA put together a task Thurstone, Gardner, Cattell and Horn); that controversial. In part, the controversy force of 11 people to write a report on there is a hierarchy of mental abilities from arises from over-uses and abuses of mental ‘Intelligence: Knowns and Unknowns’. The the general factor through broad ability tests, from insalubrious events in the individuals concerned came from different factors to very specific, narrow abilities history of mental test research, and from research traditions within and outside (Burt, Vernon) or that there is merely a lack of knowledge about what is and is not intelligence and were known to hold very range of uncorrelated narrow abilities currently known concerning human different views on the topic. Yet, they (Guilford)10,11. The resolution of these intelligence. In this article, some of the managed to produce a wide-ranging review debates was available from the 1940s, but well-attested facts about human intelligence article that all contributors signed. It not widely recognized. By 1939, Eysenck differences are summarized. A striking remains a touchstone for disinterested and showed that even Thurstone’s own data limitation of this body of research is that, authoritative information about intelligence contained a general factor that refuted his whereas much is known about the taxonomy differences. -
The Psychology of the Child Kindle
THE PSYCHOLOGY OF THE CHILD PDF, EPUB, EBOOK Jean Piaget,Bärbel Inhelder | 192 pages | 17 Oct 1972 | The Perseus Books Group | 9780465095001 | English | New York, United States The Psychology of the Child PDF Book Jean Piaget - was a Swiss philosopher, natural scientist and developmental theorist, well known for his work studying children, his theory of cognitive development, and his epistemological view called "genetic epistemology. Educational Psychology History and Perspectives. Average rating 3. In some cases a one-way window or mirror is used so that children are free to interact with their environment or others without knowing that they are being watched. Jul 29, Alvaro rated it liked it. He argues that the transition between these stages is fluid through a process of assimilation and accommodation. Elif Farukoglu rated it it was amazing Mar 20, Stanley Hall established the Pedagogical Seminary , a periodical devoted to child psychology and pedagogy. One of the ways you can understand your child is by observing them as they sleep, eat, or play. Child psychologists can also identify abnormal behaviours early, help detect the root of common behavioural issues such as learning issues, hyperactivity, or anxiety, and help children work through early childhood trauma. These things are the normal characteristics of a child and your child may not be an exception. Families, schools and peer groups all make up an important part of the social context. View 1 comment. Child psychology is one of the many branches of psychology and one of the most frequently studied specialty areas. Sign up here to see what happened On This Day , every day in your inbox! As a scientific discipline with a firm empirical basis, child study is of comparatively recent origin. -
The Educational Implications of Piaget's Theory And
DOCONENT BEMIRE ED 192 349 TB 800 003 AUTHOR De Lisio.Richard TITLE The Educational Implications of Piaget'sTheory and Assessment Techniques. INSTITUTION ERIC Clearinghouse on Tests,Measurement, and Evaluation, Princeton, N.J. SPONS AGENCY National Inst. of Education(DHFV), Washington, D.C. REPORT NO EPIC-TM-68 PUB DATE Nov 79 NOTE 40p. AVAILABLE FROM EPIC Clearinghouse on Tests, Measurement,and Evaluation, Educational TestingService, Princeton, NJ 08541 (S5.00I. EDRS PRICE MF01/PCO2 Plus Postage, DESCRIPTORS Abstract Reasoning: AnnotatedBibliographies; Children: *Cognitive Development:Cognitive Measurement: Conservation (Concept): Developmental Stages: Educational Obiectives: *Educational Practice: Educational Research: ElementarySecondary Education: Environmental Influences:Intellectual Development: Intelligence Factors:Intelligence Tests; *Learning Theories; LogicalThinking: Moral Development: Research Needs: ResearchReviews (Publications): *Research Utilization:Teacher Education: Teaching Methods: *ThoughtProcesses IDENTIFIERS Piaget (Jean) :*Piagetian Tests: *Piagetian Theory: Spatial Ability ABSTRACT A review of Piaget's theory and researchon children's cognitive development ispresented, including a discussion ot the psychological structures ofintelligence, developmental constructivism, and the evolution of knowledgeas a subject-object relation. Piaget's assessment techniquesare summarized, including moral development, number censervation,spatial operations, anda comparison between intelligence quotiertand Piaget's assessment of -
Relationship Between Spirituality, Religion and Spiritual Intelligence
Relationship between Spirituality, Religion and Spiritual Intelligence: Intelligence of the 21stcentury (A Comparative Analysis) Sharmila Dhote Introduction: For long, the world gave much importance to Intelligence Quotient. The higher the figure, the belief went, the greater the intelligence. This attitude is a legacy of the early 20th century when psychologists devised tests to measure intelligence. These tests primarily measured intellectual or rational intelligence (used to solve logical problems). In mid-1990s, Daniel Goleman revealed findings in neuroscience and psychology that stressed the importance of Emotional Quotient (EQ). This makes us aware of our feelings and that of others. Goleman argued that EQ was a basic requirement for the use of IQ. If the areas of our brain that feel are damaged, our ability to think effectively is diminished. In 2000, however, authors Dana Zohar and Ian Marshall introduced a new dimension to human intelligence namely, SpiritualQuotient (or SQ), the ultimate intelligence. This is the intelligence used to solve problems of meaning and value. “Is my job giving me the fulfillment I seek?” “Am I relating to the people in my life in a way that contributes to their happiness and mine?” Answers to these questions determine whether we will find happiness or not. IQ and EQ are inadequate in such issues. IQ and EQ give way to spiritual intelligence, the ultimate intelligence that can add value and meaning to your life. Definitions Of Spiritual Intelligence Definitions of spiritual intelligence rely on the concept of spirituality as being distinct from religiosity. 55 Danah Zohar defined 12 principles underlying spiritual intelligence: Self-awareness: Knowing what I believe in and value, and what deeply motivates me. -
Skinner Meets Piaget on the Reggio Playground: Practical Synthesis of Applied Behavior Analysis and Developmentally Appropriate Practice Orientations
Journal of Rese~rch in Childhood Educa!ion Copyright 2008 by the Asoociation for 2008, Vol 22, No.4 Otildhood Educ.z!.(ion Jnterna1;ona( 0256·8543/08 Skinner Meets Piaget on the Reggio Playground: Practical Synthesis of Applied Behavior Analysis and Developmentally Appropriate Practice Orientations Bobbie Warash Reagan Curtis Dan Hursh West Virginia University Vied Tucci Tucd Learning Sol11tions, Inc. Abstract. We focus on integrating developmentally appropriate practices, the project approach of Reggio Emilia, and a behavior analytic model to support a quality preschool environment. While the above practices often are considered incompatible, we have found substantial overlap and room for integration of these perspectives in practical application. With the growing number ofchildren with disabilities and challenging behaviors in regula.T preschool classrooms, it is essential for early childhood teachers to have the skills to identify and help all learners. lf children do not have the competencies to listen, observe, participate, talk, and problem solve, then they cannot function in a developmentally appropri ate classroom or go beyond their developmental potentials. Imagine the scenario-Jean Piaget (1937, among philosophies, or can they integrate 1955, 1962, 1971, 2000) and B. F. Skin and mesh various theories (as Reggio Emila ner (1948, 1953, 1954, 1968) meet on the does) and still preserve the integrity of their preschool playground in Reggio Emilia, preschool classroom? Italy, not to dispute ideas but to "share" The complexity of teaching in early child theoretical issues that would contribute to hood is not an either/or situation. It requires a quality and functioning early childhood enacting a continumn ofideology with no the classroom. -
The Dual-Process Theory of Human Intelligence
The Dual-Process (DP) Theory of Human Intelligence The Dual-Process (DP) theory of human intelligence (Davidson &Kemp, 2011; S.B. Kaufman, 2009, 2011, 2013) incorporates modern dual-process theories of cognition (see Epstein, 1994; Evans, 2008, 2010; Evans & Frankish, 2009; Kahneman, 2011; Kahneman & Frederick, 2002, 2005; Stanovich, 2004, 2011— but also see Keren & Schul, 2009; Kruglanski & Grigerezner, 2011; Osman, 2004) into a theory of human intelligence. By doing so, the Dual-Process theory organizes many constructs relating to both explicit and implicit cognition that are at least partially separable and are meaningfully related to a wide range of socially valued intelligent behaviors. In particular, performance across a wide range of intelligent behaviors—across the arts and sciences—are predicted by a hierarchical structure of goal-directed and spontaneous cognitive processes. Goal-directed processes consume limited attentional resources, whereas spontaneous processes are not dependent on input from higher-level control processes (see Stanovich & Toplak, 2012). The theory has a few key tenets. The first tenet is that there are meaningful and adaptive individual differences in both goal-directed and spontaneous cognitive processes. The second tenet is that both goal-directed and spontaneous cognitive processes jointly determine all intelligent behaviors, although in varying degrees depending on the behavior. A third tenet is that neither mode of thought is more “intelligent” than any other across the board, but what is important is the ability to flexibly switch mode of thought depending on the situation (for applications of this idea to creativity, see Gabora, 2003, 2010; Gabora & S. B. Kaufman, 2010; Howard-Jones & Murray, 2003; Martindale, 1995, Vartanian, 2009). -
Intelligence As a Developing Function: a Neuroconstructivist Approach
Journal of Intelligence Article Intelligence as a Developing Function: A Neuroconstructivist Approach Luca Rinaldi 1,2,* and Annette Karmiloff-Smith 3 1 Department of Brain and Behavioural Sciences, University of Pavia, Pavia 27100, Italy 2 Milan Center for Neuroscience, Milano 20126, Italy 3 Centre for Brain and Cognitive Development, Birkbeck, London WC1E 7HX, UK; [email protected] * Correspondence: [email protected]; Tel.: +39-02-6448-3775 Academic Editors: Andreas Demetriou and George Spanoudis Received: 23 December 2016; Accepted: 27 April 2017; Published: 29 April 2017 Abstract: The concept of intelligence encompasses the mental abilities necessary to survival and advancement in any environmental context. Attempts to grasp this multifaceted concept through a relatively simple operationalization have fostered the notion that individual differences in intelligence can often be expressed by a single score. This predominant position has contributed to expect intelligence profiles to remain substantially stable over the course of ontogenetic development and, more generally, across the life-span. These tendencies, however, are biased by the still limited number of empirical reports taking a developmental perspective on intelligence. Viewing intelligence as a dynamic concept, indeed, implies the need to identify full developmental trajectories, to assess how genes, brain, cognition, and environment interact with each other. In the present paper, we describe how a neuroconstructivist approach better explains why intelligence can rise or fall over development, as a result of a fluctuating interaction between the developing system itself and the environmental factors involved at different times across ontogenesis. Keywords: intelligence; individual differences; development; neuroconstructivism; emergent structure; developmental trajectory 1. -
Schema in Educational Psychology
Schema In Educational Psychology Sectarian and sinistrorse Sheffie never denatured his smegma! When Otis shoals his buhls retakes not freezersscientifically decentralized enough, is antecedently. Marcio lobose? Dosed Jimmie ageing doubtfully and unashamedly, she smartens her Coaching clients with a schema in problem solving the new experiences, and priority support Please enter to address is a blog, it does not seem that continues in learning activities which rdbms is remembered in. How strong acid the correlation between selfies and narcissism? Login to psychology, psychological insights into an effort as educators that is usually made to just part of important when reading works on cognitive demands. In cognitive and educational psychology schema-based learning is grounded in capturing and using expert-generated schemas as frameworks for teaching and. It knows that you! Join in game content your phone in another device. For example is learning and events past and pictures are in the healthy environment, therefore strive to. In educational psychology schemata and scripts explain how. Spaced retrieval is essentially using a retrieval practice than several times, at repeated intervals. It becomes very essence, please wait while, you are limited working memory structures that you sure want to spend a robust. For the hero experience on our trade, be sure to comprehend on Javascript in your browser. He wrote a new schemas can search through pretend play can make a decrease extraneous load, size of reality to learn. In conquest, the promising approach holds value to address existing research gaps in cognitive load research they gain better insights into changing demands from schema acquisition in learning settings. -
3. Main Theories on Acquisition and Development Del Language. 3.1 Learning Theories: Watson and Skinner Operant Conditioning B
SEC 3 Page 1 of 9 3. MAIN THEORIES ON ACQUISITION AND DEVELOPMENT DEL LANGUAGE. 3.1 LEARNING THEORIES: WATSON AND SKINNER OPERANT CONDITIONING By the 1920s John B. Watson had left academic psychology and other behaviorists were becoming influential, proposing new forms of learning other than classical conditioning. Perhaps the most important of these was Burrhus Frederic Skinner; Although, for obvious reasons he is more commonly known as B.F. Skinner. Skinner's views were slightly less extreme than those of Watson. Skinner believed that we do have such a thing as a mind, but that it is simply more productive to study observable behavior rather than internal mental events. Skinner believed that the best way to understand behavior is to look at the causes of an action and its consequences. He called this approach operant conditioning. Skinner's theory of operant conditioning was based on the work of Thorndike (1905). Edward Thorndike studied learning in animals using a puzzle box to propose the theory known as the 'Law of Effect'. BF Skinner: Operant Conditioning Skinner is regarded as the father of Operant Conditioning, but his work was based on Thorndike’s law of effect. Skinner introduced a new term into the Law of Effect - Reinforcement. Behavior which is reinforced tends to be repeated (i.e. strengthened); behavior which is not reinforced tends to die out-or be extinguished (i.e. weakened). Skinner (1948) studied operant conditioning by conducting experiments using animals which he placed in a “Skinner Box” which was similar to Thorndike’s puzzle box. B.F.