Nelson Mandela

Assignment 1A 1. How behavioural and cognitive theories differ in views of how the following influence learning: a) Environmental variables * In the behavioural theory, the environment plays a major role as it is the main focus. Responses are reinforced by arranging and presenting the environment to learners. * The cognitive theory acknowledges the role of environment but the main focus is on what the learner does with this information. The environmental inputs from the teacher, like demonstrations, are needed. However the theory focuses on how the learner attends to it, transforms it, codes it and starts it. b) Motivation * Motivation plays a big role in the behavioural theory as it is increased or continued by effective reinforcement. If the student is motivated to display a certain kind of behaviour, it will be reinforced and will be likely to occur again. * The cognitive theory views motivation and learning as related. Reinforcement can motivate certain behaviour but it is not automatic. The learner can choose and interpret it differently. Motivation is from the learners perspective c) Memory * The behavioural theory does not focus on memory and little research can be found on this theory. It is seen as a habitual way of responding to certain stimuli, but with little attention as to how it is retained and activated. * In the cognitive theory, memory plays an important role. It is seen as encoding and storing stimuli as an organised meaningful event. How the information is learned, will determine how the information is stored and how easily the information can be retrieved.

2. Reinforcement * Reinforcement is used to strengthen or “stamp in” the acquired knowledge and must be done immediately after a change in behaviour 9learning) has taken place. It increase the chances that the response will occur again in the future and can be positive or negative. Positive reinforcement is important for learning to take place.

3. Equilibration * Equilibration is the optimal state between cognitive structures and the environment. It brings internal mental structures, like thinking and reasoning external environmental data into consistency, thus creating a balance between them.

4. Analyse the concept situated learning * Situated learning affirms Vygotsky’s theory as it emphasises that learning does not just take place in the classroom but that cultural and social structures play an important role in learning. People learn in a “situation” through doing in the real world under expertise of a guide or model and adapting it to their norms and beliefs, etc. 5. Meaning of “zone of proximal development” * This is the gap between a learners actual level of development e.g. problem solving and the learners potential level of development. The learner has the ability to learn the knowledge but does not understand it yet.

6. How does the concept of a learning task differ from the form of a learning task? * Task content is the subject matter and outcomes you want to learn. The form of a task is the procedure, the purpose and the social organisation as well as product result.

7. Difference between episodic, semantic and procedural memory. * Episodic memory is of personal experiences you have had. It is like a mental movie of what you saw, heard, said, did or felt. It stores memory in the form of images of events. Semantic memory contains facts and generalised information we have learned, like concepts, principles, rules and problem solving skills. Information is stored in the form of networks of ideas. Procedural memory is knowing how we do something. Skills which are retained, like riding a bike or driving a car. Memory is stored as a complex of stimulus-response pairings.
8. Explain the concept of interference. * Interference occurs when information a person wants to learn gets mixed up or pushed aside by other information before it is reinforced. The information has therefore not been absorbed and practiced in the working memory before new information has been added
9. Why is motivation such an important variable that effects academic learning? * According to Hermit (2007) few things are more important in education. Motivation is an important variable in all 4 theories learnt so far. In the behavioural theories motivation is defined as a near certainty that behaviour will occur, thus reinforcement is achieved. In cognitive theories motivation must come from inside the learner. * The following aspects will effect motivation,
The interest in subject matter
Instructors motivation
Rapport between learner and educator
Self esteem of learner and enthusiasm
Persistence
Relevant material choice and
Appropriate differentiation levels. * Thus motivation can not be seen as one idea to suit all. It is therefore important for the educator and learner individually to find motivation through metacognition.

10. Explain the concept of metacognition. * Metacognition is defined as knowing about knowing. It is the knowledge of the individuals cognitive processes and when or where to use particular strategies for learning and problem solving. J.H. Flavell used the word first as a persons knowledge of outcomes and the awareness and understanding of how one thinks and uses during reading and writing for example.
11. Difference between self-efficacy and attribution. * Self –efficacy is a students personal belief about his capabilities to use the learnt skills or outcomes and implementing these skills in their lives. Essentially it is what you can do with the skills you have learned. * Attribution is the student’s interpretation of the causes of success or failure. It enables the student to decide if internal (self) or external (environment) aspect have been instrumental in the obtained results.
12. Describe and explain strategic learning. * Firstly strategic learning incorporates different types of knowledge. Learning will take place if the learners know about themselves as learners, their limitations and their strong points. * Then the different types of academic tasks and their requirements are taken into consideration. * Realistic learning goals are set out. * Outcomes and effectiveness are monitored and evaluated and necessary adjustments are made to attain goals.