1. Cognitivism
1.1. Vygotsky
1.1.1. Scaffolding
1.1.1.1. Build interest in the subject and engage with people
1.1.1.2. Break the given task into small sub-tasks
1.1.1.2.1. In school example: The teacher in a classroom assigns a research project, but has due dates for each of the individual parts in the order that they should be completed.
1.1.1.2.2. Non-school example: A wrestling coach sets a goal for a certain team member to weigh a given amount by the end of the season. The team member has various checkpoints to reach up until he has to be at the specific weight.
1.1.1.3. Keep the individual or group focused on completing the sub-tasks but don't allow them to lose sight of the main task
1.1.1.4. Use "most knowledgeable others" to support people
1.1.1.5. Model possible ways of completing the task, which individuals can imitate and then eventually internalize
1.1.2. Zone of Proximal Development (ZPD): the difference between what a learner can do without help and what he or she can do with help
1.2. Piaget
1.2.1. Constructivism
1.3. Bandura
1.3.1. Role-Modeling: behavior modification is achieved by observing the actions of others, mentally rehearsing whether these actions are appropriate, and then initiating behavior that is considered appropriate.
1.3.1.1. Self-efficacy: people would be more receptive to modelling good behaviors if they believed that they were capable of executing the behavior
1.3.1.1.1. In school example: A student believes they are capable of getting an A if they work hard enough to get it.
1.3.1.1.2. Non-school example: A person believes they can get their dream job because they worked hard to get where they are today.
1.4. Erikson
1.4.1. The ego develops as it successfully resolves crises that are distinctly social in nature.
1.4.1.1. 8 Stages of Psychosocial Development
1.4.1.1.1. Trust vs. Mistrust
1.4.1.1.2. Autonomy vs. Shame
1.4.1.1.3. Initiative vs. Guilt
1.4.1.1.4. Industry vs. Inferiority
1.4.1.1.5. Ego-Identity vs. Role Confusion
1.4.1.1.6. Intimacy vs. Isolation
1.4.1.1.7. Generality vs. Stagnation
1.4.1.1.8. Ego-Integrity vs. Despair
2. Constructivism
2.1. Siemens and Downes
2.1.1. Connectivism: learner connects and feeds information into a learning community. Knowledge is distributed across a variety of digital networks. With connectivism, it is important for learners to be able to seek out current information and filter out extraneous information. Siemens outlines 3 main frameworks for learning, and Downes outlines a 4th regarding how connections are made through the learning process, thus, identifying connectivism as a learning theory.
2.2. Bruner
2.2.1. Discovery Learning: This theory centralizes around the idea that learning is actively seeking answers and solutions.
2.2.1.1. Principle 1: Problem Solving Instructors should guide and motivate learners to seek for solutions by combining existing and newly acquired information and simplifying knowledge.
2.2.1.2. Principle 2: Learner Management Instructors should allow participants to work either alone or with others, and learn at their own pace.
2.2.1.3. Principle 3:Integrating and Connecting Instructors should teach learners how to combine prior knowledge with new, and encourage them to connect to the real world.
2.2.1.4. Principle 4: Information and Analysis Discovery learning is process-oriented and not content-oriented, and is based on the assumption that learning is not a mere set of facts.
2.2.1.5. Principle 5: Failure and Feedback Learning does not only occur when we find the right answers. It is through the process that we learn. Without feedback, learning is incomplete.
2.3. Piaget
2.3.1. 4 Stages of Development
2.3.1.1. Sensorimotor: learning takes place through touch and feel
2.3.1.2. Pre-operational: the ability to arrange objects logically starts to develop
2.3.1.3. Concrete Operational: the ability to think logically about objects and events starts to become more structured
2.3.1.4. Formal Operational: abstract thinking and verbal reasoning start to develop
3. Stimulus-Response: people can be conditioned to produce emotional responses to objects, to postulate anyone, regardless of their nature, can be trained to be anything, and that learning is a direct consequence of the conditioning.
4. Behaviorism
4.1. Watson
4.2. Pavlov
4.2.1. Classical Conditioning: a learning procedure in which a subject comes to respond to a neutral stimulus as he would to another, non-neutral stimulus by learning to associate the two stimuli.
4.3. Skinner
4.3.1. Operant Conditioning
4.3.1.1. Positive Reinforcement: the addition of a reinforcing stimulus following a behavior that makes it more likely that the behavior will occur again in the future
4.3.1.2. Negative Reinforcement: the removal of a reinforcing stimulus following a behavior that makes it more likely that the behavior will occur in the future
4.4. Thorndike
4.4.1. Connectionism
4.4.1.1. Learning requires the teacher to stimulate the learners by rewarding successful practices.
4.4.1.2. A series of stimulus-reward connections can be linked together if they belong to the same action.
4.4.1.3. Intelligence is a function of the number of connections learned.
4.4.1.4. Connections become strengthened with practice and weakened when practice is discontinued.
4.4.1.5. Transfer of learning occurs because of previously encountered situations.
5. Motivation
5.1. Carol Dweck
5.1.1. Mindsets: a self-perception or “self-theory” that people hold about themselves
5.1.1.1. Fixed Mindset: people believe their basic qualities, like their intelligence or talent, are simply fixed traits
5.1.1.1.1. In school example: A student believes that they don't get A's because they just weren't born smart like the kids in gifted.
5.1.1.1.2. Non-school example: A person believes that they just were not born to play basketball. It's not in their blood.
5.1.1.2. Growth Mindset: people believe that their most basic abilities can be developed through dedication and hard work
5.1.1.2.1. In school example: A student believes that although the upcoming test will be challenging, if they study hard, they are capable of getting an A.
5.1.1.2.2. Non-school example: When starting a new job, a person believes that in time they will develop the necessary skills to be comfortable in their new position.
5.2. Maslow
5.2.1. Hierarchy of Needs
5.2.1.1. Self-Actualization: morality, creativity, spontaneity, problem-solving, lack of prejudice, acceptance of facts
5.2.1.2. Esteem: self-esteem, confidence, achievement, respect of others, respect by others
5.2.1.3. Love/Belonging: friendship, family, sexual intimacy
5.2.1.4. Physiological: breathing, food, water, sex, sleep, homeostasis, excretion
5.3. Weiner
5.3.1. Attribution: how and why ordinary people explain events as they do.
5.3.1.1. Internal Attribution: The process of assigning the cause of behavior to some internal characteristic, rather than to outside forces. When we explain the behavior of others we look for enduring internal attributions, such as personality traits.
5.3.1.1.1. In school example: A student chooses to do a research project on anxiety, because it is something they have experienced before.
5.3.1.1.2. Non-school example: A person chose to take a job as a waitress, because they truly enjoy serving others and making others happy.
5.3.1.2. External Attribution: The process of assigning the cause of behavior to some situation or event outside a person's control rather than to some internal characteristic.
5.3.1.2.1. In school example: A student chooses to do a research project on anxiety, because their were no other options available for them to choose from.
5.3.1.2.2. Non-school example: A person chose to take a job as a waitress, because it was the only job they could get within 5 minutes of their house.
5.4. Locke
5.4.1. Goals
5.4.1.1. 5 Principles of Goal Setting
5.4.1.1.1. Clarity: When a goal is clear and specific, with a definite time set for completion, there is less misunderstanding about what behaviors will be rewarded.
5.4.1.1.2. Challenge: People are often motivated by achievement, and they'll judge a goal based on the significance of the anticipated accomplishment.
5.4.1.1.3. Feedback: Feedback provides opportunities to clarify expectations, adjust goal difficulty, and gain recognition.
5.4.1.1.4. Task Complexity: The whole point of goal setting is to facilitate success. Therefore, you want to make sure that the conditions surrounding the goals don't frustrate or inhibit one from accomplishing the objectives.