1. 3-1: Structure of the Human Brain (Figure 3-6) Teresa M. McDevitt, Jeanne Ellis Ormrod Child Development and Education Copyright ©2002 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

2. 3-2: Neurons in the Brain (Figure 3-5) Teresa M. McDevitt, Jeanne Ellis Ormrod Child Development and Education Copyright ©2002 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

3. 3-3: Examples of Risk Factors for Healthy Neurological Development (Table 3-1) Teresa M. McDevitt, Jeanne Ellis Ormrod Child Development and Education Copyright ©2002 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

4. 5 BASIC PRINCIPLES OF DARWINIAN EVOLUTION THEORY [FROM: MICHAEL SHERMER’S (2002) In Darwin’s Shadow: The life and Science of Alfred Russel Wallace. New York, NY: Oxford University Press, p. 207.] EVOLUTION: CHANGE (in behavior)THROUGH TIME. DESCENT WITH MODIFICATION: THE MODE OF EVOLUTION BY BRANCHING COMMON DESCENT. GRADUALISM: CHANGE (in behavior) IS SLOW, STEADY, STATELY. NATURA NON FACIT SALTUS. GIVEN ENOUGH TIME EVOLUTION CAN ACCOUNT FOR THE ORIGIN OF NEW SPECIES. MULTIPLICATION OF SPECIATION: EVOLUTION PRODUCES NOT JUST NEW SPECIES (behavior), BUT AN INCREASING NUMBER OF NEW SPECIES (behaviors). NATURAL SELECTION: THE MECHANISM OF EVOLUTIONARY CHANGE CAN BE SUBDIVIDED INTO FIVE STEPS: (SEE NEXT SLIDE).

5. FIVE STEPS OF NATURAL SELECTION 1. POPULATIONS [behaviors] TEND TO INCREASE INDEFINITELY IN A GEOMETRIC RATIO. [FROM OBSERVATION] 2. IN A NATURAL ENVIRONMENT, HOWEVER, POPULATION [behavior] NUMBERS STABILIZE AT A CERTAIN LEVEL. [FROM OBSERVATION] THERE MUST BE A “STRUGGLE FOR EXISTENCE” SINCE NOT ALL ORGANISMS [behaviors] PRODUCED CAN SURVIVE. [FROM INFERENCE] THERE IS VARIATION IN EVERY SPECIES [behaviors]. [FROM OBSERVATION] IN THE STRUGGLE FOR EXISTENCE, THOSE VARIATIONS THAT ARE BETTER ADAPTED TO THE ENVIRONMENT LEAVE BEHIND MORE OFFSPRING THAN THE LESS WELL ADAPTED INDIVIDUALS, ALSO KNOWN AS DIFFERENTIAL REPRODUCTIVE SUCCESS. [FROM INFERENCE]

6. BEHAVIORISTS’: BASIC ASSUMPTIONS OF BEHAVIORISM PRINCIPLES OF LEARNING SHOULD APPLY EQUALLY TO DIFFERENT BEHAVIORS AND TO DIFFERENT SPECIES OF ANIMALS LEARNING PROCESSES CAN BE STUDIED MOST OBJECTIVELY WHEN THE FOCUS OF STUDY IS ON STIMULI AND RESPONSES. INTERNAL PROCESSES ARE LARGELY EXCLUDED FROM SCIENTIFIC STUDY LEARNING INVOLVES A BEHAVIOR CHANGE ORGANISMS ARE BORN AS BLANK SLATES (tabula rasa). LEARNING IS LARGELY THE RESULT OF ENVIRONMENTAL EVENTS. THE MOST USEFUL THEORIES TEND TO BE PARSIMONIOUS ONES.

7. Concept Map: Behavioral Approaches

8. Approaches to Learning

9. Social Cognitive Approaches to Learning SOCIAL COGNITIVE APPROACHES TO LEARNING Bandura’s Social Cognitive Theory Evaluating the Social Cognitive Approaches Cognitive Behavior Approaches Observatio nal Learning

10. Social Cognitive Approaches to Learning Bandura’s social cognitive theory –Social cognitive theory –Reciprocal determinism model –Self-efficacy

11. Bandura’s Reciprocal Determinism Model of Learning B Behavior P/C Person and cognitive factors E Environment

12. Social Cognitive Approaches to Learning Observational learning –What is observational learning? –The classic Bobo doll study –Bandura’s contemporary model of observational learning Attention Retention Motor reproduction Reinforcement of incentive conditions

13. Social Cognitive Approaches to Learning Cognitive behavior approaches and self-regulation –Cognitive behavior approaches Self-instructional methods

14. Social Cognitive Approaches to Learning –Self-regulatory learning A model of self-regulatory learning Self-Evaluation and Monitoring Putting a Plan into Action and Monitoring It Goal Setting and Strategic Planning Monitoring Outcomes and Refining Strategies

15. Self Regulated Learning: From Social/Cognitive Theory. Key people: Bandura; Schunk; Zimmerman. Key elements: Goal Setting Planning Self-motivation (intrinsic motivation) Attention control Application of learning strategies Self-monitoring Self-evaluation Self-reflection

16. General Assumptions of Cognitive Theories  Some Learning Processes may be unique to human beings.  Cognitive processes are the focus of study.  Objective, systematic observations of people’s behavior should be the focus of scientific inquiry; however, inferences about unobservable mental processes can often be drawn from behavior.  Individuals are actively involved in the learning process.  Learning involves the formation of mental representations or associations that are not necessarily reflected in overt behavior changes.

17. Implications of Cognitive Theories  Cognitive processes influence learning.  As children grow, they become capable of increasingly more sophisticated thought.  People organize the things they learn.  New information is most easily acquired when people can associate it with things they have already learned.  People control their own learning.

18. Some key Cognitive theorists Jean Piaget (French) Lev Vygotsky (RUSSIAN) Edward Tolman (American) Jerome Bruner (American) Kurt Lewin (German)

19. Kurt Lewin (From Alfred Marrow’s book) BH = f (P+E)

20. BARRIERBARRIER GOALREGIONGOALREGION PSYCHOLOGICAL LIFE SPACE PERSON NEEDS ABILITIES - + FOREIGN HULLVECTORS VALENCES

21. Concept Map: Chapter Eight Overview

22. The Cognitive Information- Processing Approach Characteristics of the Information-Processing Approach THE COGNITIVE INFORMATION- PROCESSING APPROACH Exploring the Information- Processing Approach

23. The Cognitive Information- Processing Approach Exploring the information- processing approach –Cognitive psychology

24. The Cognitive Information- Processing Approach Characteristics of the information- processing approach –Thinking –Change mechanisms –Encoding –Automaticity –Strategy construction –Transfer –Self-modification –Metacognition

25. Memory MEMORY What is Memory? Retrieval and Forgetting StorageEncoding

26. Memory What is memory? ENCODING Getting information into memory STORAGE Retaining information over time RETRIEVAL Taking information out of storage

27. Memory Encoding –Rehearsal –Deep processing Levels of processing theory –Elaboration –Constructing images –Organization Chunking

28. Memory Storage –Memory’s time frames Sensory memory Short-term (working) memory –Memory span Long-term memory

29. Key Ideas in Information Processing Theory Teresa M. McDevitt, Jeanne Ellis Ormrod Child Development and Education Copyright ©2002 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. ISensation and Perception IIAttention A. Distractibility decreases; sustained attention increases B. Attention becomes increasingly purposeful IIIWorking Memory A. Processing speed increases B. Children acquire more effective cognitive processes C. The physical capacity of working memory may increase somewhat IVLong-Term Memory A.The amount of knowledge stored in long-term memory increases B. Knowledge becomes increasingly symbolic in nature C. Children’s knowledge about the world becomes increasingly integrated D. Children’s growing knowledge base facilitates more effective learning

30. 5-1: A model of the human information processing system (Figure 5-1) Teresa M. McDevitt, Jeanne Ellis Ormrod Child Development and Education Copyright ©2002 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

31. Atkinson and Shiffrin’s Theory of Memory

32. Baddeley’s Model of Memory Visuospatial scratchpad Central executive Articulatory loop

33. Storage: Long-Term Memory’s Contents Long-term memory Nondeclarative (implicit) Declarative (explicit) Episodic memory Semantic memory

34. Memory Storage –Content knowledge and how it is represented in long-term memory Content knowledge Network theories Schema theories –Schema –Script

35. Memory Retrieval and forgetting –Retrieval Serial position effect Primacy effect Recency effect Encoding specificity principle Recall Recognition

36. Memory Retrieval and forgetting –Forgetting Cue-dependent forgetting Interference theory Decay theory

37. BARRIERBARRIER GOALREGIONGOALREGION PSYCHOLOGICAL LIFE SPACE PERSON NEEDS ABILITIES - + FOREIGN HULLVECTORS VALENCES

38. Abraham Maslow’s Perspectives on motivation –The humanist perspective Maslow’s hierarchy of needs –Physiological –Safety –Love and belongingness –Esteem –Self-actualization