Ch.+5+additional+resources

 __chapter 5 __ Theories of Learning: Implications for Learning Disabilities Learning Objectives 1. What is the role of theory in planning services for students with learning disabilities? 2. What are the implications of developmental psychology for learning disabilities? 3. What are the implications of behavioral psychology for learning disabilities? 4. What are the implications of cognitive psychology for learning disabilities? 5. Explain the information-processing model and its implications for learning disabilities. 6. Describe the concepts of learning strategies, metacognition, and styles of learning, and discuss their implications for students with learning disabilities. 7. Discuss how the social interactions involved in learning affect learning. Key Terms AND Definitions Students should take note of the following terms as they appear in this chapter. Students who have difficulty should refer to the glossary in Appendix E of the text or to the text page on which the term is discussed. active learners Learners who are involved and take charge of their learning. antecedent event In behavioral psychology, the situation that precedes the target behavior. automaticity In cognitive learning theory, the condition in which learning has become almost subconscious and so requires little processing effort. behavior analysis The process of determining the subskills or steps needed to accomplish a task. behavioral unit In behavioral psychology, the core unit that constitutes an action and its environment: the antecedent event, the target behavior, and the consequent event. cognitive abilities<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;"> The mental processes involved in thinking and learning, such as perception, memory, language, attention, concept formation, and problem solving. concrete operations stage<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">In Piaget’s theory, the stage at which children can systematize and organize thoughts on the basis of past sensual experience. consequent event<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">In behavioral psychology, the reinforcement that follows the behavior. developmental variations<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A slowness in specific aspects of development. direct instruction<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A method associated with behavioral theories of instruction. The focus is directly on the curriculum or task to be taught and the steps needed to learn that task. executive control<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A component in the information-processing model that refers to the ability to control and direct one’s own learning. It is also referred to as metacognition. formal operations stage<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">In Piaget’s theory, the stage at which children can work with abstractions. graphic organizers<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">Visual representation of concepts, knowledge, or information that incorporates both text and pictures to make the material easier to understand. informational processing<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A theory of cognitive processing that emphasizes the flow of information and the systems approach to analyzing the interrelationships among the elements of cognitive processes. interactive dialogues<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">Conversations between students and a teacher. learned helplessness<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A trait of students with learning disabilities in which they exhibit passiveness and do not take on the responsibility for their own learning. learning strategies approach<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A series of methods to help students direct their own learning, focusing on how students learn rather than on what they learn. long-term memory<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">Permanent memory storage that retains information for an extended period of time. metacognition<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">The ability to facilitate learning by taking control and directing one’s own thinking process. mind mapping<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A technique that employs a pictorial method to show ideas. multistore memory system<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">The concept of the flow of information among three types of memory: sensory register, short-term memory (or working memory), and long-term memory. passive learning style<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A characteristic of students with learning disabilities who tend to wait until the teacher directs them and tells them what to do. A lack of interest in learning. (See learned helplessness.) preoperational stage<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">One of Piaget’s developmental stages of learning. During this stage, children make intuitive judgments about relationships and also begin to think with symbols. psychological-processing disorders<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A phrase in the federal definition of learning disabilities that refers to disabilities in visual or auditory perceptions, memory, or language. retrieval<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">Recalling information from long-term memory. sensorimotor stage<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">One of Piaget’s developmental stages of learning. During this stage, children learn through senses and movements and by interacting with the physical environment. sensory register<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">The first memory system in the information-processing model that interprets and maintains information long enough for it to be perceived and analyzed. short-term (working) memory<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">A second memory storage within the information-processing model. It is a temporary storage facility, serving as working memory as a problem receives one’s conscious attention. stages of learning<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">The stages a person goes through in mastering material, such as acquisition, proficiency, maintenance, and generalization. target behavior<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; font-weight: normal; text-decoration: none; vertical-align: auto;">The response in the Behavioral Unit. Major Points <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">1. Three branches of psychology that have implications for teaching students with learning disabilities are: //<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Answer: // <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">2. What are three memory systems in the information-processing model? //<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Answer: // <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">3. What teaching methods are based on behavioral psychology? //<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;">Answer: // <span style="background-color: transparent; color: #000000; display: block; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"> =<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 32px; text-align: left; text-decoration: none; vertical-align: auto;">Suggested Activities = <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-align: left; text-decoration: none; vertical-align: auto;"><span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">1. Find a discussion about a theory of learning in a book, article, website or other source. Discuss the implications for learning disabilities. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">2. Describe the Behavioral Unit of the ABC model in behavioral psychology. Show how it might apply to a student with learning disabilities. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: auto;">3. Describe the implications of the information-processing model for teaching students with learning disabilities.

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