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Here are some practical implications of theories analyzed here.
General
Potential to learn leads to frustration if not satisfied.
Connectionism
Negative reinforcement (punishment) does not really lead to any kind of learning.
Connectionism
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Long-term memory and knowledge organization
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Representations in the long-term memory can be stored as logogens (verbal stimuli) or imagens (non-verbal stimuli).
Dual coding theory
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A schema is a hierarchical mental framework humans use to represent and organize remembered information.
Schema theory
A script is a mental framework for representation of complex event sequences.
Script theory
Working memory and cognitive architecture
Human working memory has a limited capacity of 7±2 or 4±1 chunks of information.
Human Working Memory
Human working memory has four components: phonological loop, visuospatial sketchpad, episodic buffer and central executive. Visuospatial sketchpad and phonological loop allow paralel processing of visual and auditive information.
Human Working Memory,
Cognitive load theory
Meaningful learning
Meaningful learning won't occur unless the new ideas are presented in a clear way that enables their relating with other ideas.
Assimilation theory
Meaningful learning won't occur unless the learner actually makes an conscious attempt to relate new ideas to his prior knowledge.
Assimilation theory
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The teacher should advise students how and in which context to apply and transfer the just gained knowledge in the world outside the classroom.
Conditions of learning
The teacher should provide guidance to students in discussion, answer their questions and offer them additional materials on topic.
Conditions of learning