necessary for

key to

cooperative work artifacts tools instruments

ages 7-11

conservation reversibility abstract thinking

includes
controlled and mediated through

ages 2-7

egocentric

semiotic function concrete operational

subject (individual or group)

objects (motive or goal)

influenced

preoperational object permanence

trial and error

formal operational
Leont'ev
developed by

Distributed Cognition Activity Theory

Outcome created by

ages 11-adult
stages

Concept Attainment

age birth to two

sensorimotor

rules division of labour

Hutchins

contrast with

individual minds

modes

Genetic Epsitemology
motor responses enactive
created by types of knowledge

the environment

scaffolding

created by

Piaget

physical
create

spiral curriculum

logical-mathematical

instructional technique

visual images iconic

social abitrary

Bruner

assimilation
occurs in

processes of

symbolic words alphabets cultural symbols

accomodation

internal structure of

builds, but is not

leads to learning through stages of similar to problem solving in all modes ensures includes

anchored instruction

affordances

takes place through stages of development influence

use different

provide
transmitters of

community of practice

builds includes
acquired at stages of similar to important source of cognitive development demonstrated through stages of leads to label

Situated Cognition

cognitive apprenticeship

guided participation
meaningful feedback

culture

modified ideas of

situated in the real world

builds

leads toi self evaluation

team/peer assessment

zone of proximal development

amplified by technology

development
and defines

discovery learning

label
achieved through co produced by learner and society

process based evaluation process, not product

internalized automatically

cognition
boosts

prior knowledge of learner situates

language a form of

Social Development Theory

learner controls

developed through created by

intrinsic motivations
instruction
involves

Constructivism
cognitive flexibility theory created by open ended tasks Spiro leads to collaboration multiple perspectives gained through gaiined through gained through builds students build Vygotsky

social problem solving

cause

organizing

extrinsic motivations

cause

New Knowledge
learn by created by

involves

retention
leads to

rehearsing

cause

projects questions issues cases problems simulations

multiple models metaphors analogies reflexive cognition

ignores

New Behaviours
modeled behaviour
leads to

attention

coding

Social Learning theory

learner builds

teacher provides
communication of

leads to

transforming

opposite ends of theoretical continuum

causes

Processes of Observational Learning

leads to

with links to involves

production

created by

emotions

higher order concepts

label motivation

similar

meaningful learning

response facilitation

moods
external structures of

behaviourism
drew upon

similar to

without links to internalizes

leads to

leads to

created by

leads to

created by

not necessary created by outcome expectations

similar to

created by

leads to

influenced by
leads to

classical conditioning

stimuli

views contrary to

response
similar to

rewards

reinforcement Pavlov punishment/reward

higher nervous acitivity

operantconditioning Skinner

drills and practice leads to

rote learning attention through storage

Cognitive Information Processing

through perception

through

Ausubel
created leads to

made of
through

short term memory

through

assimilation theory
working memory
made of

retrieval

long term memory

made of

through

forgetting

through

through through through

advance organizers

superordinate learning

integrative reconciliations direct instruction

subsumption

progressive differentiation

obliterative subsumption