Tag Archives: psychology of larning and development

B. Ed., Childhood and Growing Up, M. Ed., Psychology of Learning and Development

Socio Cultural Theory of Vygotsky

4 February 2023 Harshita Jain 3 Comments

Socio-cultural theory of Vygotsky emphasizes the important role that culture and social interactions play in the development of cognitive abilities. According to Vygotsky, human development occurs through a process of internalizing cultural tools and practices, such as language and symbols, which allow individuals to think and reason at higher levels. This process of internalization occurs through social interactions with more knowledgeable individuals and is facilitated through the use of mediational tools, such as language, which serve to bridge the gap between an individual’s current level of development and their potential for future development. In this way, Vygotsky’s theory highlights the interdependence of social and individual development, and the importance of cultural and historical context in shaping cognitive abilities.

Features of Socio Cultural theory of Vygotsky

Zone of Proximal Development: The difference between what a child can do independently and what they can do with help from others. This concept highlights the importance of social interaction and guidance in cognitive development.
Scaffolding: The support and guidance provided by more knowledgeable individuals during the learning process, which helps a child progress to the next level of development.
Internalization: The process of taking external cultural tools, such as language, and making them one’s own, thereby transforming them into internal mental processes.
Social Interaction: Vygotsky believed that social interaction is crucial for cognitive development, as individuals learn through their interactions with others.
Cultural Historical Context: Vygotsky emphasized that cognitive development is shaped by the historical and cultural context in which individuals live.
Mediation: The use of cultural tools and practices, such as language, symbols, and artifacts, to mediate and transform cognitive processes.
Collaborative Learning: Vygotsky saw learning as a collaborative process, in which individuals work together to negotiate meaning and construct knowledge.

Also Visit : Difference between Growth and Development

Also Visit : Prep with Harshita

BUY ME A BOOK!

Psychology of Learning and Development

Gagne’ Hierarchical Theory of Learning

4 February 2023 Harshita Jain 7 Comments

Gagne’s Hierarchical theory of learning is a psychological theory of learning and instruction that was proposed by Robert Gagne in the mid-20th century. It suggests that learning occurs in a series of stages or steps, with each step building on the previous one. The theory proposes that there are five main stages in the learning process:

Stimulus: The learner is presented with a stimulus that captures their attention.
Response: The learner responds to the stimulus in some way.
Feedback: The learner receives feedback on their response, which can either reinforce or modify their behavior.
Retention: The learner retains the information or skill learned, either in their short-term or long-term memory.
Transfer: The learner applies what they have learned in new and different situations.

Gagne’s Hierarchical theory of learning also recognizes the importance of specific mental processes, such as perception, discrimination, and recall, in the learning process. The theory suggests that these processes can be improved through instructional methods such as verbal information, demonstration, and practice.

Overall, Gagne’s Hierarchical theory of learning is a comprehensive theory that emphasizes the importance of the instructional process in facilitating learning and improving performance. The theory has been widely used in the field of education and continues to influence the design of instructional materials and programs.

Features of Gagne’s Hierarchical theory of learning :

Hierarchical organization: Gagne’s theory is organized in a hierarchical manner, with each level building upon the previous one. The nine events of instruction form a progression that begins with gaining the learner’s attention and ends with evaluating learning outcomes.
Matching instruction to outcome: The theory stresses the importance of matching instructional strategies to the type of learning outcome desired. Different instructional strategies are used for cognitive, motor, or verbal skills.
Prior learning experiences: The theory acknowledges that prior learning experiences can influence the effectiveness of instruction.
Transfer of learning: Gagne’s theory recognizes that learners can apply knowledge and skills learned in one situation to new and different situations.
Motivation and attitudes: The theory takes into account the role of motivation and attitudes in the learning process.
Feedback: Gagne’s theory emphasizes the importance of providing feedback to learners to support ongoing improvement and mastery of the material.
Clear and effective instructional design: The theory calls for instructional design that is clear, well-organized, and effective in meeting the learner’s needs.

BUY ME A BOOK!

B. Ed., Childhood and Growing Up, M. Ed., NET, Paper 2, Psychology of Learning and Development, Unit 3 Learner and Learning Process

Freud’s Psychoanalytical Theory

22 November 2022 Harshita Jain 3 Comments

Freud’s Psychoanalytical Theory was developed by Sigmund Freud. He is the founder of psychoanalysis, a method of treating mental illness and understanding the human psyche. His theory is based on the idea that the unconscious mind contains repressed thoughts, memories, and desires that shape our behavior.

Conscious, Preconscious and Unconscious mind

According to Freud’s theory, the mind is divided into three parts: the conscious mind, the preconscious mind, and the unconscious mind. The conscious mind is what we are aware of at any given moment, while the preconscious mind contains thoughts and memories that can be brought into consciousness with ease. The unconscious mind contains thoughts, memories, and desires that are hidden from consciousness and can only be accessed through psychoanalytic techniques.

Freud believed that the unconscious mind has a powerful influence on behavior and that much of our behavior is motivated by unconscious desires and conflicts. He developed a model of personality consisting of three parts: the id, the ego, and the superego. The id represents our primitive instincts and desires, the ego is the rational part of the mind that mediates between the id and the external world, and the superego is the moral and ethical component that represents societal values and norms.

One of the key concepts in Freud’s theory is the Oedipus complex, which describes a child’s sexual desire for their opposite-sex parent and hostility towards their same-sex parent. This complex is believed to be resolved through identification with the same-sex parent, leading to the development of gender identity and the superego.

Freud’s psychoanalytic theory has been widely debated and criticized, but it remains an important influence on psychology and popular culture. Its influence can be seen in fields such as literary criticism, film studies, and art history, where psychoanalytic techniques are used to interpret works of art and literature.

Also Visit : Prep with Harshita