6. What are the 2 forms of constructivism

Cognitive (Piaget) - learners active in constructing knowledge when making sense of experiences. Social (Vygotsky) - social interactions are important as learners participate with others in meaningful ways
Social (Vygotsky) - learners active in constructing knowledge when making sense of experiences. Cognitive (Piaget) - social interactions are important as learners participate with others in meaningful ways
Cognitive (Vygotsky) - learners active in constructing knowledge when making sense of experiences. Social (Piaget) - social interactions are important as learners participate with others in meaningful ways
Social (Piaget) - learners active in constructing knowledge when making sense of experiences. Cognitive (Vygotsky) - social interactions are important as learners participate with others in meaningful ways

7. What are the 4 stages of cognitive development as defined by Piaget

The child is capable of solving more advanced problems but requires 'scaffolding' to get there
The child is not capable of solving more advanced problems without being told how to do it fully
The child is capable of solving more advanced problems and are able to get there themselves with some time
The child is not capable of solving more advanced problems without being shown first

There are individual differences in the rate at which children progress
There are individual differences in the rate at which children experience learning situations
There are individual differences in the quality of children's early experiences
There are individual differences between children's attitudes to learning

That you can separate learning from social context and cognitive functions are products of social interaction
That you cannot separate learning from social context and cognitive functions are products of socialisation
That you cannot separate learning from social context and cognitive functions are products of social interaction
That you cannot separate learning from social context and physicla abilities are products of social interaction

Passive learning (constructivists) - something done by you. Active learning (behaviourists) - something done to you
Passive learning (behaviourists) - something done by you. Active learning (constructivists) - something done to you
Active learning (constructivists) - something done by you. Passive learning (behaviourists) - something done to you
Active learning (behaviourists) - something done by you. Passive learning (constructivists) - something done to you

It ignores external factors, people don't always respond the same way and people can learn without reinforcement
It ignores internal processes, people don't always respond the same way and people can learn without anything
It ignores internal processes, people don't always respond the same way and people can learn without reinforcement
It ignores internal processes, people always respond the same way and people can learn without reinforcement

Attentional processes (child age), retentional processes (remebering it), reproductive processes (copyable), incentive processes (reward)
Attentional processes (noticing it), retentional processes (remebering it), reproductive processes (worth it), incentive processes (reward)
Attentional processes (noticing it), retentional processes (remebering it), reproductive processes (copyable), incentive processes (reward)
Attentional processes (noticing it), retentional processes (how to do it), reproductive processes (copyable), incentive processes (reward)

They learn by observing others - such as in the Bobo Doll Experiment (1965)
They copy violent behaviour they have observed from others - such as in the Bobo Doll Experiment (1965)
They learn by listening to others - such as in the Bobo Doll Experiment (1965)
They learn by copying action they know have no consequences - such as in the Bobo Doll Experiment (1965)

By interviewing his children and adults friends and comparing how they see the world differently
By interviewing groups of children of varying ages and how their processes change radically
Observing his children and how their processes change radically
By observing his children and adults friends and comparing how they see the world differently

We organise our thoughts and actions into cognitive structures to help us understand and interact with the world
We ignore some of our thoughts and actions and the rest go into cognitive structures to help us understand and interact with the world
We organise our thoughts and actions into physical structures to help us understand and interact with the world
We ignore some thoughts and actions to help us understand and interact with the world

Generalisability - lab conditions, long term impacts, a doll doesn't equal a human. Validity - they may have just wanted to please the adults
Generalisability - lab conditions, long term impacts, a doll doesn't equal a human. Validity - they may have just wanted to annoy the adults
Generalisability - lab conditions, short term impacts, a doll doesn't equal a human. Validity - they may have just wanted to please the adults
Generalisability - few participants, long term impacts, a doll doesn't equal a human. Validity - they may have just wanted to please the adults

A system of behaviour modification based on the reinforcement of target behaviour
A system of behaviour modification based on the rejection of bad behaviour
A system of behaviour modification based on the reinforcement of good behaviour
A system of behaviour sustaining based on the reinforcement of target behaviour