|| ED30220 |
|| THE PSYCHOLOGY OF LEARNING AND THINKING |
|| 2001/2002 |
|| Professor Paul Ghuman |
|| Semester 1 |
|| Students are recommended to take Module ED10210 in the first year |
| Course delivery
|| Lecture || 10 Hours |
|| Tutorial || 10 Hours |
|| Course work || one assignment of 2,500 words || 50% |
|| Exam || 3 Hours || 50% |
|| Resit assessment || All failed or missing elements of assessment to be re-taken or made good. || |
This module introduces and examines the theories of Piaget, Vygotsky, Bruner and Skinner. In addition, students will be given the opportunity to carry out experimental work in small groups in order to further their understanding of both the concepts underpinning the major theories and their application.
Aims of the module
This module will allow students to:
extend their knowledge and critical understanding of the major theories of thinking and learning.
reflect upon their learning styles and to relate these to the key concepts in the field.
Understand the complex nature of thinking processes, particularly as underpinned and implied by the concept of IQ;
Analyze and understand the basic principles of Piaget's theory of intellectual development;
Understand and appraise Vygotsky's theory of conceptual development and learning;
Appraise Bruner's principles of learning and teaching;
Evaluate the possible effect of bilingualism on cognitive processes;
Understand the importance of Skinner's theory of learning;
Evaluate the effect of self-concept on learning and scholastic achievement.
Appreciate the aesthetics of their own reasoning and thinking;
Value the importance of motivation on their own thinking and reasoning;
Develop strategies to deal with their own exam and test-taking anxiety.
The module is based on the following topics:
Self-concept: definition, importance and measurement; some discussion on its genesis;
Self-concept and Achievement: how to improve the self-image of school children;
Adolescence: identity crisis and other issues;
Intellectual development: intelligence and its measurement;
Piaget' theory of intellectual development;
Vygotsky's model of thinking and learning;
Bruner's model of development and learning and teaching;
Skinner's theory of operant conditioning and its application to learning and teaching;
Stages of development: social and psychological factors known to accelerate intellectual development;
Bilingualism and cognitive development.
CHILD, D. (1995)
Psychology and the Teacher.. London: Holt, Rinehart and Winston
FONTANA, D. (1998)
Psychology for Teachers.. Leicester: British Psychological Society
GAGNE, M R. (1977)
Conditions of Learning.. London: Holt, Rinehart and Winston
GHUMAN, P A S. (1999)
Asian Adolescents in the West. Leicester: British Psychological Society
GHUMAN, P A S. (1984)
Welsh Boys' Thinking. Faculty of Education, UWA
MEADOWS, D. (1993)
The Child as Thinker. London: Routledge
Open University learning unit 206 text 16.