Psycholinguistics - Lesson 10 - 1st and 2nd Language Acquisition = Constructivism
Summary
TLDRThis video delves into constructivism, a learning theory emphasizing the individual's role in creating meaning from experience. It differentiates from traditional cognitivism by suggesting that the mind actively filters and interprets the world, shaping unique realities. Constructivism highlights the importance of context in learning, the evolving nature of knowledge, and the need for authentic, situated experiences to facilitate understanding and transfer of skills. The instructional design implications include focusing on context, learner control, varied information presentation, and assessment of knowledge transfer, advocating for a shift from passive learning to active application and problem-solving.
Takeaways
- 📚 Constructivism is a learning theory that emphasizes the individual's role in creating meaning from their own experiences.
- 🌱 It has roots in the works of Piaget, Bruner, and Goodman, and is gaining attention in various disciplines, including instructional design.
- 🧠 Constructivism views learning as a mental activity where individuals actively filter and interpret the world to create their own unique reality.
- 🌐 Knowledge is not simply transferred from the external world but is built upon personal interpretations based on individual experiences and interactions.
- 🔄 The internal representation of knowledge is subject to change as interpretations of experiences evolve over time.
- 🌟 Learning is influenced by both learner and environmental factors, with the interaction between these two variables being critical to knowledge creation.
- 📚 The goal of instruction in constructivism is not to memorize facts but to elaborate and interpret information, fostering a deeper understanding.
- 🔑 The concept of transfer in constructivism is facilitated by involvement in authentic tasks and the credibility of complexities, emphasizing the importance of context.
- 🌱 Constructivist learning environments are most effective during the advanced stages of knowledge acquisition, where initial misconceptions can be addressed.
- 🛠️ Instructional design in constructivism should focus on providing learners with the means to create novel, situated understandings rather than retrieving pre-defined knowledge structures.
- 👨🏫 The role of the teacher in constructivism is crucial, involving guiding students in constructing knowledge, promoting collaboration, and facilitating the development of understanding through discussion and multiple perspectives.
Q & A
What is constructivism in the context of learning theories?
-Constructivism is a learning theory that views knowledge as a function of how an individual creates meaning from their own experiences. It emphasizes that learning is an active process where individuals construct their understanding of the world based on their interpretations of experiences.
How does constructivism relate to cognitive theories?
-Although constructivism is considered a branch of cognitivism, it distinguishes itself by proposing that the mind filters and creates its own unique reality from the input it receives from the world, rather than simply reflecting the real world.
What role does the individual's interpretation of experience play in constructivism?
-In constructivism, the individual's interpretation of their experience is central to the formation of knowledge. It suggests that what we know of the world stems from our own interpretations of our experiences, which can vary among individuals.
How does constructivism view the process of learning vocabulary words?
-Constructivism suggests that learning vocabulary words is enhanced by exposure and interaction with those words in context, rather than learning their meanings from a dictionary. It emphasizes the importance of using words in situations to interpret and remember their meanings.
What is the significance of context in constructivist learning?
-Context is crucial in constructivist learning as it forms an inseparable link with the knowledge embedded in it. Learning always takes place in a context, and the authenticity of the experience is critical to an individual's ability to use and understand ideas.
How does constructivism approach the concept of memory in learning?
-In constructivism, the goal of instruction is not to ensure that individuals remember particular facts, but rather to elaborate and interpret information. Understanding develops through continued, situated serious and does not crystallize into a categorical definition that can be called up for memory.
What are the stages of language acquisition according to the script?
-The script describes three stages of language acquisition: the introductory stage, the advanced stage, and the expert stage. Constructivist learning environments are considered most effective for the advanced stage where initial misconceptions can be discovered and modified.
How does constructivism view the role of the teacher in learning?
-In constructivism, the teacher plays a critical role in instructing students on how to construct meaning, actively monitor, evaluate, and update their constructions, and in designing experiences for learners that provide authentic and relevant contexts.
What are the key principles of constructivism relevant to instructional design?
-Key principles include emphasizing the identification of the context in which skills will be learned and applied, emphasizing learner control, presenting information in a variety of ways, supporting problem-solving skills, and focusing assessment on the transfer of knowledge and skills.
How should instruction be structured according to constructivism?
-Instruction should be structured to shift focus from teaching to learning, from passive transfer of facts to active application of ideas to problems, and to promote collaboration and the development of understanding through discussion and engagement with multiple perspectives.
What is the importance of transfer in constructivist learning?
-Transfer in constructivist learning is important as it facilitates the application of knowledge and skills in new contexts. It is assumed that transfer can be facilitated by involvement in authentic tasks and credibility for complexities.
Outlines
📚 Constructivism in Psycholinguistics
This paragraph introduces the concept of constructivism in the field of psycholinguistics, emphasizing its focus on the individual's creation of meaning from personal experiences. It distinguishes constructivism from traditional cognitivism by highlighting the mind's role in filtering and interpreting experiences to form a unique reality. The paragraph also discusses the theory's roots in the works of Piaget, Bruner, and Goodman, and its growing relevance in instructional design. Learning is portrayed as an active process where individuals build personal interpretations of the world, and knowledge is seen as constantly evolving based on new experiences.
🌐 Situated Learning and Memory in Constructivism
The second paragraph delves into the role of memory and the situated nature of learning within constructivism. It suggests that knowledge is produced through activity and interpretation of situations based on a history of previous interpretations. The goal of instruction in constructivism is not to memorize facts but to elaborate and interpret information, with understanding developing through continued situated engagement. Concepts evolve with new uses in different situations, and the emphasis is on creating novel, situation-specific understandings rather than retrieving structured knowledge from memory.
🔄 Contextualized Learning and Transfer in Constructivism
This paragraph discusses the importance of context in learning and the transfer of knowledge and skills. It argues that learning is best facilitated by engaging in authentic tasks and activities, where the context is integral to the learning process. The paragraph also outlines the stages of language acquisition and suggests that constructivist approaches are particularly effective for advanced learners, allowing them to deal with complex problems. The instructional design principles derived from constructivism include the identification of context, learner control, varied presentation of information, and assessment focused on transfer of knowledge.
👨🏫 The Role of Instruction in Constructivist Learning
The final paragraph focuses on the role of instruction in a constructivist learning environment. It emphasizes the importance of showing students how to construct knowledge and promote collaboration to consider multiple perspectives. The teacher's role is critical in guiding students to actively construct meaning, monitor and evaluate their understanding, and engage in authentic learning experiences. As students gain confidence, the learning process becomes more collaborative, with discussion and interaction with peers and experts helping to refine individual understanding and meaning construction.
Mindmap
Keywords
💡Constructivism
💡Contrastivism
💡Piaget, Bruner, and Goodman
💡Cognitive Theories
💡Interpretation
💡Internal Representation
💡Situated Learning
💡Authentic Tasks
💡Transfer of Knowledge
💡Instructional Design
💡Collaboration
Highlights
Constructivism is a learning theory that emphasizes the individual's creation of meaning from personal experiences.
Contrastivism, a branch of constructivism, has roots in the works of Piaget, Bruner, and Goodman.
Contrastivism has gained attention in instructional design and other disciplines for its focus on contextual learning.
Learning is viewed as a mental activity where individuals create their unique reality based on their interpretation of experiences.
Contrastivists believe that knowledge is not transferred but built through personal interpretations of the world.
The internal representation of knowledge is subject to change based on ongoing interpretation of experiences.
Contrastivism argues that behavior and learning are situationally determined, enhancing vocabulary through contextual use.
Content knowledge should be embedded in the situations in which it is used for effective learning.
Learning in constructivism is about elaborating and interpreting information rather than memorizing facts.
Concepts evolve with new uses in different situations, challenging the idea of fixed knowledge structures.
Contrastivist instruction design emphasizes the identification of context for learning and application.
Learner control and the capability to manipulate information actively are key in constructivist learning.
Information should be presented in various ways to support different learning needs and perspectives.
Problem-solving skills are crucial, allowing learners to go beyond given information and develop understanding.
Assessment in constructivism focuses on the transfer of knowledge and skills to new problems and situations.
Instruction should shift from teaching to learning, promoting the active application of ideas to problems.
The role of the teacher in constructivism is to guide students in constructing knowledge and promoting collaboration.
Contrastivist learning environments are most effective for advanced stages of language acquisition, correcting initial misconceptions.
Introductory knowledge acquisition is better supported by more objective approaches, transitioning to constructivism as knowledge grows.
Contrastivist assumptions for instructional design include context identification, learner control, varied information presentation, problem-solving skills, and transfer-focused assessment.
Transcripts
hello dear student welcome to another
video in
psycholinguistics today we'll be talking
about uh constructivism which is the
last you're in
first and second documentary position
we'll be dealing with
in this uh psycho-linguistic scores
so according to contrastivist knowledge
is a function of how the individual
creates meaning from his or her
own experience basically knowledge here
is about
creating meaning from
okay so constructivism is not totally
new approach to learning
like most other learning theories
contrastivism has multiple roots in the
philosophical
and psychological viewpoints of this
century especially in the works of
piaget bruner
and goodman in recent years
however contrastivism has become a heart
issue
as it has begun to receive increased
attention in a number of different
disciplines
including instructional design
so how does learning in learning occur
occur to this to this theory
so contractivism is a theory that
equates learning with creative meaning
from experience
basically it is individually how
individuals create
meaning out of experience
even though contrastivism is considered
to be a branch of cognitivism
both conceive of learning as mental
activity
it distinguishes itself from traditional
cognitivism
cognitive theories in number of ways so
for example
most of cognitive psychologists think of
the mind as a reference to
to the real world but constructivism
believe that the mind
filters input so it creates input from
the world okay
to produce its own unique reality
to create its own unique reality its own
understanding of of the world
so contrary to this uh contrastivists
believe that
what we know of the world stems from our
own interpretation of
our experience how we interpret
our experience that is how we form
you know knowledge our knowledge of the
world is just an interpretation of
our experience as individuals may have
different interpretations
uh you know of the world of our
experience
so learners do not transfer knowledge
from the external world into their
memories
rather they build the personal
interpretations of the world based on
individual experiences
and interactions so we don't just
uh you know
make meaning or take take
you know meaning excess from the word
and then we start in the mind
okay this isn't how learning occurs
to uh to this theory
but it's about interpretation of the
world how we interpret
our introduction to the world
okay our experience it says also that's
the internal representation
of knowledge is constantly open to
trying to change
okay our interpretation our knowledge
changes
all the time based on our interpretation
of our experiences so there is no there
is not
an objective reality that learners
strive to know
knowledge emerges in context within
which it is relevant therefore in order
to understand the learning which has
taken place
an individual the actual experience must
be examined
so which factors influence learning
so here we have both learner and
environmental factors just like other
theories
are critical to
as it is the specific interaction
between these two
variable that creates knowledge so
contrastivists
argue that behavior is situationally
determined just as the learning of new
vocabulary words
is enhanced by exposure and subsequent
interaction with
with those words in context as opposed
to learning the meaning from a
dictionary
likewise it is essential that content
knowledge be embedded in the situation
in which it is used so basically
we do not just solve new vocabulary and
then me
and the meaning of those recovery in the
mind okay this is not how
we learn
but it is about
using okay the words etc so you're using
in situations it's about situations okay
in each
situation we interpret okay we interpret
those words
certain words or all the words that we
that we learn
and then we remember okay
the meaning of those words in situations
so browns collins and um dagged
i think 1999 suggests that
situations actually produce knowledge
along with cognitive along with
cognition through activity every action
is viewed as an
interpretation of the current situation
based on
uh on an entire history of previous
interpretations
what is the role of memory the goal of
instruction is not to ensure that
individuals in no particular fact
okay this is not the the point
in constructing constructivism it's not
about
learning facts particular facts but
elaborate and interprets information
this is very important in constructivism
it's about elaborating
and introducing information
understand any understanding is
developed through continued
situation situated serious and does not
uh crucifies into a category categorical
definition that can be called up for
memory so basically
understanding comes from um
continue from developing you know and
uh through from developing you
continue with situated use the use okay
so it's about the use of words
except it's not about storing you know
definitions in a certain category in the
mind
that's not how learning occurs or
understanding
uh occurs so a concept will continue to
evolve within
with new use as new situations
negotiations and activities requires in
different form so how we learn
um concepts as we know that concepts
concepts sorry have or has different
we may have one concept with different
meanings
so how this evolves when we use these
concepts in different situations
different activities so that's how we
remember
them so representations of experiences
are not formalized or structured into a
single piece of particularity in
knowledge and then stopped in the head
the emphasis is not on retrieving intact
knowledge structure
but on providing learners with the means
to create
novel and situated specific
understanding
resulting prior knowledge from diverse
source
appropriate to the problem at hand
so it is it is not about um
receiving information from from the
memory that is
it is about creating or being able to
create
okay novel situation never situation
specific
um you know understanding okay
that is when learners or this theory
uh assists the fact that learners should
know
how to uh
to solve any problem that is new
okay so to have the skills to solve new
problems
okay this is very important whenever you
come across
something you should have discussed tool
to
to solve it so there is no need for the
acquisition fixed to obstruct
self-contained
concepts to be successful meaningful
unless in learning
must include all three of these crucial
factors
first we have concept that is you need
to have knowledge
okay when you have knowledge you
practice that
in different activities so you have
activities in which we practice
your knowledge and you practice them
in different contexts different cultures
this is how
you learn new
meanings of concepts
so how does learning or transfer sorry
occur
the constructivist position assumes
that transfer can be facilitated by
involvement in authentic tasks and
credibility for complexities
how transfer of course in when you when
you are not involved in authentic
meaningful context so you transfer
the uh problem solving for example
scales
you you this transfers to you a new
context and then you apply it in new
context and then you solve new problems
exercise so since understanding is
indexed by experience
the authenticity the authenticity of the
experience becomes
critical to the individual's ability to
use
ideas an essential concept
in the constructivist view is that
learning always takes place
in a context and that the context forms
and um inexorable okay
link with the knowledge
embedded in it therefore the goal of
instruction is to
accurately portray tasks not to define
the structure of learning required to
achieve a task so it's not about
defining the structure
of learning but it is about
learning you know
how to use you know certain skills in
different contexts
if learning is the conceptualized there
is little hope for transfer
okay so if you take the context out of
of your skills extra you will be
it would be difficult to for for
transfers to occur
transfer occurs when you um
you know conceptualize when
learning um is contextualized so you
learn in context
one does not learn to use a set of tools
simply by following a list of rules
appropriate and effective use comes from
engaging the learner
in the actual use of the tools in real
world situations
so basically it is about really uh
sorry being engaged okay actively
engaged
in um real world situations
okay authentic situations that's how
you learn
genesis 19 1991 a has described three
stages of language acquisition so these
are the stages we have introductory
stage
advanced stage and expert stage
so we argue that in contrastive learning
environments are most effective for the
stages of advanced
life acquisition where initial
misconceptions
and biases acquired during the
introductory stage can be discovered
negotiated if necessary and modified
and removed
jonathan agrees that introductory
knowledge acquisition is better
supported by more objective approaches
like behavioral
and cognitive so behavioral approach
qualitative approach are
best that is best applied
when it comes to introductory stages but
he suggests that a transition to
constructivist approach as learners
acquire more knowledge which which
provides
them with the concept power needed to
deal with complex and destructive
problems so when it comes to um
very complex level of you know knowledge
and structure etc it's better
dealt with using contrastivistic
contrastivist
approach
so what are these what are the
assumptions of this theory that are
related to instruction design
the following are several specific
assumptions or principles
from the contrastivist position that
have direct
direct relevance for the instructional
designer
so first we have emphasis on the
identification of the context in which
the sky will be learned and subsequently
applied
so here this is the fact of context we
should learn
how to you know apply our skills in
different contexts
learning in many meaningful contexts
then we have
inside emphasis on learner control
and the capability of the learning to
manipulate information that is actively
using what is learned
and then we have the need for
information to be presented in a variety
of different ways that is
revisiting content at different times
uh in rearranged context for different
purposes and form
different conceptual perspectives
supporting the use of problem solving
skills
that allow learners to go beyond the
information given that is for example
developing pattern recognition skills
presenting alternative ways of
representing problems
and then we have assessment focused on
transfer of knowledge and skills
presenting new problem and situations
that differ from the conditions of the
initial instruction
now how should instruction be structured
as one moves along
the behavior is cognitive is contrastive
continuum the focus of instruction
shifts
from teaching to learning from the
passive transfer
of facts and routines to the active
application of
ideas to problem ideas to problems
so both coconut cognitive is
constructivist
has been actively involved in the
learning process
but uh contrastivists took a look at the
learner as
more than just an active processor of
information the learning elaborates upon
so we have this elaboration and the
okay elaboration elaborates upon
and interprets the given information
that's the role
of learner
the role of instruction in the
contrastivist view is to show students
how to construct knowledge to show them
how to construct knowledge
how to promote collaboration with others
to show the multiple perspectives that
can be brought to be
on a particular problem and have to
arrive
at self-chosen position to which they
can
commit themselves while realizing the
basis of
other views with which they may disagree
so even though the emphasis of uh the
emphasis
is on learner construction the
instructional design or teacher role is
stick critical
so this isn't just about learner it's
also about the teacher the teacher is
very important
and it has very important role in this
theory
in this yes theory so the task of the
teacher
here is to fold
so we have the first
task is to instruct the student on how
to construct
meaning as well as how to actively
monitor
monitor evaluate and update those
constructions
the task number two to align and design
experiences
for the learners so that authentic okay
relevant context can be experienced so
these are the
two important rules of of the teacher
as students are gaining more confidence
and experience the more
intercollaborative phase of learning
where discussion becomes crucial so when
these students or individuals learn
um individually how to
uh you know how to construct meaning
okay then they move to a collaborative
phase where
they work with others so by talking
with others like peers advanced students
professors and designers
students become better able to develop
their own understanding
so by talking to other and
discussing with others these this helps
them to
be better you know able to
to construct their meaning so they
construct their own understanding
well thank you very much for your
attention and catch you in the next
video
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