Psycholinguistics - Lesson 10 - 1st and 2nd Language Acquisition = Constructivism

Academic English Courses

15 Apr 202117:44

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

00:00

📚 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.

05:03

🌐 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.

10:05

🔄 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.

15:07

👨‍🏫 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

Constructivism is a learning theory that emphasizes the active role of the learner in constructing knowledge based on personal experiences and interpretations. In the video, it is defined as a function of how an individual creates meaning from their own experiences, which is central to the theme of understanding learning as a personal and contextualized process.

💡Contrastivism

Contrastivism is mentioned as a branch of cognitivism but distinguishes itself by viewing the mind as filtering input to create a unique reality. The script uses the term 'contrastivism' interchangeably with 'constructivism', highlighting the importance of individual interpretation of experiences in shaping knowledge.

💡Piaget, Bruner, and Goodman

These are key figures in the development of constructivist theories. Piaget is known for his theory of cognitive development, Bruner for his work on learning processes, and Goodman for his contributions to constructivist education. The video references their works as foundational to constructivism.

💡Cognitive Theories

Cognitive theories are discussed in the script as traditional approaches to learning that view the mind as a representation of the real world. In contrast, constructivism posits that the mind filters and creates its own interpretation of reality, which is a significant departure from these traditional views.

💡Interpretation

Interpretation is a central concept in constructivism, as it relates to how individuals make sense of their experiences. The script mentions that knowledge stems from our own interpretation of our experiences, which shapes our understanding of the world.

💡Internal Representation

The internal representation of knowledge refers to how individuals mentally organize and understand information. The script explains that in constructivism, this representation is not fixed but is constantly open to change based on new interpretations of experiences.

💡Situated Learning

Situated learning is the idea that learning occurs within a specific context and is influenced by that context. The script emphasizes that understanding develops through continued, situated experiences, which is a key aspect of constructivist learning.

💡Authentic Tasks

Authentic tasks are real-world activities that learners engage in to apply and reinforce their learning. The video suggests that involvement in authentic tasks facilitates the transfer of learning to new contexts, which is a critical component of constructivist education.

💡Transfer of Knowledge

Transfer of knowledge refers to the ability to apply learned concepts or skills in new situations. The script discusses how constructivism views transfer as occurring when learning is contextualized and learners are engaged in meaningful experiences.

💡Instructional Design

Instructional design is the process of creating learning experiences and materials. The video mentions that constructivist principles have direct relevance for instructional design, emphasizing the importance of context, learner control, and the active application of ideas.

💡Collaboration

Collaboration is highlighted in the script as a key aspect of constructivist learning, where learners work with others to develop their understanding. It is particularly important in the advanced stages of learning, where discussing and negotiating ideas with peers can lead to deeper understanding.

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.