Cognitive Development
Asked 3 months ago · Viewed 2,810 times
Under Edwin Guthrie's Contiguity Theory of Learning, a highly significant and central concept is 'One-Trial Learning', which defines the psychological principle that the association between a stimulus and a response achieves full strength on its very first occurrence if their temporal and spatial contiguity is precise, and that repetition merely increases the number of habits rather than the strength of the association. Regarding the true psychological implications of this concept and its scientific application in classroom teaching for student habit formation, error correction, and immediate response retention, which of the following psychological statements is most authentic and scientifically valid?
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
Understanding Guthrie's Contiguity Theory
According to Edwin Guthrie's Contiguity Theory of Learning, learning takes place on the basis of contiguity, meaning a combination of stimuli that has accompanied a movement will on its recurrence tend to be followed by that exact movement.
- One-Trial Learning: Guthrie rejected Thorndike's law of effect and argued that an S-R association is fully formed on the very first trial when a stimulus and response occur together.
- Role of Repetition: Repetition does not strengthen the association; rather, it adds new combinations of habits to the repertoire of the learner.
- Classroom Implication: Since the first association is learned fully, teachers must ensure that students make correct responses on the very first attempt to prevent the formation of bad habits or errors.
Therefore, Option B accurately captures the scientific and practical classroom implications of Guthrie's theory.
Next question →
According to Jean Piaget's Theory of Cognitive Development, which of the…
← Previous question
Under Howard Gardner's 'Theory of Multiple Intelligences'…
Related Questions
→
According to Jean Piaget's Theory of Cognitive Development, 'Decentration' is a central concept defined as the advanced cognitive ability through which a child rises above the prior tendency to focus on only a single dimension or aspect of an object or problem (centration) and simultaneously evaluates multiple aspects, properties, and perspectives objectively. Regarding its true psychological implications and the scientific operation of logical conservation, multi-perspective taking, and cognitive flexibility among students in classroom instruction, which of the following psychological statements is most authentic and scientifically valid?
→
Under David Ausubel's 'Meaningful Verbal Learning Theory', a highly significant and central concept is the 'Advance Organizer', which is defined as introductory educational material or a conceptual framework presented to students just before the main learning topic so that they can logically connect new knowledge with relevant ideas ('Anchoring Ideas') already existing in their cognitive structure. Regarding the actual psychological implications and the scientific management of schema development, assimilation of new knowledge, and meaningful learning in classroom instruction, which of the following psychological statements is most authentic and scientifically valid?
→
Under Robert Gagné's 'Conditions of Learning' (Hierarchy of Learning), the highest and final type of learning—'Problem Solving Learning'—is defined as that high-level cognitive process where a learner utilizes rules, principles, and previously acquired skills to overcome an obstacle in a new, complex, and ambiguous situation, internally discovering a novel conceptual solution. Regarding its actual psychological implications and the scientific operation of students' logical synthesis, creative thinking, and high-level intellectual competencies in classroom teaching, which of the following psychological statements is most authentic and scientifically valid?
→
Under Jerome Bruner's Theory of Cognitive Development and Discovery Learning, a highly significant and central system of representation—'Symbolic Representation'—is defined as the cognitive stage where a child learns to use language, symbols, logical signs, and abstract codes (such as mathematical symbols, alphabets, and codes) to mentally represent objects or experiences. Which of the following psychological statements is most authentic and scientifically valid regarding its actual psychological implications and the scientific facilitation of students' abstract conceptual thinking, linguistic mediation, and high-level logical synthesis in classroom teaching?
→
According to Robert Gagne's 'Hierarchy of Learning' (Conditions of Learning), the highest level proposed is 'Problem Solving Learning', wherein the learner utilizes previously learned rules, principles, and skills to invent internal conceptual rules or formulas to overcome barriers in a new, complex, and unique situation. Regarding its actual psychological implications and the scientific facilitation of students' higher-order cognitive processing, creative analysis, and critical thinking in classroom instruction, which of the following psychological statements is most authentic and scientifically valid?
→
Under Edward Tolman's Sign Learning Theory (Purposive Behaviorism), a central and vital concept is the 'Cognitive Map,' defined as the mental spatial representation through which a learner constructs an internal framework of their physical or conceptual environment's layout, routes, goals, and alternative paths, rather than learning solely based on mechanical stimulus-response (S-R) bonds. Regarding its true psychological implications and the scientific operation of students' spatial thinking, holistic learning, and flexible problem-solving abilities in classroom instruction, which of the following psychological statements is most authentic and scientifically valid?
Log in
to add to quiz, bookmark, or report issues.