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This Concept Map, created with IHMC CmapTools, has information related to: learning theory interconnections, MEANINGFUL LEARNING THEORY (Ausubel Assimilation) incorporates advanced organizers, knowledge has biological function that arises from action, BEHAVIOURISM claims a relative permanent change due to external environmental experiences, becoming authentic to real life situations via vicarious learning, 3-STAGE INFORMATION PROCESSING MODEL (Atkinson-Shiffrin) assumes all SENSORY INPUT is monitored (and may or may not be acted on), Sociocultural Theory (Vygotsky) incorporates questioning, levels of metacognition utilize questioning, "Cognitive Theory" (Piaget) limitations fails to recognize 'unsystematic' nature of children, SHORT TERM MEMORY (Working Memory) retains interesting sensory input needs repetition, Sociocultural Theory (Vygotsky) influenced development of ACTIVITY THEORY (Leont'ev), COGNITIVE INFORMATION PROCESSING (Piaget) assumes knowledge is independent of learner, BEHAVIOURISM assumes mind is 'black box', individual's participation over time defined by 5. outbound, Learning occurs within Social Contexts also key aspect of SITUATED COGNITION (Lave, Wenger; Brown, Collins, Duguid), levels of metacognition utilize predicting, BEHAVIOURISM characterized by testing to measure success of learning; observed changes, integrative reconciliation means learner discerns relations between concepts not already categorized, Sociocultural Theory (Vygotsky) influenced development of DISTRIBUTED COGNITION (Hutchins), CONSTRUCTIVISM (Papert) can involve Project-based learning, means of generating logical relationships for new information impacts restructuring of existing knowledge