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PSTM > adult learning & learning styles > Flashcards

adult learning & learning styles Flashcards

1
Q

synonymous to adult education

A

andragogy

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2
Q

Term used by Malcolm Shepherd Knowles
(1913 – 1997)

A

andragogy

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3
Q

child learning

A

pedagogy

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4
Q

Knowles’ 5 Assumption of Adult learners:

A
  1. self-concept
  2. adult learner experience
  3. readiness to learn
  4. orientation to learning
  5. motivation to learn
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5
Q
  • role memory
  • repetition
  • testing as feedback
  • gathering building blocks
  • vertical and additive
A

childhood learning

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6
Q
  • conceptual
  • contextual
  • continuous
  • horizontal and integrated
A

adult learning

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7
Q

Learning Proposition Authors:

A
  • watson
  • knowles
  • holton
  • swanson
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8
Q

Are concepts and propositions that explain why people learn and predict what circumstances they will learn.

A

learning theories

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9
Q

Major learning theories:

A
  • Behaviorist Theories
  • Cognitive Theories
  • Social learning Theories
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10
Q
  • Earliest formal theories for learning, used for children
  • Focused on studying thoughts and feelings, fears and phobia
A

Behaviorist Theories

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11
Q

who:

  • Defined behavior as a muscle movement
  • Began studying behaviour because it is more
    objective.
A

john watson

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12
Q
  • Contiguity theory
  • Believed that even a skill such as walking is learned through a series of conditioned responses.
A

watson and guthrie

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13
Q
  • Reinforcement theory
  • Proposed that stimulus-response bonds are strengthened by reinforcements such as reward or
    punishment
A

Thorndike and Skinner

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14
Q

Cognitive Learning Theories:

A
  1. breur
  2. feden,1994
  3. ausubei, 1963
  4. rumelhart, 1980
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15
Q

“Learning is a process whereby the novice
becomes expert”

A

breur

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16
Q

“An active process which the learner constructs meaning based on prior knowledge and view of the world”
- domain-specific learning

A

feden, 1994

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17
Q
  • Developed earliest model of cognitive learning
  • The Subsumption Theory of Meaningful Verbal Learning
  • New information is subsumed into existing thought and memory structures
  • Meaningful learning is thought to occur only if existing cognitive structures are organized and
    differentiated.
  • Repetition of meaningful material and its use in various contexts would enhance the retention of the material
A

ausubei, 1963

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18
Q
  • Concept of schema/schemata
  • “all knowledge is packed into units. These units are schemata.”
A

rumelhart, 1980

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19
Q

knowledge structures that store concepts, and the knowledge of how to use them in memory

A

schemata

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20
Q

3 Kinds of Learning Based on Schema Theory:

A
  • accretion
  • tuning (schema evolution)
  • restructuting (schema creation)
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21
Q
  • The learning of facts
  • New information is added to existing schemata
  • No changes are made to existing knowledge
A

accretion

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22
Q

Existing schema evolve or refined throughout to lifespan as new situations and issues are encountered

A

Tuning (schema evolution)

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23
Q

Development if new schemata by copying an old schema and adding new elements that are
different to create a new schema

A

restructuring (schema creation)

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24
Q

Others Theories/Models of information Processes:

A
  1. level of processing theory
  2. the parallel distributing model
  3. connectionistic model
  4. stage theory of information processing
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25
Q

Information is processed sequentially, from perception to attention
- to labeling and meaning

A

level of processing theory

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26
Q

Information is processed by different parts of the memory system simultaneously rather than sequential

A

the parallel distributing model

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27
Q

The information is stored in any places throughout the brain, forming network of connections

A

Connectionistic Model

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28
Q
  • Relates to memory activity - Information is both processed and stored in 3 stages: Sensory,
    Short-Term Memory and Long-Term Memory
A

Stage Theory of Information Processing

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29
Q

3 stages of Stage Theory of Information Processing:

A
  • sensory
  • short term memory
  • long term memory
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30
Q

Fleeting or passing swiftly

A

sensory

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31
Q

Needs interest - Retain
indefinitely if rehearsed or meaningful to us

A

short term memory

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32
Q

Use of mnemonic device

A

long term memory

33
Q

Common Concepts of Cognitive theories:

A
  1. learning
  2. metacognition
  3. memory
  4. transfer
34
Q

focuses more on the acquisition of knowledge than on the resulting behavior

A

cognitive theorists

35
Q
  • Sometimes defined as “thinking about one’s thinking.
  • A process that learners use to gauge or measure their thinking while reading, studying or problemsolving
  • To know what they know and what they do not know
  • Journal writing, group dialogue, problem-based learning, rationalization of test questions
A

metacognition

36
Q
  • Sensory, short term and long term
  • Consolidation
  • Chunking: information is clustered into patterns
A

memory

37
Q
  • Ability to take information learned in one
    situation and apply it to another
  • Concepts and principles are used or adopted not just to one particular situation but to all other situations as well
A

transfer

38
Q

Key Components of Social Learning Theory:

A
  • modeling
  • attentional processe
  • retention processes
  • motivation
39
Q

Learning occurs as a result of observing other people’s behavior and its consequences

A

modeling

40
Q

This determines which
modelled behavior will be learned

A

attentional processes

41
Q

ability to retain
modelled behaviors in permanent memory

A

retention processes

42
Q

through valued outcomes
(rewards) rather punishing outcome. Perceived reward is a good motivator

A

motivation

43
Q

8 Types of Learning:

A
  1. signal learning (conditioned response)
  2. stimulus-response learning
  3. chaining
  4. verbal association
  5. discrimination learning
  6. concept learning
  7. rule learning
  8. problem solving
44
Q
  • Simplest level of learning
  • Person develops a general diffuse reaction to a stimulus.
A

signal learning

45
Q

Developing a voluntary response to a specific stimulus or combination of stimuli

A

stimulus-response learning

46
Q

Acquisition of a series of related
conditioned responses or stimulus response connections

A

chaining

47
Q

Type of chaining
- Process of
learning medical terminology

A

verbal association

48
Q

The more new chains that are learned, the easier it is to forget previous chains - To retain large number of chains, you need
to discriminate among them

A

discrimination learning

49
Q

Learning how to classify stimuli
into groups represented by a common concept

A

concept learning

50
Q

chain of concepts or a
relationship between concepts - Expressed as “If…. And then ..” relationships

A

rule learning

51
Q
  • Highest level of learning
  • Applying previously learned rules that relate to situation
A

problem solving

52
Q
  • The habitual manner in which learners receive and perceive information, process it, understand it, value it, store it, and recall it.
  • The way a person processes, internalizes studies, interprets, and changes new and challenging materials.
A

learning styles

53
Q

Recognizes that each of us prefers to learn in
different ways

A

memletic learning styles method

54
Q

learning styles:

A
  • visual
  • aural
  • verbal
  • physical
  • logical
  • social
  • solitary
55
Q
  • prefer using pictures, images, graphs, charts, logic, puzzles, and spatial understanding
  • occipital lobe and parietal lobe
A

visual/spatial

56
Q
  • prefer sound and music
  • right temporal lobe (music)
A

aural/auditory-musical

57
Q
  • using words, both in speech and writing
  • temporal and frontal lobe
A

verbal/linguistic

58
Q
  • prefer using body, hands and sense of touch
  • cerebellum and motor cortex
A

physical/kinesthetic

59
Q
  • logic, reasoning, and systems
  • left perietal lobe
A

logical/mathematical

60
Q
  • learn in groups/other people
  • frontal and temporal lobes and limbic system
A

social/interpersonal

61
Q
  • work alone, use self-study
  • frontal and temporal and limbic system
A

solitary/intrapersonal

62
Q

strands:

A
  • environmental
  • emotional
  • sociological
  • physiological
  • psychological
63
Q

some people study in cool and quiet room, other cannot

A

environmental

64
Q

some people work best when motivated

A

emotional

65
Q

number of people need to work alone when tackling a new and difficult subject, others learn best when working with colleagues

A

sociological

66
Q

some people prefer to study at night, accomplising more in quiet environment; others find easier to complete tasks in morning

A

phsyiological

67
Q

prefer with soft lighting and informal seating. Analytic learners prefer to work with bright lighting and formal seating

A

psychological

68
Q

depicts learning as 4 stage cycle beginning with an intermediate concrete experience during which the person makes observations and reflections

A

Kolb’s Learning Style

69
Q

4 stage learning cycle are:

A
  • social/accomodating
  • creative/diverging
  • intellectual/assimilating
  • practical/converging
70
Q

Kolb then hypothesized that learners need 4 abilities to
be effective:

A
  1. concrete experience
  2. reflective observation
  3. abstract conceptualization
  4. active experimentation
71
Q

Leaning from
actual experience

A

concrete experience

72
Q

Learning by
observing others

A

reflective observation

73
Q

Creating theories to explain what is seen

A

Abstract Conceptualization

74
Q

Using theories
to solve problems.

A

Active Experimentation

75
Q
  • Are leaders
  • They learn best by analyzing and solving a problem as a group using their own intuition and
    information from other people rather than from
    books and lectures.
A

Social/Accomodator Learners

76
Q
  • Are imaginative.
  • They have an open mind to new ideas and offer multiple perspectives.
  • They value brainstorming with a group although they often listen and observe sharing their own ideas.
  • They rely on concrete examples to learn, and trust
    their own feelings when making decisions.
  • They excel in imagination and awareness of meaning.
  • Their are feeling oriented and people oriented and likes working in groups
A

Creative/Diverger Learners

77
Q
  • Are organized, logical and precise.
  • They like to learn from lectures, reading, and
    contemplation.
  • They find facts, ideas, and information fascinating
    and challenging to people and emotions.
  • More scientific than artistic
A

Intellectual/Assimilator Learners

78
Q
  • Are both thinkers and doers.
  • They are those who learn through experimentation, seeking out new ideas, and
    discovering practical applications for them.
  • They can focus intently on selected subjects. They favor technical challenges to
    interpersonal matters.
  • They are goal-oriented and make decisions easily.
  • They are good at decision making and problem solving and likes dealing with technical work rather than interpersonal relationships
A

Practical/Converger Learner

79
Q
A

PSTM (3 decks)

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