Chp 12 Flashcards
List Basic Principles of Learning
Satisfying Stimulus
Reinforcement
Overlearning
Verbal and Nonverbal Association
Cognitive-perceptual readiness and Internal Motivation
The Ordering of Information
Stimulus-Response Associations and Discrimination Abilities
Cognitive Constructs
Multiple Discrimination and Generalization Response
Previous Knowledge
Critical Thinking Skills
Flexibility and Adaptation
Feedback
Balanced Growth and Development Patterns
If response to a stimulus is satisfying to oneself, the tendency for this is to be repeated under similar circumstances. The behavior is reinforced, developed, and internalized
Satisfying Stimulus
Immediate, positive, tangible or intangible reinforcement through praise, reward, or recognition are major conditions for successful behavior change
Reinforcement
increases memory and improves learning performance. Frequent application of the learned principles into practice strengthens the learning process and can easily be internalized and shown in students’ attitude and behavior
Overlearning
Knowledge put into practice provides a significant meaning of interrelationships between what is real and what is ideal
Verbal and Nonverbal Association
These are mandatory conditions for behavioral change. The student who has desire to learn regarding the subject matter makes comprehension and retention easy, whereas, students who are not interested to learn make teaching and learning difficult
Cognitive-perceptual readiness and Internal Motivation
This influences the ease with which learning takes place. Systematic and dynamic presentation of subject matter consistent with students’ readiness to learn motivate active and productive learning process
The Ordering of Information
These are prerequisites to chained behaviors. However, connection or association cannot be established by mere repetition of a response
Stimulus-Response Associations and Discrimination Abilities
perceptual imagery and recognition of features, such as form, spatial arrangement, texture, and so on are prerequisites to concept formation
Cognitive Constructs
Students observe and analyze events and its relevance to current practice, retains those that are useful and eliminates those that are not. These can be done through active sensory
Multiple Discrimination and Generalization Response
Prerequisites to principles of learning and perception are concept acquisition, and recall of previous knowledge learned
Previous Knowledge
Some cognitive, affective, and psychomotor behaviors can be acquired, strengthened or weakened by observing and imitating the actions of others
Critical Thinking Skills
the ability of students to change and allow for more ways to expand the learning process, to change to suit oneself into different events and situations in order to speed up the learning process
Flexibility and Adaptation
about performance, which includes
why and of how topics learned improves learning
Feedback
learning can be enhanced by matching learning activities with the learner’s level of development, cognition, abilities, styles, strengths, modalities, and preferences
Balanced Growth and Development Patterns
The 5 processes of Learning
- Learning is a treasure within
- Learning to know
- Learning to do
- Learning to live together in peace and harmony
- Learning to be
characteristics of learning posited by Heidgerken
- Unitary and holistic
- Individual and social
- Self-active and self-initiating
- Purposive and goal-oriented
- Selective and creative
- Influential and is transferable
Learning is an entirely individual matter for the simple reason that every behavior has to do with her own learning. Each student must learn using her own style of learning
Learning is Individual and Social
universal basic principle of learning which that an individual can learn only through her own reactions to stations based on her capabilities to understand and internalize such situations
Learning is Self-Active and Self-Initiating
Learning is both active and purposeful. Goals and objectives should be set for every learning situation
Learning is Purposive and Goal Oriented
The decision of important what is to be learned is made by the learner in terms of how important it is in her eyes and to others. Learning is a process of personal choice-making by deciding for oneself what she is to believe and what she is to do with his or her life
Learning is selective and Creative
affects the extent of all learning activities, meaning that whatever is learned in one context or situation applies or affects another context or situation making learning broader and expansive
Learning is Influential and Transferable
List the major types of learning
Ideational Learning
Skill or Psychomotor Learning
Emotional Learning
learning is pursued in the cognitive domain
Ideational Learning
refers to processes through which an individual obtains knowledge about anything by perceiving, remembering, discriminating, integrating, abstracting, generalizing, evaluating, imagining, thinking, problem-solving, and creating
Cognition
to the source of all concepts which initiates mental activity. It begins from sensation of all the stimulus surrounding the learner and the learning environment
Perception
refers to an idea or a mental image which makes reflective thinking possible. It is a building block of theories through which knowledge is formed
Concept
a form of generalization that implies action. It is a statement that explains a large number of related phenomena which may serve as a guide to action
Principle
This learning refers to refined pattern of movement or performance based on integrated perceived demands of the situation
Skill or Psychomotor Learning
This learning refers to a mental state which is characterized by certain feelings and emotions
Emotional Learning
are the ability to accept and cope with rejection and still continue performing tasks to. achieve a specific set of goals
Emotion and Will
refers to a disposition, readiness, inclination, or tendency to act toward a specific goal in a particular way
Attitudes
learned through observation, simulations and significant and reliable information necessary for adaptation
Values in Emotional Learning
a core value attached to nature, material things, aspect of art, processes, techniques, conduct, and social institutions, among others.
Appreciation
are attitudes which function as driving forces in the realm of human conduct, formed from ideas or previous knowledge learned
Ideals in Emotional Learning
the manner in which movements are carried out. It can be best learned by listening to directions, explanations and reading instructions or seeing demonstrations
Form
the actual performance of the skill. This partly or entirely eliminates excess movements, and emphasizes timing, force and coordination
Execution
List Conditions of Learning
Verbal Information
Intellectual Skill
Cognitive Strategies
Motor Skills
Attitudes, Feelings, and Emotions
The ability of the student to express her ideas, thoughts, or actions
Verbal Information
this includes learning to analyze and synthesize situations in order to plan for alternative solutions to identified problems
Intellectual Skill
The student recognizes learning experiences best suited to her own needs and makes use of resources to strengthen and develop thinking
Cognitive Strategies
these are actions done corresponding to what is thought about and what is learned
Motor Skills
This is evoked or facilitated by the learning stimuli that can further help determine the significance and meaningfulness of a learning situation
Emotions
List the Four Learning Style
Divergers
Assimilators
Convergers
Accommodators
They look at situations or events from different perspectives. They prefer concrete experience and reflective observations. They are sensitive, and prefer to watch rather than do
Divergers
are learners who are more concise and logical in their approach. They prefer abstraxt conceptualization and reflective observations
Assimilators
are more concerned with problem-solving and uses this learning style in finding solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects
Convergers
have a ‘hands-on’ learning experience that relics on intuition rather than logic. Learners use other people’s analysis, and prefer to take a practical, experiential approach
Accommodators
List Laws of Learning
Law of Readiness
Law of Exercise
Law of Effect
Law of Primacy
Law of Intensity
Law of Recency
one must be physically and mentally ready to receive a learning stimuli
what law
Law of Readiness
stresses the idea that repetition is basic to the development of adequate response because tasks most often repeated are easiest remembered and practiced
what law
Law of Exercise
involves the emotional reaction of the learner, Learning is more effective when there is a feeling satisfaction, pleasantness, or reward which accompanies the result of the learning process
what law
Law of Effect
states that being first often creates a strong, almost unshakeable impression
what law
Law of Primacy
states that if stimulus or experience is real, intense, and vivid, the more likely learning will occur
what law
Law of Intensity
states that information or skills most recently learned are best remembered, while the things learned some times ago are less remembered
what law
Law of Recency
such as reward or recognition strengthens behavior
Positive Reinforcement
such as punishment and extinction weaken behavior
Negative Reinforcement
weakens a particular behavior through the consequence of experiencing a negative condition
Punishment
weakens a particular behavior through the consequence of not experiencing either a positive or a negative condition
Extinction
conditioned responses could be eliminated gradually; a process he referred to as extinction. extinct conditioned responses could reappear after a rest period if the conditioned stimulus was again applied which Pavlov referred to as spontaneous recovery
what theory
Ivan Pavlov Classical Conditioning Theory
focused on the effects of reward and punishment, success or failure, and satisfaction or annoyance on the learner
what theory
Edward Thorndike’s Connectionism Theory
described the effects of the consequences of a particular behavior on the future occurrence of that behavior as ‘operant conditioning”.
what theory
B.F. Skinner’s Theory of Operant Conditioning
List the four types of Operant Conditioning
positive reinforcement
negative reinforcement
punishment
extinction
List Concepts of Behaviorism
Behaviorism is naturalistic
Man is nothing more than a machine
Men are “biological machines” whose minds do not have any influence on their actions
Behaviorism teaches that we are not responsible for our action
Behaviorism is manipulative
combination of stimuli which has accompanied a movement will on its recurrence tends to be followed by that movement - learning was based on a stimulus-response association, believed that movements were small stimulus- response combinations and where combined, would make up an action
what theory
Edwin Ray Guthrie’s Cognitive Theory
suggested that animals solved problems by understanding, like
human beings, and were capable of insight learning
what theory
Kohler’s Insight Theory
emphasized meaning of human behavior in terms of the forces and tension that moved men to action
what theory
Kurt Lewin’s Field Theory
Field of Theory states that?
Behavior must be derived from a totality of coexisting facts
an inquiry-based, constructivist learning theory
what theory
Jerome Brunner’s Discovery Theory
a schemata theory is basically a theory about knowledge. It is about how knowledge is represented and how that representation facilitate the use of such knowledge in certain ways
what theory
Rumelhart’s Schema Theory
most meaningful cognitive learning occurs as a result of interaction between new information and the individual’s relevant cognitive structures that he or she already possesses or have previously acquired
what theory
David Ausubel’s Assimilation Theory
Types of Meaningful Learning
Representational or Vocabulary Learning
Concept Learning
Propositional Learning
Consists of learning single words or what is represented by
them
Representational or Vocabulary Learning
Defined as objects, events, situations or properties that
possess common attributes and are designated by some signs or symbols
Concept Learning
Develops in young children which occurs from objects seen and heard
Concept formation
Which develops in school children and adults with empirical reasoning and logical implications of events leading towards knowledge acquisition and application
Concept assimilation
It is not simply the meaning of single words that is learned, but the meaning of sentences that contain composite ideas
Propositional Learning
states that learning involves functionalism, interactionalism, and significant symbolism
what theory
Albert Bandura’s Social Learning Theory
List the Conditions Necessary for Effective Modeling
Attention
Retention
Reproduction
Motivation
individual’s focus or concentration
Attention
amount of information remembered including symbolic coding, mental images, cognitive organization, symbolic recall and motor rehearsal
Retention
replication of an image including physical capabilities, and self-observation
Reproduction
determination to find a reason to learn or imitate
Motivation
