Learning
- 2. Learning Definition: Learning is the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences • Human learning starts at birth (it might even start before and continues until death as a consequence of ongoing interactions between people and their environment. Importance of Learning • Creates motivation to learn • Develops knowledge. • Creates curiosity • Creates the ability to the sense of discrimination ability to use symbols. • Helps in problem solving Lor's Class
- 3. Nature of Learning • Its a process of development and growth and it is characterized by flexibility because the individual has to adapt itself constantly to the circumstances of the environment. • Produces changes is behavior. • Involves problem solving • Helps to understand and discover relations between different contents in situation. • Is an automatic process. Characteristics of Learning • Its a continuous change in behavior. • It is a life long process • Learning is physically, mentally and cognitively attached with the whole of the person. • Learning brings changes in the discipline of behavior. Lor's Class
- 4. Principles or Laws of Learning • Readiness= learning depends on degree of concentration and eagerness. • Exercise =use it or loose it principle=practice of the appropriate response contributes to strengthen the connection between the stimulus and the corresponding response. • Effect = learning is based on the emotional reaction of the student • Primacy = Things learned first create a strong impression • Recency = things most recently learners are best remembered • Intensity = student will learn the real thing than from a substitute. • Reqirement = we must have something to obtain from a particular learning • Freedom = things learnt freely are best learned Lor's Class
- 5. Types Non-associative learning • refers to "a relatively permanent change in the strength of response to a single stimulus due to repeated exposure to that stimulus • Non-associative learning can be divided into habituation and sensitization. Habituation- learning in which one or more components of an innate response (e.g., response probability, response duration) to a stimulus diminishes when the stimulus is repeated. • An example of habituation can be seen in small song birds—if a stuffed owl (or similar predator) is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or the same one removed and re-introduced), the birds react to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to (namely, one particular unmoving owl in one place) Sensitization - learning in which the progressive amplification of a response follows repeated administrations of a stimulus . Lor's Class
- 6. Active learning - occurs when a person takes control of his/her learning experience. • It is important for learners to recognize what they understand and what they do not. By doing so, they can monitor their own mastery of subjects. • Active learning encourages learners to have an internal dialogue in which they verbalize understandings. • In addition, learners have more incentive to learn when they have control over not only how they learn but also what they learn. Active learning is a key characteristic of student-centered learning. Conversely, passive learning and direct instruction are characteristics of teacher-centered learning (or traditional education). Lor's Class
- 7. Associative learning Associative learning is the process by which a person or animal learns an association between two stimuli or events. Operant conditioning (Skinner) • In operant conditioning, a reinforcement (by reward) or instead a punishment given after a given behavior, change the frequency and/or form of that behavior. Stimulus present when the behavior/consequence occurs come to control these behavior modifications. Lor's Class
- 8. Classical conditioning • The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a reflexive response) with another previously neutral stimulus (which does not normally evoke the response). Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as the "conditioned stimulus"). The response to the conditioned stimulus is termed a conditioned response. The classic example is Ivan Pavlov and his dogs. • Pavlov fed his dogs meat powder, which naturally made the dogs salivate—salivating is a reflexive response to the meat powder. Meat powder is the unconditioned stimulus (US) and the salivation is the unconditioned response (UR). Pavlov rang a bell before presenting the meat powder. The first time Pavlov rang the bell, the neutral stimulus, the dogs did not salivate, but once he put the meat powder in their mouths they began to salivate. After numerous pairings of bell and food, the dogs learned that the bell signaled that food was about to come, and began to salivate when they heard the bell. Once this occurred, the bell became the conditioned stimulus (CS) and the salivation to the bell became the conditioned response (CR).Lor's Class
- 9. Observational learning- is learning that occurs through observing the behavior of others. It is a form of social learning which takes various forms, based on various processes. • In humans, this form of learning seems to not need reinforcement to occur, but instead, requires a social model such as a parent, sibling, friend, or teacher with surroundings. Imprinting- is a kind of learning occurring at a particular life stage that is rapid and apparently independent of the consequences of behavior. • Eg: In 1935, the Austrian Zoologist Konrad Lorenz discovered that certain birds follow and form a bond if the object makes sounds. Play • Play is central to a child's learning and development. Through play, children learn social skills such as sharing and collaboration. Children develop emotional skills such as learning to deal with the emotion of anger, through play activities. As a form of learning, play also facilitates the development of thinking and language skills in children. Play as a form of learning, can occur solitarily, or involve interacting with others. • There are five types of play: • sensorimotor play = functional play, characterized by repetition of activity • role play • rule-based play • construction play involves experimentation and building • physical play • These five types of play are often intersecting. All types of play generate thinking and problem-solving skills in children. Children learn to think creatively when they learn through play. Specific activities involved in each type of play change over time as humans progress through the lifespan. Lor's Class
- 10. Enculturation is the process by which people learn values and behaviors that are appropriate or necessary in their surrounding culture. Acculturation is a process where a person adopts the values and societal rules of a culture different from their native one Episodic learning is a change in behavior that occurs as a result of an event Multimedia learning is where a person uses both auditory and visual stimuli to learn information Electronic learning or e-learning is computer-enhanced learning Eg Mobile phone learning When a learner interacts with the e-learning environment, it's called augmented learning. Rote learning is memorizing information so that it can be recalled by the learner exactly the way it was read or heard. Evidence-based learning is the use of evidence to accelerate learning. Formal learning is learning that takes place within a teacher-student relationship, such as in a school system Nonformal learning is an organized learning outside the formal learning system. For example, learning by coming together with people with similar interests Informal learning It may occur through the experience of day-to-day situations Tangential learning is the process by which people self-educate if a topic is exposed to them in a context that they already enjoy In incidental teaching learning is not planned by the instructor or the student, it occurs as a byproduct of another activity . Lor's Class
- 11. Factors affecting Learning, Forgetting and Memory External Factors Internal factors Epigenetic Factors Heredity Economic Status Physical Environment Goals or purposes Motivational Behavior Interest Attention Drill or Practice Fatigue Aptitude Attitude Emotional conditions Speed, accuracy and retention Learning activities Testing Guidance Gene Expression occurring in neurons Lor's Class