Learning-Types is very important in order to learn the gap between our classes
- 2. Learning ❖It is a key process in human behavior. ❖All living is learning.
- 3. Learning ❖is defined as “any relatively permanent change in behavior that occurs as a result of practice and experience”.
- 4. Learning All learning involves activities. These activities involve either physical or mental activities.
- 5. Learning What activities are learned by the individual refer to types of learning.
- 7. 1. Motor Learning Most of our activities in our day-to-day life refer to motor activities which an individual has to learn in order to maintain a regular
- 8. 1. Motor Learning Example: walking, running, skating, driving, climbing, etc.
- 9. 2. Verbal Learning This type of learning involves the language we speak and the communication devices we use.
- 10. 2. Verbal Learning Signs, pictures, symbols, words, figures, sounds, etc, are the tools used in such activities.
- 11. 3. Concept Learning It is the form of learning which requires higher order mental processes like thinking, reasoning, intelligence, etc.
- 12. 3. Concept Learning It involves two processes, visual abstraction and generalization.
- 13. 3. Concept Learning This learning is very useful in recognizing, identifying things.
- 14. 4. Discrimination Learning Learning to differentiate between stimuli and showing an appropriate response to these stimuli .
- 15. 4. Discrimination Learning Example, sound horns of different vehicles like bus, car, ambulance, etc.
- 16. 5. Learning of principles Individuals learn certain principles related to science, mathematics, grammar, etc. in order to manage their work
- 17. 5. Learning of principles Example: formula, Law, associations, corrélations, etc.
- 18. 6. Problem Solving This is a higher order learning process.
- 19. 6. Problem Solving This learning requires the use of cognitive abilities- such as thinking, reasoning, observation, imagination, generalization,
- 20. 6. Problem Solving This is very useful to overcome difficult problems encountered by the people.
- 21. 7. Attitude Learning Attitude is a predisposition which determines and directs our behavior.
- 22. 7. Attitude Learning We develop different attitudes from our childhood about the people, objects and everything we know.
- 23. Related study #1 Brain Mechanisms of Concept Learning by: Dagmar Zeithamova,1 * XMichael L. Mack,2 * Kurt Braunlich,3 Tyler Davis,4 Carol A. Seger,5,3 XMarlieke T.R. van Kesteren,6,9 and Andreas Wutz7,8
- 24. Problem / Research Questions: How do we build new concepts from our experiences to support generalization to novel situations? How do we categorize a new animal as a dog given previous experiences with dogs (Fig. 1)? Do we follow rules and definitions or base decisions on similarity (Bruner et al., 1967; Rosch and Mervis, 1975)? Do we retrieve representations of specific dogs we encountered or have we formed an abstract concept of a dog that transcends specific experiences (Posner and Keele, 1968; Nosofsky, 1986)?
- 25. Research Method: The current review surveys recent work that uses novel analytical approaches, including the combination of computational modeling with neural measures, focused on testing theories of specific computations and representations that contribute to concept learning.
- 26. Significant Findings: The researchers concluded that the interaction of multiple brain systems relating to learning, memory, attention, perception, and reward support a flexible concept-learning mechanism that adapts to a range of category structures and incorporates motivational states, making concept learning a fruitful research domain for understanding the neural dynamics underlying complex behaviors.
- 27. Related study #2 Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning by: Gabriele Wulf & Rebecca Lewthwaite
- 28. Problem / Research Questions: Effective motor performance is important for surviving and thriving, and skilled movement is critical in many activities. Much theorizing over the past few decades has focused on how certain practice conditions affect the processing of task-related information to affect learning. Yet, existing theoretical perspectives do not accommodate significant recent lines of evidence demonstrating motivational and attentional effects on performance and learning. These include research on (a) conditions that enhance expectancies for future performance, (b) variables that influence learners’ autonomy, and (c) an external focus of attention on the intended movement effect.
- 29. Research Method: Observation / Participant Observation
- 30. Significant Findings: Implications of the OPTIMAL theory for optimizing motor performance and learning in applied and clinical contexts involve finding the right approaches to boosting or supporting positive motivation and directing attention to effective external foci. Instructors, teachers, coaches, trainers, and clinicians who may direct and frame learning experiences can create and make use of these performance and learning features.