Psychology of Learning
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Unit 7 Psychology of Adult Learning and Motivation
UNIT 7 PSYCHOLOGY OF ADULT LEARNING AND MOTIVATION - - - - - - - - - - - - Structure 7.0 Introduction 7.1 Objectives 7.2 Definitions of Certain Terms Used 7.2.1 Psychology 7.2.2 Educational Psychology 7.2.3 Adult Psychology 7.3 Nature of Psychology/Teaching-Learning 7.3.1 Nature of Teaching 7.3.2 Nature of Learning 7.3.3 Nature of Adult Learning 7.4 Scope of Psychology of Learning 7.5 Relevance of Psychology to Adult Learning 7.6 Theories of Learning and their Relevance to Adult Learning 7.6.1 Learning by Associat~on 7.6.2 Learning by Conditioning 7.6.3 Learning by Doing (Trial and Error) 7.6.4 Learn~ngby Insight 7.7 Motivation for Adult Learning 7.7.1 Concept of Motivation 7.7.2 Functions of Motivation 7.7.3 Types of Motivation 7.8 Theories of Motivation 7.8.1 Psycho-Analytic Theory 7.8.2 Maslow's Theory of Self-Actualisation 7.8.3 Psychological Theory of Motivation 7.8.4 Achievement-Motivation Theory 7.9 Approaches to Motivation of Adult Learners 7.10 LetUsSumUp 7.1 1 Answers to Check Your Progress 7.1 2 References 7.0 INTRODUCTION Dear student, in the previous unit, i.e. Unit 6 under Block 2, we could understand the trends in philosophical foundations of adult education in which we have studied the philosophies of Jean Piaget (1896- 1980), John Deway (1 859- 1952) Antonio Gramsci (189 1- 1937) and Paulo Freire (I92 1 - 1997). We have also discussed the philosophies of Indian thinkers viz., M.K.Gandhi and Rabindranath Tagore and their contributions to adult education. -
An Introduction to Learning Todd M
An Introduction to Learning Todd M. Gureckis ([email protected]) http://smash.psych.nyu.edu/ Fridays 12:30pm-2:30pm, Rm 469 Overview: Learning is a critical component of adaptive behavior in animals and humans. This course will expose students to key concepts, theories, and experimental paradigms for studying human learning. The goal is to provide an integrative view of the area that crosses both classic approaches (e.g., classical conditioning, instrumental learning) as well as modern issues (e.g., cognitive neuroscience of learning, language learning, social learning, computational approaches). Special attention will be given to exploring what is known about the neural substrates of learning and memory, as well as computational and mathematical theories. In addition, the class is oriented toward a understanding of the evolution of ideas about learning in the field. Students will leave the course as sophisticated consumers of learning research and be able to apply learning concepts directly to their own research. This course fulfills part of the introductory “core” cognition requirements for the NYU psychology program. As such there will be a series of exams throughout the semester that assess mastery of the key concepts. Grading: Active class participation (15%) and homeworks and assignments based on readings (15%), two exams (each worth 35%). Course Website: Bookmark and check back often for announcements and links to the readings: http://smash.psych.nyu.edu/courses/fall10/learning Textbook: Learning and Memory: From Brain to Behavior by Gluck, Mercado, and Myers (should be available at the NYU Bookstore). The Gluck text is geared at a slightly introductory level but provides a useful “frame” within which to structure our dialog this semester. -
Encyclopedia of the Sciences of Learning
Encyclopedia of the Sciences of Learning Norbert M. Seel (Ed.) Encyclopedia of the Sciences of Learning With 312 Figures and 68 Tables Editor Prof. Dr. Norbert M. Seel Faculty of Economics and Behavioral Sciences Department of Education University of Freiburg 79085 Freiburg Germany ISBN 978-1-4419-1427-9 e-ISBN 978-1-4419-1428-6 DOI 10.1007/ 978-1-4419-1428-6 ISBN Bundle 978-1-4419-5503-6 Springer New York Dordrecht Heidelberg London Library of Congress Control Number: 2011934763 © Springer ScienceþBusiness Media, LLC 2012 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer ScienceþBusiness Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer ScienceþBusiness Media (www.springer.com) Preface Learning is existential, and so its study must be complex and interdisciplinary. Over the past centuries, researchers from different fields have posited many theories to explain how humans and animals learn and behave, i.e., how they acquire, organize, and deploy knowledge and skills. -
Child Development a Practical Introduction
Child Development a practical introduction 00-Crowley-Prelims.indd 3 12/18/2013 3:49:49 PM 1 Introduction to Child Development Why you should read this chapter This book focuses on the study of child development from birth to 8 years. From our own observations of children, we are all aware of the tremendous changes that take place during this period: in the space of a few years, not only do children grow in the physical sense, they also acquire skills in language and communication, the capacity to think and reason about the world, and skills in social interaction. The study of child development is not just fascinating in its own right; knowledge gained from studying development can also impact on many practical issues regarding the care, education and wellbeing of children. This book presents an overview of research and theory in various aspects of child development, but before we look at these, this chapter and Chapters 2 and 3 will aim to provide some basic context for the study of development as a whole. In this chapter we will look at some basic issues in child development and some of the broad theoretical approaches to understanding development. (Continued) 1 01_Crowley_Ch-01.indd 1 12/18/2013 3:49:53 PM 2 Child Development: A Practical Introduction (Continued) By the end of this chapter you should • be aware of the various domains of development that are of interest to researchers in this field • understand some basic issues in the study of development including the role of nature versus nurture, and whether development proceeds in a continuous or discontinuous manner • be aware of the different theoretical approaches to development including psychoanalytic, learning theory, cognitive-developmental, ethological and evo- lutionary psychology, and bioecological approaches • have a basic understanding of some specific theories from the various approaches. -
Studying Professional Learning from the Perspective Of
STUDYING PROFESSIONAL LEARNING FROM THE PERSPECTIVE OF WITTGENSTEIN’S PICTURE OF LANGUAGE AND MEANING JOSEPH SAMUEL GARDNER A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN EDUCATION YORK UNIVERSITY TORONTO, ONTARIO March 2019 © Joseph Sam Gardner, 2019 Abstract My own experience working with professionals is that while ongoing professional learning is valued, in most cases there is little that is done well to support such learning. The dominant foci in both practice and the relevant academic fields tend more towards issues connected to linear features of dissemination, to the development of programmatic change approaches, and to scientism. My perception is that these fields are wedded to outdated and problematic foundational metaphors such as ‘trajectories,’ ‘impacts,’ and ‘outcomes,’ to the quantification of learning processes and outcomes, and to the idea of knowledge and research as things that are somehow “transferable.” The aim of this dissertation is, therefore, to find a grounding way to think and talk about professionals’ learning in situ. In turning to Wittgenstein I shift the fundamentals underlying our talk about professional learning towards a picture of language and meaning. I draw a picture of professional learning based on Wittgenstein’s picture of language and meaning, emphasizing Wittgenstein’s notion of a ‘picture,’ versus a ‘theory’ (i.e., a hypothetical, causal explanatory account), of language. Wittgenstein’s picture of language and meaning can be seen as a reaction to the representationalist (cognitivist, intellectualist) approach to language and meaning initiated mainly by Frege. Wittgenstein sketches a picture of language and meaning consisting of the interrelated parts of ‘language-games,’ ‘grammar,’ and ‘rules,’ focused around the ‘use’ of signs. -
This Article Appeared in a Journal Published by Elsevier. the Attached
This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Behavioural Processes 85 (2010) 246–251 Contents lists available at ScienceDirect Behavioural Processes journal homepage: www.elsevier.com/locate/behavproc Functional relationships for determining similarities and differences in comparative cognition Anthony A. Wright ∗ Department of Neurobiology and Anatomy, Medical School, University of Texas Health Center at Houston, P.O. Box 20708, Houston, TX 77225, United States article info abstract Article history: Pigeons, capuchin monkeys and rhesus monkeys were trained in nearly identical same/different tasks Received 6 May 2010 with an expanding 8-item training set and showed qualitatively similar functional relationships: increas- Received in revised form 22 July 2010 ing novel-stimulus transfer (i.e., concept learning) as a function of the training-set size and the level of Accepted 30 July 2010 transfer eventually becoming equivalent to baseline training performance. There were also some quan- titative functional differences: pigeon transfer increases were more gradual and baseline-equivalent Keywords: transfer occurred at a larger set size (256 items) than for monkeys (128 items). -
Concept Learning for Robot Intelligence Justus Piater, University of Innsbruck
Concept Learning For Robot Intelligence Justus Piater, University of Innsbruck Abstract Current robot learning, and machine learning in general, requires carefully- engineered setups (environments, objective functions, training data, etc.) for learning to succeed. Perception and action spaces are specially crafted to meet the requirements of the learning objective, which is specified in advance. How can we construct robot learning systems that can learn in an open-ended fashion, acquire skills not foreseen by its designers, and scale up to virtually unlimited levels of complexity? I argue that a key to achieving this lies in the robot's ability to learn abstract concepts that can be reused as a basis for future learning, both in autonomous exploration and for teaching by humans. Table of Contents 1. Preface ..................................................................................... 1 2. Skill Learning Using Stacked Classifiers .......................................... 4 3. Skill Learning Using Projective Simulation ...................................... 7 4. Search Space Management ......................................................... 11 5. Conclusions ............................................................................. 13 1. Preface 1.1. Classical Machine Learning [Image1 from New Scientist2] [From my LinkedIn page] [Source3] [Image4 from The Next Web5] 1 https://d1o50x50snmhul.cloudfront.net/wp-content/uploads/2017/05/23120156/ rexfeatures_8828108ac1.jpg 2 https://www.newscientist.com/article/2132086-deepminds-ai-beats-worlds-best-go-player-in- latest-face-off/ 3 http://5.imimg.com/data5/YN/EU/MY-54329049/face-detection-and-recognition-500x500.jpg 4 https://cdn0.tnwcdn.com/wp-content/blogs.dir/1/files/2016/09/SwiftKey-neural-networks- hed-796x398.jpg 5 https://thenextweb.com/apps/2016/09/16/swiftkey-improves-its-android-keyboard-predictions- with-neural-networks/ 1 Preface 1.2. Autonomous Airshow Apprenticeship Learning Via Inverse Reinforcement Learning [Abbeel et al. -
The Significance of Behavioural Learning Theory to the Development of Effective Coaching Practice
International Journal of Evidence Based Coaching and Mentoring Vol. 3, No. 1, Spring 2005 Page 18 The significance of behavioural learning theory to the development of effective coaching practice. Dave Peel Hartnell Training Ltd. UK, email: [email protected] Abstract This paper outlines the potential significance of behaviourism and its impact on developing effective coaching practice. Its purpose is threefold: firstly, it addresses the issues resonating from the critique of behaviourism, which focuses on its limited understanding and application within the coaching community. This is interesting given the fact that many coaches and coaching manuals use these techniques almost without realising their rootedness within the behaviourist tradition. Secondly, the argument is made that if behaviourism is to be used in an informed and ethical way then an in depth understanding of its theoretical underpinnings and application as a learning theory is essential. To this end the historical development, critique and adaptation of behaviourism is outlined in order to develop this understanding within the wider coaching community. Finally, the argument is put forward that only through adopting an integrated approach to coaching practice development can the coaching discipline move forward upon a sound theoretical base. The areas that will establish this theoretical base are also highlighted in the future research that needs to be undertaken. Key Words: behaviourism, learning theory, coaching practice, role modelling behaviour. Introduction In this paper, I outline the potential significance of behaviourism and its impact on developing effective coaching practice. In the first part of the paper, I attempt to answer criticisms of behaviourist techniques by authors such as Berglas (2002), who contend that their use is dangerously limited by a lack of understanding of their development or subsequent appropriate application. -
Psychophysiological Concomitants of Levels of Cognitive Processing. Ronald Alan Cohen Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1982 Psychophysiological Concomitants of Levels of Cognitive Processing. Ronald Alan Cohen Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Cohen, Ronald Alan, "Psychophysiological Concomitants of Levels of Cognitive Processing." (1982). LSU Historical Dissertations and Theses. 3794. https://digitalcommons.lsu.edu/gradschool_disstheses/3794 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. -
The Psychology of LEARNING and MOTIVATION Series Editor BRIAN H
VOLUME FIFTY NINE THE PSYCHOLOGY OF LEARNING AND MOTIVATION Series Editor BRIAN H. ROSS Beckman Institute and Department of Psychology University of Illinois, Urbana, Illinois VOLUME FIFTY NINE THE PSYCHOLOGY OF LEARNING AND MOTIVATION Edited by BRIAN H. ROSS Beckman Institute and Department of Psychology University of Illinois, Urbana, Illinois AMSTERDAM • BOSTON • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Academic Press is an imprint of Elsevier Academic Press is an imprint of Elsevier 225 Wyman Street, Waltham, MA 02451, USA 525 B Street, Suite 1800, San Diego, CA 92101-4495, USA Radarweg 29, PO Box 211, 1000 AE Amsterdam, The Netherlands The Boulevard, Langford Lane, Kidlington, Oxford, OX5 1GB, UK 32 Jamestown Road, London NW1 7BY, UK Copyright © 2013 Elsevier Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone (+44) (0) 1865 843830; fax (+44) (0) 1865 853333; email: [email protected]. Alternatively you can submit your request online by visiting the Elsevier web site at http: //elsevier.com/locate/permissions, and selecting Obtaining permission to use Elsevier material Notice No responsibility is assumed by the publisher for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions or ideas contained in the material herein. -
Jean Piaget's Ideas About Foundations of Education
Australian Journal of Basic and Applied Sciences, 6(5): 185-188, 2012 ISSN 1991-8178 Jean Piaget's Ideas About Foundations of Education Mahmood Shahsavari Department of Educational Sciences, Payame Noor University, PO BOX 19395-3697, Tehran, Iran Abstract: In this study education Jean Piaget's ideas on the foundations of education (objectives, programs, methods, teacher and student) were investigated by using a descriptive – analytic method. Main question in the study was: What is a Piaget view about the foundations of education? Of the results of this study it can be concluded that Piaget had a special view to the foundations of education, and this view is psychological and centered research. Jean Piaget has emphasized the following to foundations of education: Objective: the necessity of moral education and its importance. Programs: familiarize students with a specific profession in curriculum includes: reading, writing, numeracy, ethics and game. Method: methods are based on student understanding according to student activities in the method and encourage. Teacher and student: the attention of teachers to students’ talent and ability, attention to individual differences, interest, willingness and understanding of students. Key words: Jean Piaget, foundations of education, objective, programs, methods, teacher, student. INTRODUCTION Humans’ existence always been involved with the education topic, since man is educable therefore of beginning of existence and constantly takes steps to excellence. If the ways of education and human development identify correctly, humans can follow the evolution track much easier. One of the professors and scientists who are very detailed and comprehensive discussion on this topic has been Jean Piaget, who has gained international reputation. -
Theories and Principles of Learning Enhance the Teaching and Learning Process in the Nurse–Client Relationship
© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © MirageC /Getty Images © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC 3NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR TSALEheories OR DISTRIBUTION and Principles NOT FOR SALE OR DISTRIBUTION of Learning © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION OBJECTIVES Upon completion of this chapter, you will be able to do the following: ■■ Apply the following learning theories to selected teaching–learning situations: behavior- ©ism Jones (stimulus–response & Bartlett and Learning, operant conditioning), LLC cognitivism (gestalt© Jonesand information & Bartlett Learning, LLC NOTprocessing), FOR andSALE social OR cognitive DISTRIBUTION theory. NOT FOR SALE OR DISTRIBUTION ■■ Apply principles of learning in selected client education situations. ■■ Describe how theories and principles of learning enhance the teaching and learning process in the nurse–client relationship. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION CHAPTER OUTLINE Introduction Principles of Learning Value of Theory • Focusing Intensifies Learning Theories of Learning • Repetition Enhances Learning © Jones & Bartlett Learning,Behavioral Views LLC of Learning © Jones• &Learner Bartlett Control Learning,