OTHER KINDS OF LEARNING - Copy

OTHER KINDS OF LEARNING: 

OTHER KINDS OF LEARNING

Learning may be classified into:: 

Learning may be classified into: DIRECT LEARNING Example : Learning to ride a bicycle. INDIRECT LEARNING Example : Reading books, newspapers, magazines, and other publications, listening to the radio, and viewing movies and television shows to gain information.

Burnham classifies learning as:: 

Burnham classifies learning as: Congenital Learning Example: Reflex action such as the sudden withdrawal of the foot as it steps on a live charcoal.

Temporary Learning: 

Temporary Learning Example: Forgetting portions of a poem or lines in a play.

Permanent Learning: 

Permanent Learning Example: Knowledge used in a lifetime such as basic mathematical operation, language, values, etc.

Other Kinds of Learning are:: 

Other Kinds of Learning are: Sensory learning such as Braille reading used by the blind. Motor learning as in typing and writing. Verbal learning such as solving a mathematical problem or memorizing a principle. Ideational learning such as writing a story or novel. Attitudinal learning as in learning values.

Theories of Learning: 

Theories of Learning A. Trial and Error According to the theory, a series of responses are conducted after until the correct response is achieved. In problem solving, a series of trial solutions are conducted with available information until the right solution is achieved.

B. Association or Stimulus-Response Theories: 

B. Association or Stimulus-Response Theories Thorndike ’ s Connectionism Theory The connectionism of stimulus-response theory is based on the association between stimuli and responses. For every stimulus there is a corresponding response and the connection between the stimulus and the response is called the response is called S-R Bond.

To the stimulus question," What is a female?” a student responds, “ A female is a human being who conceives and brings forth young.” The word “female” is associated with the words “human being,” “conceives,” and “brings forth young.”: 

To the stimulus question," What is a female? ” a student responds, “ A female is a human being who conceives and brings forth young. ” The word “ female ” is associated with the words “ human being, ” “ conceives, ” and “ brings forth young. ”

Thorndike’s laws of learning: 

Thorndike ’ s laws of learning a. Law of Readiness – states that when an organism is ready to act, action is satisfying, inaction is annoying. A pupil who knows the answer feels satisfied if he is called. Failure to recite makes him feel disappointed. On the other hand, he feels annoyed if asked to recite when he doesn ’ t know the answer.

b. Law of Exercise – means that exercise or practice reinforces learning. This puts importance on drill, repetition, and review. : 

b. Law of Exercise – means that exercise or practice reinforces learning. This puts importance on drill, repetition, and review.

c.The Law of Effect – states that learning is strengthened if it gives satisfaction to the learner. It is weakened if it gives annoyance to the learner. One way of doing this is praising appropriately those who are performing well.: 

c.The Law of Effect – states that learning is strengthened if it gives satisfaction to the learner. It is weakened if it gives annoyance to the learner. One way of doing this is praising appropriately those who are performing well.

2. Conditioning Theories: 

2. Conditioning Theories There are two involving conditioning. Classical Conditioning Theory This theory is exemplified by the experiment of Pavlov. When food is presented to the dog, it was accompanied by the ringing of the buzzer. Upon seeing it, the dog salivated.

The presentation of the food is called the natural or unconditioned stimulus, and the repeated ringing of the buzzer, the unconditioned stimulus done several times, and the dog emitting saliva, the conditioned response. When the ringing of the buzzer was presented even without the food, the dog salivated.: 

The presentation of the food is called the natural or unconditioned stimulus, and the repeated ringing of the buzzer, the unconditioned stimulus done several times, and the dog emitting saliva, the conditioned response. When the ringing of the buzzer was presented even without the food, the dog salivated.

Classical conditioning finds many practical applications in the classroom especially if the lower grades where audio-visual aids are used. For instance- 1) In teaching the alphabet: (a) Teacher writes on the board capital letter “A” – unconditioned or natural stimulus.: 

Classical conditioning finds many practical applications in the classroom especially if the lower grades where audio-visual aids are used. For instance- 1) In teaching the alphabet: (a) Teacher writes on the board capital letter “ A ” – unconditioned or natural stimulus.

(b) While writing, she makes the sound “Capital letter A”-conditioned stimulus. (c) Response: The child associates capital letter “A” and the sound “capital letter A”. (d) Presentation of both the letter and the sound may be done several times.: 

(b) While writing, she makes the sound “ Capital letter A ” -conditioned stimulus. (c) Response: The child associates capital letter “ A ” and the sound “ capital letter A ” . (d) Presentation of both the letter and the sound may be done several times.

(e) Teacher makes the sound “capital letter A”- conditioned stimulus, without the letter “A”. (f) Child writes capital letter “A” – conditioned response.: 

(e) Teacher makes the sound “ capital letter A ” - conditioned stimulus, without the letter “ A ” . (f) Child writes capital letter “ A ” – conditioned response.

2. In Identifying a Cat :: 

2. In Identifying a Cat : The picture of a cat is shown to the class. (unconditioned stimulus) At the same time, the word “cat” is written below the picture. (conditioned stimulus) The sound of “cat” may also be made. Response: An association of the picture and the word “cat” is formed in the mind of the pupils.