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Chapter 4
Learning
Topics
What is learning? Laws of learning Principles of Learning Gestalt Theory of Learning Cognitive /Learning Styles The role of feedback/Reinforcement in
Learning
What is Learning?
Learning is a process of relative permanent change in the behavior as a result of practice and experience.
Experience and practice generate learning because they provide the person with a group of feedback information about his behavior in the social context.
Laws of Learning
Law of Active Learning Law of practice and feedback Law of individual differences Law of learning domain Law of response level Law of reinforcement Law of emotional learning
Principles of Learning
R= Recency(حداثه) A= Appropriateness(جداره) M= Motivation P= Primacy 2= 2-way communication F= Feedback A= Active Learning M= Multi-sense learning E= Exercise
The role of Feedback/Reinforcement in learning
Feedback involves providing learners with information about their responses whereas reinforcement affects the tendency to make a specific response again.
Feedback can be positive, negative or neutral; reinforcement is either positive (increases the response) or negative (decreases the response). Feedback is almost always considered external while reinforcement can be external or intrinsic(داخلى) (i.e., generated by the individual).
Information processing theories tend to emphasize(يبرز) the importance of feedback to learning since knowledge of results is necessary to correct mistakes and develop new plans.
The role of Feedback/Reinforcement in learning
Behavioral theories such as Skinner focus on the role of reinforcement in motivating the individual to behave in certain ways. One of the critical variables in both cases is the length of time between the response and the feedback or reinforcement.
In general, the more immediate the feedback or reinforcement, the more learning is facilitated.
The nature of the feedback or reinforcement provided was the basis for many early instructional principles, especially in the context of programmed instruction
Other principles concerned the choice of an appropriate "step size" (i.e., how much information to present at once) and how often feedback or reinforcement should be provided.
