implications
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
|
implications [2011/04/09 12:20] ppale |
implications [2011/08/25 12:13] jpetrovic |
||
|---|---|---|---|
| Line 1: | Line 1: | ||
| Here are some practical implications of theories analyzed here. | Here are some practical implications of theories analyzed here. | ||
| - | - Potential to learn leads to frustration if not satisfied - [[learning_theories:connectionism|Connectionism]] | + | - Potential to learn leads to frustration if not satisfied(([[learning_theories:connectionism|Connectionism]])) |
| + | - Negative reinforcement (punishment) does not really lead to any kind of learning(([[learning_theories:connectionism|Connectionism]])) | ||
| + | - Repetition enhances learning(([[learning_theories:connectionism|Connectionism]])) | ||
| - Reward and punishment do not initiate learning, but rather can motivate to present already learned behavior. - [[learning_theories:sign_learning|Sign Learning]], [[learning_theories:operant_conditioning|Operant conditioning]] | - Reward and punishment do not initiate learning, but rather can motivate to present already learned behavior. - [[learning_theories:sign_learning|Sign Learning]], [[learning_theories:operant_conditioning|Operant conditioning]] | ||
| + | - Most human behavior is learned through modelling: by observing others. (Bandura 1960) - [[learning_theories:social_cognitive_learning_theory|Social Cognitive Theory]] | ||
| - The meaning is not conveyed by the teacher and is not in (educational) information. Rather meaning is derived by the student from his existing knowledge (schemata) and its interaction with presented information. (Brown 2001) - [[learning_theories:schema_theory|Schema Theory]] (Bartlett 1930, Anderson 1970) | - The meaning is not conveyed by the teacher and is not in (educational) information. Rather meaning is derived by the student from his existing knowledge (schemata) and its interaction with presented information. (Brown 2001) - [[learning_theories:schema_theory|Schema Theory]] (Bartlett 1930, Anderson 1970) | ||
| - Comprehension and retention depend mostly on the schemata the reader already possesses, (Al-Issa 2006) - [[learning_theories:schema_theory|Schema Theory]] | - Comprehension and retention depend mostly on the schemata the reader already possesses, (Al-Issa 2006) - [[learning_theories:schema_theory|Schema Theory]] | ||
| + | |||
implications.txt · Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
