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GONZALES, SARAH MAE T.II- EN4 UBCV103

LEARNING is the act of acquiring new, or modifying and reinforcing, existingknowledge, behaviors, skills, values, or preferences and may involve synthesizingdierent types of information. The ability to learn is possessed by humans, animalsand some machines. Progress over time tends to follow learning curves. earning isnot compulsory! it is contextual. "t does not happen all at once, but builds upon and

is shaped by what we already know. To that end, learning may be viewed as aprocess, rather than a collection of factual and procedural knowledge. earningproduces changes in the organism and the changes produced are relativelypermanent.

TYPES OF LEARNING

NON-ASSOCIATIVE LEARNING is learning that does not require linking orassociating stimuli together. "t is considered the simplest type of learning andtherefore a topic which can help us gain fundamental insight into learning.

Type !" N!#-A!$%&'%(e Le&)#%#*

H&+%'&'%!## decrease in behavior due to repeated exposure to innocuousstimuli

Sp!#'e! Re$!(e)y $hen stimulation ends, behavior recovers

%forgetting&'.

Spe$%$%'y( )abituation is relatively speci*c the the stimulus presented! adierent stimulus will not produce a habituated response

/%&+%'&'%!#( +xposure to a new often disrupts, removes habituation to aprior stimulus, especially if the new stimulus is somewhat noxious

Se#%'%&'%!##n increase in behavior due to exposure to a noxious stimulus

ensitization is dierent from habituation(

-ccurs due to strongpainful stimulation %habituation occurs due to weakstimulation'

/an occur with a single painful stimulation %habituation requires repeated

stimulation'

"ncreases behavior %habituation decreases behavior'

F&$'!) '&' %#2e#$e e#%'%&'%!#

0epetition( 1ore noxious stimulation, more sensitization

timulus "ntensity( tronger stimulus, more sensitization

pacing( paced training %separation betweeen training' produces longer2lasting sensitization

Pe)$ep'& Le&)#%#*( earning to process stimuli more rapidly and todistinguish similar stimuli from each other

Priming is an example of perceptual learning( seeing a stimulus before makes

you faster at recognizing it later.

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GONZALES, SARAH MAE T.II- EN4 UBCV103

3iscrimination Training4 is a way of teaching perceptual learning. #n animal is

shown dierent but similar stimuli and trained to only respond to one speci*ctype of stimulus.

1ere exposure( Perceptual training does not seem to require conscious eort,

but instead seems to occur from merely being exposed to new stimuli.

ASSOCIATIVE LEARNING is the process by which an association between twostimuli or a behavior and a stimulus is learned. The two forms of associativelearning are classical and operant conditioning. "n the former a previously neutralstimulus is repeatedly presented together with a re5ex eliciting stimuli untileventually the neutral stimulus will elicit a response on its own. "n operantconditioning a certain behavior is either reinforced or punished which results in analtered probability that the behavior will happen again. )oneybees displayassociative learning through the proboscis extension re5ex paradigm.

F!) !" A!$%&'%(e Le&)#%#*

Ope)' $!#5%'%!#%#* is the use of consequences to modify the occurrenceand form of behavior. -perant conditioning is distinguished from Pavlovian

conditioning in that operant conditioning uses reinforcementpunishment to alter anaction2outcome association. "n contrast Pavlovian conditioning involvesstrengthening of the stimulus2outcome association.

C&%$& $!#5%'%!#%#* The typical paradigm for classical conditioninginvolves repeatedly pairing an unconditioned stimulus %which unfailingly evokes are5exive response' with another previously neutral stimulus %which does notnormally evoke the response'. 6ollowing conditioning, the response occurs both tothe unconditioned stimulus and to the other, unrelated stimulus %now referred to asthe 7conditioned stimulus7'. The response to the conditioned stimulus is termed aconditioned response.

PLAY it pertains to humans as a form of learning is central to a child8s learning anddevelopment. Through play, children learn social skills such as sharing andcollaboration. /hildren develop emotional skills such as learning to deal with theemotion of anger, through play activities. #s a form of learning, play also facilitatesthe development of thinking and language skills in children.

EPISO/IC LEARNINGis a change in behavior that occurs as a result of an event.9:;< 6or example, a fear of dogs that follows being bitten by a dog is episodiclearning. +pisodic learning is so named because events are recorded into episodicmemory, which is one of the three forms of explicit learning and retrieval, alongwith perceptual memory and semantic memory.

MULTIME/IA LEARNINGis where a person uses both auditory and visual stimuli to

learn information %1ayer =>>:'. This type of learning relies on dual2coding theory%Paivio :?@:'.

ELECTRONIC LEARNING OR E-LEARNING is a general term used to refer tocomputer2enhanced learning. # speci*c and always more diused e2learning ismobile learning %m2learning', which uses dierent mobile telecommunicationequipment, such as cellular phones.

$hen a learner interacts with the e2learning environment, it4s called augmentedlearning. Ay adapting to the needs of individuals, the context2driven instruction can

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GONZALES, SARAH MAE T.II- EN4 UBCV103be dynamically tailored to the learner4s natural environment. #ugmented digitalcontent may include text, images, video, audio %music and voice'. Ay personalizinginstruction, augmented learning has been shown to improve learning performancefor a lifetime.9:B< ee also 1inimally "nvasive +ducation.

ROTE LEARNING is memorizing information so that it can be recalled by thelearner exactly the way it was read or heard. The maCor technique used for rote

learning is learning by repetition, based on the idea that a learner can recall thematerial exactly %but not its meaning' if the information is repeatedly processed.0ote learning is used in diverse areas, from mathematics to music to religion.#lthough it has been criticized by some educators, rote learning is a necessaryprecursor to meaningful learning.

MEANINGFUL LEARNINGis the concept that learned knowledge %e.g., a fact' isfully understood to the extent that it relates to other knowledge. To this end,meaningful learning contrasts with rote learning in which information is acquiredwithout regard to understanding. 1eaningful learning, on the other hand, impliesthere is a comprehensive knowledge of the context of the facts learned.

INFORMAL LEARNINGoccurs through the experience of day2to2day situations %forexample, one would learn to look ahead while walking because of the dangerinherent in not paying attention to where one is going'. "t is learning from life,during a meal at table with parents, play, exploring, etc.

FORMAL LEARNING is learning that takes place within a teacher2studentrelationship, such as in a school system. The term formal learning has nothing to dowith the formality of the learning, but rather the way it is directed and organized. "nformal learning, the learning or training departments set out the goals andobCectives of the learning.

NON-FORMAL LEARNING is organized learning outside the formal learningsystem. 6or example( learning by coming together with people with similar interestsand exchanging viewpoints, in clubs or in %international' youth organizations,workshops.

TANGENTIAL LEARNINGis the process by which people will self2educate if a topicis exposed to them in a context that they already enCoy. 6or example, after playing amusic2based video game, some people may be motivated to learn how to play areal instrument, or after watching a TD show that references 6aust and ovecraft,some people may be inspired to read the original work.9=:< elf2education can beimproved with systematization. #ccording to experts in natural learning, self2oriented learning training has proven to be an eective tool for assistingindependent learners with the natural phases of learning.

/IALOGIC LEARNINGis a type of learning based on dialogue.