Guide Math: Teachers Guide: hm Learning & Study Skills Program (Hm Study Skills)

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URL very, or compare experimenting Vimeo. You could historically accomplish one of the features below well. An example of habituation can be seen in small song birds—if a stuffed owl or similar predator is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced or the same one removed and re-introduced , the birds react to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to namely, one particular unmoving owl in one place.

The habituation process is faster for stimuli that occur at a high rather than for stimuli that occur at a low rate as well as for the weak and strong stimuli, respectively. Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus Bell et al. After a while, this stimulation creates a warm sensation that eventually turns painful. The pain results from the progressively amplified synaptic response of the peripheral nerves warning that the stimulation is harmful.

Since understanding information is the key aspect of learning, it is important for learners to recognize what they understand and what they do not. By doing so, they can monitor their own mastery of subjects. Active learning encourages learners to have an internal dialogue in which they verbalize understandings. This and other meta-cognitive strategies can be taught to a child over time. Studies within metacognition have proven the value in active learning, claiming that the learning is usually at a stronger level as a result. Conversely, passive learning and direct instruction are characteristics of teacher-centered learning or traditional education.

The research works on the human learning process as a complex adaptive system developed by Peter Belohlavek showed that it is the concept that the individual has that drives the accommodation process to assimilate new knowledge in the long-term memory , defining learning as an intrinsically freedom-oriented and active process. Associative learning is the process by which a person or animal learns an association between two stimuli or events. In operant conditioning, a behavior that is reinforced or punished in the presence of a stimulus becomes more or less likely to occur in the presence of that stimulus.

The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus which unfailingly evokes a reflexive response with another previously neutral stimulus which does not normally evoke the response. Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus now referred to as the "conditioned stimulus". The response to the conditioned stimulus is termed a conditioned response. The classic example is Ivan Pavlov and his dogs. Meat powder is the unconditioned stimulus US and the salivation is the unconditioned response UR.

Pavlov rang a bell before presenting the meat powder. The first time Pavlov rang the bell, the neutral stimulus, the dogs did not salivate, but once he put the meat powder in their mouths they began to salivate. After numerous pairings of bell and food, the dogs learned that the bell signaled that food was about to come, and began to salivate when they heard the bell.

Once this occurred, the bell became the conditioned stimulus CS and the salivation to the bell became the conditioned response CR. Classical conditioning has been demonstrated in many species. For example, it is seen in honeybees, in the proboscis extension reflex paradigm.

Another influential person in the world of classical conditioning is John B. Watson's work was very influential and paved the way for B. Skinner 's radical behaviorism. Watson's behaviorism and philosophy of science stood in direct contrast to Freud and other accounts based largely on introspection. Watson's view was that the introspective method was too subjective, and that we should limit the study of human development to directly observable behaviors. In , Watson published the article "Psychology as the Behaviorist Views," in which he argued that laboratory studies should serve psychology best as a science.

Watson's most famous, and controversial, experiment, " Little Albert ", where he demonstrated how psychologists can account for the learning of emotion through classical conditioning principles. Observational learning is learning that occurs through observing the behavior of others. It is a form of social learning which takes various forms, based on various processes. In humans, this form of learning seems to not need reinforcement to occur, but instead, requires a social model such as a parent, sibling, friend, or teacher with surroundings.

Imprinting is a kind of learning occurring at a particular life stage that is rapid and apparently independent of the consequences of behavior. In filial imprinting, young animals, particularly birds, form an association with another individual or in some cases, an object, that they respond to as they would to a parent. In , the Austrian Zoologist Konrad Lorenz discovered that certain birds follow and form a bond if the object makes sounds. Play generally describes behavior with no particular end in itself, but that improves performance in similar future situations.

This is seen in a wide variety of vertebrates besides humans, but is mostly limited to mammals and birds. Cats are known to play with a ball of string when young, which gives them experience with catching prey. Besides inanimate objects, animals may play with other members of their own species or other animals, such as orcas playing with seals they have caught. Play involves a significant cost to animals, such as increased vulnerability to predators and the risk of injury and possibly infection.


It also consumes energy , so there must be significant benefits associated with play for it to have evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it may also have other benefits not associated directly with learning, for example improving physical fitness. Play, as it pertains to humans as a form of learning is central to a child's learning and development.

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Through play, children learn social skills such as sharing and collaboration. Children develop emotional skills such as learning to deal with the emotion of anger, through play activities. As a form of learning, play also facilitates the development of thinking and language skills in children.

These five types of play are often intersecting. All types of play generate thinking and problem-solving skills in children. Children learn to think creatively when they learn through play. Play as a form of learning, can occur solitarily, or involve interacting with others. Enculturation is the process by which people learn values and behaviors that are appropriate or necessary in their surrounding culture. Multiple examples of enculturation can be found cross-culturally. Collaborative practices in the Mazahua people have shown that participation in everyday interaction and later learning activities contributed to enculturation rooted in nonverbal social experience.

The collaborative and helpful behaviors exhibited by Mexican and Mexican-heritage children is a cultural practice known as being "acomedido". Episodic learning is a change in behavior that occurs as a result of an event. Episodic learning is so named because events are recorded into episodic memory , which is one of the three forms of explicit learning and retrieval, along with perceptual memory and semantic memory.

He would use semantic memory to answer someone who would ask him information such as where the Grand Canyon is. A study revealed that humans are very accurate in the recognition of episodic memory even without deliberate intention to memorize it. Multimedia learning is where a person uses both auditory and visual stimuli to learn information Mayer This type of learning relies on dual-coding theory Paivio Electronic learning or e-learning is computer-enhanced learning.

A specific and always more diffused e-learning is mobile learning m-learning , which uses different mobile telecommunication equipment, such as cellular phones.

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When a learner interacts with the e-learning environment, it's called augmented learning. By adapting to the needs of individuals, the context-driven instruction can be dynamically tailored to the learner's natural environment. Augmented digital content may include text, images, video, audio music and voice.

By personalizing instruction, augmented learning has been shown to improve learning performance for a lifetime. Moore [34] purported that three core types of interaction are necessary for quality, effective online learning:. In his theory of transactional distance, Moore [35] contented that structure and interaction or dialogue bridge the gap in understanding and communication that is created by geographical distances known as transactional distance. Rote learning is memorizing information so that it can be recalled by the learner exactly the way it was read or heard.

The major technique used for rote learning is learning by repetition , based on the idea that a learner can recall the material exactly but not its meaning if the information is repeatedly processed. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some educators, rote learning is a necessary precursor to meaningful learning.

Meaningful learning is the concept that learned knowledge e. To this end, meaningful learning contrasts with rote learning in which information is acquired without regard to understanding. Meaningful learning, on the other hand, implies there is a comprehensive knowledge of the context of the facts learned. Informal learning occurs through the experience of day-to-day situations for example, one would learn to look ahead while walking because of the danger inherent in not paying attention to where one is going. It is learning from life, during a meal at table with parents, play , exploring, etc.

Evidence-based learning is the use of evidence from well designed scientific studies to accelerate learning. Evidence-based learning methods such as spaced repetition can increase the rate at which a student learns. Formal learning is learning that takes place within a teacher-student relationship, such as in a school system.

The term formal learning has nothing to do with the formality of the learning, but rather the way it is directed and organized. In formal learning, the learning or training departments set out the goals and objectives of the learning. Nonformal learning is organized learning outside the formal learning system. For example, learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in international youth organizations, workshops.

The educational system may use a combination of formal, informal, and nonformal learning methods.

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The UN and EU recognize these different forms of learning cf. In some schools, students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share and can prove this offered valuable new insight, helped to acquire new skills, a place to get experience in organizing, teaching , etc.

To learn a skill, such as solving a Rubik's Cube quickly, several factors come into play at once:. Tangential learning is the process by which people self-educate if a topic is exposed to them in a context that they already enjoy. For example, after playing a music-based video game, some people may be motivated to learn how to play a real instrument, or after watching a TV show that references Faust and Lovecraft, some people may be inspired to read the original work. According to experts in natural learning, self-oriented learning training has proven an effective tool for assisting independent learners with the natural phases of learning.

Extra Credits writer and game designer James Portnow was the first to suggest games as a potential venue for "tangential learning".

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The built-in encyclopedias in the Civilization games are presented as an example — by using these modules gamers can dig deeper for knowledge about historical events in the gameplay. The importance of rules that regulate learning modules and game experience is discussed by Moreno, C. In this game, developed by Landka in collaboration with ESA and ESO , progress is rewarded with educational content, as opposed to traditional education games where learning activities are rewarded with gameplay.

In incidental teaching learning is not planned by the instructor or the student, it occurs as a byproduct of another activity — an experience, observation, self-reflection, interaction, unique event, or common routine task.

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This learning happens in addition to or apart from the instructor's plans and the student's expectations. An example of incidental teaching is when the instructor places a train set on top of a cabinet. Here are some steps most commonly used in incidental teaching: [46]. Incidental learning is an occurrence that is not generally accounted for using the traditional methods of instructional objectives and outcomes assessment.


This type of learning occurs in part as a product of social interaction and active involvement in both online and onsite courses. Research implies that some un-assessed aspects of onsite and online learning challenge the equivalency of education between the two modalities. Both onsite and online learning have distinct advantages with traditional on-campus students experiencing higher degrees of incidental learning in three times as many areas as online students. Additional research is called for to investigate the implications of these findings both conceptually and pedagogically.

Benjamin Bloom has suggested three domains of learning:. These domains are not mutually exclusive. For example, in learning to play chess , the person must learn the rules cognitive domain —but must also learn how to set up the chess pieces and how to properly hold and move a chess piece psychomotor.

Furthermore, later in the game the person may even learn to love the game itself, value its applications in life, and appreciate its history affective domain. Transfer of learning is the application of skill, knowledge or understanding to resolve a novel problem or situation that happens when certain conditions are fulfilled. Research indicates that learning transfer is infrequent; most common when " Over the history of its discourse, various hypotheses and definitions have been advanced.

First, it is speculated that different types of transfer exist, including: near transfer, the application of skill to solve a novel problem in a similar context; and far transfer, the application of skill to solve novel problem presented in a different context. A significant and long research history has also attempted to explicate the conditions under which transfer of learning might occur.

Early research by Ruger, for example, found that the "level of attention", "attitudes", "method of attack" or method for tackling a problem , a "search for new points of view", "a careful testing of hypothesis" and "generalization" were all valuable approaches for promoting transfer. There are several internal factors that affect learning. Animals gain knowledge in two ways. First is learning—in which an animal gathers information about its environment and uses this information. For example, if an animal eats something that hurts its stomach, it learns not to eat that again.

The second is innate knowledge that is genetically inherited. An example of this is when a horse is born and can immediately walk. The horse has not learned this behavior; it simply knows how to do it. However, in other scenarios the opposite is true—animals must learn certain behaviors when it is disadvantageous to have a specific innate behavior.

In these situations, learning evolves in the species. In a changing environment, an animal must constantly gain new information to survive. However, in a stable environment, this same individual needs to gather the information it needs once, and then rely on it for the rest of its life.

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Therefore, different scenarios better suit either learning or innate knowledge. Essentially, the cost of obtaining certain knowledge versus the benefit of already having it determines whether an animal evolved to learn in a given situation, or whether it innately knew the information. If the cost of gaining the knowledge outweighs the benefit of having it, then the animal does not evolve to learn in this scenario—but instead, non-learning evolves.

However, if the benefit of having certain information outweighs the cost of obtaining it, then the animal is far more likely to evolve to have to learn this information. Non-learning is more likely to evolve in two scenarios. If an environment is static and change does not or rarely occurs, then learning is simply unnecessary. Because there is no need for learning in this scenario—and because learning could prove disadvantageous due to the time it took to learn the information—non-learning evolves.

However, if an environment is in a constant state of change, then learning is disadvantageous. Anything learned is immediately irrelevant because of the changing environment. Essentially, the animal would be just as successful if it took a guess as if it learned. In this situation, non-learning evolves. In fact, a study of Drosophila melanogaster showed that learning can actually lead to a decrease in productivity, possibly because egg-laying behaviors and decisions were impaired by interference from the memories gained from the new learned materials or because of the cost of energy in learning.

However, in environments where change occurs within an animal's lifetime but is not constant, learning is more likely to evolve. Learning is beneficial in these scenarios because an animal can adapt to the new situation, but can still apply the knowledge that it learns for a somewhat extended period of time. Therefore, learning increases the chances of success as opposed to guessing. In these environments, learning is favored because the fish are predisposed to learn the specific spatial cues where they live.

In recent years, plant physiologists have examined the physiology of plant behavior and cognition. The concepts of learning and memory are relevant in identifying how plants respond to external cues, a behavior necessary for survival. Monica Gagliano, an Australian professor of evolutionary ecology, makes an argument for associative learning in the garden pea, Pisum sativum.

The garden pea is not specific to a region, but rather grows in cooler, higher altitude climates. Plants use light cues in various ways, such as to sustain their metabolic needs and to maintain their internal circadian rhythms. Circadian rhythms in plants are modulated by endogenous bioactive substances that encourage leaf-opening and leaf-closing and are the basis of nyctinastic behaviors [64]. Gagliano and colleagues constructed a classical conditioning test in which pea seedlings were divided into two experimental categories and placed in Y-shaped tubes [21]. In a series of training sessions, the plants were exposed to light coming down different arms of the tube.

In each case, there was a fan blowing lightly down the tube in either the same or opposite arm as the light. The unconditioned stimulus US was the predicted occurrence of light and the conditioned stimulus CS was the wind blowing by the fan. Previous experimentation shows that plants respond to light by bending and growing towards it through differential cell growth and division on one side of the plant stem mediated by auxin signalling pathways [65].

During the testing phase of Gagliano's experiment, the pea seedlings were placed in different Y-pipes and exposed to the fan alone. Their direction of growth was subsequently recorded. The majority of plants in both experimental conditions grew in a direction consistent with the predicted location of light based off of the position of the fan the previous day [21].