5 Basic Stimuli That Affects A Person's Ability To Learn Flashcards
(30 cards)
Some need complete silence and others can block out sounds around them
Sound (Environmental elements)
Educator should provide lighting conducive to learning by moving furniture around to establish both well-lit and dimly lit areas
Light (Environmental elements)
Some learners have difficulty thinking on concentrating if a room is too hot or conversely if is too cold.
Temperature (Environmental elements)
Some learners are more relaxed and can learn better in an informal environment by being able to position themselves in a lounge chair, on the floor, on pillows or on carpeting.
Seating (Environmental elements)
A desire to achieve increases when learning success increases.
Motivation (Emotional element)
Learners differ in their preference for completing tasks in one sitting versus taking periodic breaks and returning to the task later.
Persistence (Emotional element)
Refers to either the preference for receiving specific directions, guidance or rules prior to carrying out an assignment or the preference for doing an assignment without structure in the learner’s own way
Structure (Emotional element)
Learners with low responsibility scores usually are nonconforming; they do not like to do something simply because someone asks them to do it.
Responsibility (Emotional element)
Self-instruction, one-to-one interaction, or Lecture-type methods are the best approach for learners who do not do well learning with others.
Learning alone (Sociological element)
Some learners feel more comfortable when someone with authority or recognized expertise is present during learning.
Presence of an Authority Figure (Sociological element)
Some learners are flexible and can learn as well alone as they can with authority figures and peer groups.
Flexible (Sociological element)
Some learners need to eat, drink, chew, or bite objects while concentrating.
Intake (Physiological element)
Some learners perform better at one time of day than another.
Time of the day (Physiological element)
Some learners who require mobility, provide opportunity for movement by assigning them to less restrictive sections of the room.
Mobility (Physiological element)
Learning preferences.
Perceptual strengths (Physiological element)
ability to concentrate and focus energies on learning high in the early hours of the day and wanes as the day progresses.
Early morning learners
concentration and energy curve peaks around noon-time, when performance is at its height.
Late morning learners
concentration and energy are highest in the mid-to late afternoon, when performance is at its peak.
Afternoon learners
ability to concentrate and focus energies is greatest at the end of the day.
Evening learners
Perceptual strengths (Psychological elements)
Who learn best while listening to verbal instruction.
Auditory preference
Who learn best from reading or observation.
Visual preference
Learners learn through touching, manipulating and handling objects so they remember more when they write, doodle, draw or move their fingers.
Tactile preference
Absorb and retain information best when allowed to perform whole-body movement or participate in simulated or real-life experiences
Kinesthetic preference
