adult learning & learning styles Flashcards
(79 cards)
1
Q
synonymous to adult education
A
andragogy
2
Q
Term used by Malcolm Shepherd Knowles
(1913 – 1997)
A
andragogy
3
Q
child learning
A
pedagogy
4
Q
Knowles’ 5 Assumption of Adult learners:
A
- self-concept
- adult learner experience
- readiness to learn
- orientation to learning
- motivation to learn
5
Q
- role memory
- repetition
- testing as feedback
- gathering building blocks
- vertical and additive
A
childhood learning
6
Q
- conceptual
- contextual
- continuous
- horizontal and integrated
A
adult learning
7
Q
Learning Proposition Authors:
A
- watson
- knowles
- holton
- swanson
8
Q
Are concepts and propositions that explain why people learn and predict what circumstances they will learn.
A
learning theories
9
Q
Major learning theories:
A
- Behaviorist Theories
- Cognitive Theories
- Social learning Theories
10
Q
- Earliest formal theories for learning, used for children
- Focused on studying thoughts and feelings, fears and phobia
A
Behaviorist Theories
11
Q
who:
- Defined behavior as a muscle movement
- Began studying behaviour because it is more
objective.
A
john watson
12
Q
- Contiguity theory
- Believed that even a skill such as walking is learned through a series of conditioned responses.
A
watson and guthrie
13
Q
- Reinforcement theory
- Proposed that stimulus-response bonds are strengthened by reinforcements such as reward or
punishment
A
Thorndike and Skinner
14
Q
Cognitive Learning Theories:
A
- breur
- feden,1994
- ausubei, 1963
- rumelhart, 1980
15
Q
“Learning is a process whereby the novice
becomes expert”
A
breur
16
Q
“An active process which the learner constructs meaning based on prior knowledge and view of the world”
- domain-specific learning
A
feden, 1994
17
Q
- Developed earliest model of cognitive learning
- The Subsumption Theory of Meaningful Verbal Learning
- New information is subsumed into existing thought and memory structures
- Meaningful learning is thought to occur only if existing cognitive structures are organized and
differentiated. - Repetition of meaningful material and its use in various contexts would enhance the retention of the material
A
ausubei, 1963
18
Q
- Concept of schema/schemata
- “all knowledge is packed into units. These units are schemata.”
A
rumelhart, 1980
19
Q
knowledge structures that store concepts, and the knowledge of how to use them in memory
A
schemata
20
Q
3 Kinds of Learning Based on Schema Theory:
A
- accretion
- tuning (schema evolution)
- restructuting (schema creation)
21
Q
- The learning of facts
- New information is added to existing schemata
- No changes are made to existing knowledge
A
accretion
22
Q
Existing schema evolve or refined throughout to lifespan as new situations and issues are encountered
A
Tuning (schema evolution)
23
Q
Development if new schemata by copying an old schema and adding new elements that are
different to create a new schema
A
restructuring (schema creation)
24
Q
Others Theories/Models of information Processes:
A
- level of processing theory
- the parallel distributing model
- connectionistic model
- stage theory of information processing
25
Information is processed sequentially, from perception to attention
- to labeling and meaning
level of processing theory
26
Information is processed by different parts of the memory system simultaneously rather than sequential
the parallel distributing model
27
The information is stored in any places throughout the brain, forming network of connections
Connectionistic Model
28
- Relates to memory activity - Information is both processed and stored in 3 stages: Sensory,
Short-Term Memory and Long-Term Memory
Stage Theory of Information Processing
29
3 stages of Stage Theory of Information Processing:
* sensory
* short term memory
* long term memory
30
Fleeting or passing swiftly
sensory
31
Needs interest - Retain
indefinitely if rehearsed or meaningful to us
short term memory
32
Use of mnemonic device
long term memory
33
Common Concepts of Cognitive theories:
1. learning
2. metacognition
3. memory
4. transfer
34
focuses more on the acquisition of knowledge than on the resulting behavior
cognitive theorists
35
* Sometimes defined as “thinking about one’s thinking.
* A process that learners use to gauge or measure their thinking while reading, studying or problemsolving
* To know what they know and what they do not know
* Journal writing, group dialogue, problem-based learning, rationalization of test questions
metacognition
36
* Sensory, short term and long term
* Consolidation
* Chunking: information is clustered into patterns
memory
37
* Ability to take information learned in one
situation and apply it to another
* Concepts and principles are used or adopted not just to one particular situation but to all other situations as well
transfer
38
Key Components of Social Learning Theory:
* modeling
* attentional processe
* retention processes
* motivation
39
Learning occurs as a result of observing other people’s behavior and its consequences
modeling
40
This determines which
modelled behavior will be learned
attentional processes
41
ability to retain
modelled behaviors in permanent memory
retention processes
42
through valued outcomes
(rewards) rather punishing outcome. Perceived reward is a good motivator
motivation
43
8 Types of Learning:
1. signal learning (conditioned response)
2. stimulus-response learning
3. chaining
4. verbal association
5. discrimination learning
6. concept learning
7. rule learning
8. problem solving
44
- Simplest level of learning
- Person develops a general diffuse reaction to a stimulus.
signal learning
45
Developing a voluntary response to a specific stimulus or combination of stimuli
stimulus-response learning
46
Acquisition of a series of related
conditioned responses or stimulus response connections
chaining
47
Type of chaining
- Process of
learning medical terminology
verbal association
48
The more new chains that are learned, the easier it is to forget previous chains - To retain large number of chains, you need
to discriminate among them
discrimination learning
49
Learning how to classify stimuli
into groups represented by a common concept
concept learning
50
chain of concepts or a
relationship between concepts - Expressed as “If.... And then ..” relationships
rule learning
51
* Highest level of learning
* Applying previously learned rules that relate to situation
problem solving
52
* The habitual manner in which learners receive and perceive information, process it, understand it, value it, store it, and recall it.
* The way a person processes, internalizes studies, interprets, and changes new and challenging materials.
learning styles
53
Recognizes that each of us prefers to learn in
different ways
memletic learning styles method
54
learning styles:
* visual
* aural
* verbal
* physical
* logical
* social
* solitary
55
* prefer using pictures, images, graphs, charts, logic, puzzles, and spatial understanding
* occipital lobe and parietal lobe
visual/spatial
56
* prefer sound and music
* right temporal lobe (music)
aural/auditory-musical
57
* using words, both in speech and writing
* temporal and frontal lobe
verbal/linguistic
58
* prefer using body, hands and sense of touch
* cerebellum and motor cortex
physical/kinesthetic
59
* logic, reasoning, and systems
* left perietal lobe
logical/mathematical
60
* learn in groups/other people
* frontal and temporal lobes and limbic system
social/interpersonal
61
* work alone, use self-study
* frontal and temporal and limbic system
solitary/intrapersonal
62
strands:
* environmental
* emotional
* sociological
* physiological
* psychological
63
some people study in cool and quiet room, other cannot
environmental
64
some people work best when motivated
emotional
65
number of people need to work alone when tackling a new and difficult subject, others learn best when working with colleagues
sociological
66
some people prefer to study at night, accomplising more in quiet environment; others find easier to complete tasks in morning
phsyiological
67
prefer with soft lighting and informal seating. Analytic learners prefer to work with bright lighting and formal seating
psychological
68
depicts learning as 4 stage cycle beginning with an intermediate concrete experience during which the person makes observations and reflections
Kolb’s Learning Style
69
4 stage learning cycle are:
* social/accomodating
* creative/diverging
* intellectual/assimilating
* practical/converging
70
Kolb then hypothesized that **learners need 4 abilities to
be effective:**
1. concrete experience
2. reflective observation
3. abstract conceptualization
4. active experimentation
71
Leaning from
actual experience
concrete experience
72
Learning by
observing others
reflective observation
73
Creating theories to explain what is seen
Abstract Conceptualization
74
Using theories
to solve problems.
Active Experimentation
75
* Are leaders
* They learn best by analyzing and solving a problem as a group using their own intuition and
information from other people rather than from
books and lectures.
Social/Accomodator Learners
76
* Are imaginative.
* They have an open mind to new ideas and offer multiple perspectives.
* They value brainstorming with a group although they often listen and observe sharing their own ideas.
* They rely on concrete examples to learn, and trust
their own feelings when making decisions.
* They excel in imagination and awareness of meaning.
* Their are feeling oriented and people oriented and likes working in groups
Creative/Diverger Learners
77
* Are organized, logical and precise.
* They like to learn from lectures, reading, and
contemplation.
* They find facts, ideas, and information fascinating
and challenging to people and emotions.
* More scientific than artistic
Intellectual/Assimilator Learners
78
* Are both thinkers and doers.
* They are those who learn through experimentation, seeking out new ideas, and
discovering practical applications for them.
* They can focus intently on selected subjects. They favor technical challenges to
interpersonal matters.
* They are goal-oriented and make decisions easily.
* They are good at decision making and problem solving and likes dealing with technical work rather than interpersonal relationships
Practical/Converger Learner
79
