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Chapter 3 Lecture 3 HE

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6 views

Chapter 3 Lecture 3 HE

Uploaded by

sawalham90
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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15 Nov, Thursday

Lecture 3

By
Shifa Zulnoor
 Neuropsychology and Learning

 Comparison of Learning Theories

 Motor Learning
 Stages of Motor Learning
 Motor Learning Variables

 Common Principles of Learning


 How Does Learning Occur?
 Which Kinds of Experiences Facilitate or Hinder the
Learning Process?
 What Helps Ensure That Learning Becomes Relatively
Permanent?
 Emotions interact with cognition in learning
situations.

 Neuropsychology (biological mechanisms)

 Confirm a number of theories such as:


 Gestalt principles
 Constructivism
 Piaget’s notions of assimilation and accommodation
 Freud’s conscious and unconscious processes
 Brainprocessing is different for each type of
learning and identifying processes for each
individual is unique.

 Learning is an active, multifaceted, complex


process that involves preferred and interacting
sensory modes, is colored by past and present
social context, and is regulated largely by
learning on the basis of each person’s
development, experience, and sense of self.
 Meaningfulpractice strengthens learning
connections, which may fade from lack of use.
 Thus, one-shot patient education efforts are not
likely to be effective in changing behavior.

 Stress can interfere with or stimulate learning.


 Motor learning: a set of processes associated
with practice or experience leading to
relatively permanent changes in the
capability for skilled movement.

 Stages of motor learning


1. Cognitive stage
– Overall understanding
– Minimize distractions
– Clear instructions
– Break down complex movements into parts
– Provide some guidance
– Allow for some errors in performance
2. Associative stage
– Increase the complexity of task
– Increase level of distraction
– Encourage learners to practice independently
– Emphasize problem solving
– Decrease guidance and feedback
3. Autonomous stage
– Speed and proficiency gradually improve
– Can perform different tasks simultaneously
– Able to transfer to other contexts
 Prepractice
 Motivation, attention, goal setting,
understanding task goals, modeling, and
demonstrations

 Practice variables P110

 Feedback variablesP113

 BOX 3.3P115
 Role modeling

 Competence of teacher
 Imagination, flexible, solid
communication skills,
controls environment, ability to guide learner

 The following hinder learning:


 Lack of clarity
 Negative role model
 Fear
 Harsh punishment
 Organizing experience, meaningful and pleasurable,
and pacing information

 Practicing under varying conditions

 Reinforcement

 Transfer of learning—assess learning and follow-up


measures
Summary of Learning Theories

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