Top tools needed for advanced penetration testingShivamSharma909
Penetration testing or pen testing is a method of evaluating security levels that are involved in the system or network. It can also be used to determine the flaws or defects related to hardware and software.
https://www.infosectrain.com/blog/top-tools-needed-for-advanced-penetration-testing/
Top tools needed for advanced penetration testingShivamSharma909
Penetration testing or pen testing is a method of evaluating security levels that are involved in the system or network. It can also be used to determine the flaws or defects related to hardware and software.
https://www.infosectrain.com/blog/top-tools-needed-for-advanced-penetration-testing/
Mobile Marketing, Code of Ethics, Privacy and Children_Michael HanleySara Quinn
Part of the Mobile Communications Resource Center, this is one of several presentations created by Michael Hanley for Ball State University's College of Communication, Information and Media. All rights are reserved.
If you have been planning on getting some ‘work’ done, there is no better time than now. There has been a steady rise in non-invasive aesthetic procedures in 2018 and there doesn’t seem to be an end in sight. - www.cutislaserclinics.com
All about the azure internet of things (io t)ShivamSharma909
The Internet of Things (IoT) has been in quite a trend lately in the cyber world. Its gaining popularity as vast numbers of gadgets multiplies worldwide because it brings down operational expenses, power breakthrough customer experiences, and creates new revenue streams.
Mobile Marketing, Code of Ethics, Privacy and Children_Michael HanleySara Quinn
Part of the Mobile Communications Resource Center, this is one of several presentations created by Michael Hanley for Ball State University's College of Communication, Information and Media. All rights are reserved.
If you have been planning on getting some ‘work’ done, there is no better time than now. There has been a steady rise in non-invasive aesthetic procedures in 2018 and there doesn’t seem to be an end in sight. - www.cutislaserclinics.com
All about the azure internet of things (io t)ShivamSharma909
The Internet of Things (IoT) has been in quite a trend lately in the cyber world. Its gaining popularity as vast numbers of gadgets multiplies worldwide because it brings down operational expenses, power breakthrough customer experiences, and creates new revenue streams.
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
1. Co g n i t i v e Pe
Pr e s e nt e d by
L o r e l e n C.
Gu t i e r r e z
2. L E S S O N 1:
COGNI T I V E a n d
PERSPECT I VE
3. De f i n e t h e
Cfo oPln lir osw i encgt : i v
g e p
t i v e
4. Co g n i t
i o n n:o w ”
l i t e r a l l y
“t o k
me a n s
(s e n s e s o f
Pe r c e pt i on:
s i g h t , h e a r i n g , t a s t e , t o u c h
a n d s me l l )
“t o u n d e r s t a n d ” h o w
s t i mu l i f r o m t h e wo r l d
i nt e r a c t wi t h o u r
(s e n s e s o f
s ie gnhs o h e a s
s t , r y r iy n gt , e ms t e , t o u c h
s t a s
a n d s me l l )
5. Vi s ua l Pr oc e s
Ey e , Re t i n a , &
V i s u a l p a t h wa y s
Se ns or y
Ad a p t a t i o n
Pe r c e pt i on of
c ol or
Pa t t e r n
Re c o g n i t i o n
6. Ey e
• Wa v e l e n g t h s l i g h t
r a nge s f r om
380-780 n m
• Di f f e r e n t
wa v e l e n g t h s
• Al l wa v e l e n g t h s
a r e v i s i bl e
• l e ns s ha pe i s t o
obt a i n a f oc us e d
i ma g e o f e i t h e r
7. Re t i n a
• The l e ns be hi nd t he i r i s 7
c a u s e s i ma g e s t o b e
f oc us e d on t he i nne r
s u r f a c e o f t h e i s k n o wn a s
r e t i na
• P e r f o r ms t h e s e n s o r y
f unc t i on of t he e y e
• C o n s i s t o f o v e r 130
mi l l i o n s p h o t o r e c e p t o r s
• I n f o r ma t i o n f r o m
*p hp h o t r o rc ee cpet p t r o r - i s
ot o e o s s
s p t r a n s m i t t ende a l o n g t h e t
e c i a l i z e d ur ons t ha
c o o p t i c sn e r v e t w h i c h t r a v e l s
nv e r t l i gh i nt o
n e t h e abl r a i n i v i t y
ut r a c t
8. Se ns or y
(Wh a t d h ap t e nt s i i o
A a pp a f y ou
t ur n of f t he l i ght s out
nsuddenl y ?)
• M o me n t a r i l y
bl i ndne s s
9. Pe r c e pt i on
• C o l o rf C o l o r
o
Bl i n d n e s s -
un a bl e t o
di s t i n g u i s h b e t we e n
a t l e a s t t wo
wa v e l e ngt hs of
l i ght s
(e .g . s h a d e s o f g r e e n f r o m
s ha de s of r e d)
*A cN e g d i t n ig vt e a f
• cor a o t e r -
Y o u n g -H e l m h o l t z
10. Pa t t e r n
A l t h oR g hc oo g n b i tl ii t o
u e ur a i y t o
r e c ogni z e obj e c t s s e e ms
a f a i r
nl y e f f o r t l e s s
a f f a i r , i t i s a v e r y
c o mp l e x p r o c e s s .
• Ho w c a n we
r e c ogni z e obj e c t s
t h a t a r e pa r t i a l l y
hi dde n?
• Ho w c a n we
r e c o g n i z e t h e s a me
ob j e c t s a t
11. Vi s ua l Pe r c e pt i on
GE S T AL T T HE ORY
Wh o
i n v e s t i g a t
e d h o w we
p e r c e i v e
o b j e c t s
1930
“ u n i f i e d a s
12. Ge s t a l t
P s c r ni c ie p lo w
De r i b h e
pe opl e t e nd t o
or ga ni z e v i s ua l
e l e me n t s i n t o
L a w o f S i mi l a r i L a w o f G o o d C o n t i n u a t i
t y o
GROUP S o r
L a w o f C l o s uL ae w o f P r o x i m i t y
r
U n i fL a iw oe Fd g uWh no G r oe n d
f i r e a d
l u
13. La w of S i mi l a r i t y
S t i mu l i t ha t a r e s i mi l a r t o t e nd t o
14. L a w o f Go o d
Co n t i n u a t i o n
S t i mu l i t h a t a r e s i mp l e a r e
p r e f e r r e d t o mo r e c o mp l e x o n e s
*w h e n t h e e y e i s c o m p e l l e d t o m o v e t hr
& c ont i nue t o a not he r obj e c t
15. La w of Cl o s u r e
Fi gur e s t ha t c a n be c
16. La w of P r o x i mi t y
S t i mu l i t ha t a r e c l os e
t oge t he r ar e seen a s
f o r mi n g a g r o u p , e v e n
i f t he y a r e not s i mi l a r .
17. L AW OF F I GURE a n d GRO
F i g u r e wi t h t h e
s u r r o u n d i n g wh i t e s p a c e
gr ound.
19. L E S S O N 2:
I N F O R MA T I O N
P ROCE S S I NG
20. S i mi l a r i t y
Do n a l d
Br o a d b e n t
E x (1926–1993)a l
p e r i me n t p s y
-o n e o f t h e t h e o r i s t s t r u g g l i n g wi t h t
w i t h ma c h i n e s .
-l a t e ’50s , B r o a d b e n t p u b l i s he d a pa pe r
t oge t he r t he i de a s a bout t he s e i nt e r v
a t t e n t i o n , me mo r y , a n d d e c i s i o n ma k i n g
f o r t h e t h e o r y o f i n f o r ma t i on pr oc e s s
(B r o a d b e n t , 1958/1987; M a s s a r o & C o w a n , 1993)
23. I n f o r ma t i o n
Pr oc e s s i ng
I n f o r ma t i o n p r o c e s s i n g
t h e or i s t s pr opos e d t ha t
l i k e a c o mp u t e r , a h u ma n
mi nd i s a s y s t e m t ha t
pr o c e s s e s i n f o r ma t i o n
t h r ough t he a ppl i c a t i on
of l ogi c a l r ul e s a nd
s t r a t e gi e s .
Th e mi n d h a s a l i mi t e d
c a p a c i t y f o r t h e a mo u n t
a n d na t ur e of t he
25. T h e t e r mi n o l o g y o f t h e
I n f o r ma t i o n P r o c e s s i n g
Mo d e l (I P M )
• e mp h a s i z i n g t h e
s i gni f i c a nc e of
“e n c o d i n g ” (i n p u t ) o f
i n f o r ma t i o n
• t h e “s t o r a g e ” o f
i n f o r ma t i o n , a n d t h e
“r e t r i e v a l ” (a c c e s s ) o f
i n f o r ma t i o n .
• The l a ngua ge a nd t he
26.
27. M u l t i -s t o r e
mo d e l o f me mo r y
M u l t i -m e m o r y m o d e l
28. M u l t i -S t o r e M o d e l Of Me m
• O n e o f t h e ma j o r i s s u e s i n
c ogni t i v e ps y c hol ogy i s
t he
s t u d y o f me mo r y .
• Thi s i s a ps y c hol ogi c a l
mo d e l
p r o p o s e d i n 1968 by
Ri c h a r d At k i n s o n a n d Ri c h a r d
Shi f f r i n
a s a pr opos a l f or t he
s t r u c t u r e o f me mo r y .
• I t pr opos e d t ha t h u ma n
29.
30. Se n s o r y
me mo r y
S e n s o r y M e mo r y
- T h i ec h c o n t ae no rr g a n s t o r s ta h a
wh s e ns i s e c e p ha v e t
l b ir m e ft l ey d h a l d lo n tt y o n l y t h a t
i i ob i i o t o
s tn o o re m i tn i f oon r tm aa tt i eon n ear b o u t
i f r a h t s
t hr ough our s e ns e s .
- t fhf xi al m pot re :l d i i h t a e ft a ai n r u dy t i o n
a E e w al e d w t n h
i r s l a
• p
o u n n h rr o ycs e as s y s d e w p oy s f so r s
f e T ee g i v u l s e t m a s e s e
(c h e c o s i f rmo a oor n a f fos e m sof a leds . r m u l ti o
l a u c h acs hehma n ey,es i z e v, ic o u n r na en id g y
i n gn
s e t s mp or
r o t
a n o t h e r ).
s c l o
l o c a t i o n (b u t n o t me a n i n g )
T h e• T h e i e a rn i m egn s y m a
e nv hr o n t s t e m s aas v a r i ie c y
k e h e c ho t of
me mo r y f o r
s o u r c e s o f i n f o r ma t i on
a u d i t o r y s t i mu l i .
(l i g h t , s o u n d , s m e l l , h e a t , c o l d , e t c .)
a v a i l a bl e , but t h e b r a i n o n l y
unde r s t a nds el ect r i cal ener gy.
33. The
hy pot ha l a
mu s i s a
br a i n
s t r uc t ur e
t hought t o
be
i nv ol v e d
i n t hi s
s ha l l ow
pr oc e s s i n
g of
i n f o r ma t i
on.
34. F o r E x a mp l e
Y o u a r e p r o c e s s i n g t h e wo r d s y o u
r e a d on t he s c r e e n i n y our f r ont a l
l obe s .
H o w e v e r , i f I a s k , “Wh a t i s y o u r
t e l e p h o n e n u mb e r ? ” Y o u r b r a i n
i mme d i a t e l y c a l l s t h a t f r o m l o n g -
t e r m me mo r y a n d r e p l a c e s w h a t w a s
pr e v i ous l y t he r e .
Ch u n k i n g i s a pr oc e s s
by wh i c h we gr oup
i n di v i du a l bi t s of
i n f o r ma t i o n i n t o s o me
t y pe s of l a r g e , mo r e
me a ni ngf ul uni t .
35. Se n s o r y S h o r t -t e r m L o n g -t e r m
me mo r y me mo r y me mo r y
LTM pr ov i de s t he
l a s t i ng r e t e nt i on of
i n f o r ma t i o n , f r o m
mi n u t e s t o a l i f e t i me .
Lo n g -t e r m m e m o r y a p p e a r s
t o h a v e a n a l mo s t
l i mi t l e s s c a p a c i t y t o
r e t a i n i n f o r ma t i o n ,
bu t i t c oul d ne v e r be
me a s u r e d , a s i t wo u l d
t a k e t oo l ong.
36. SD er ci lcne tr iu rt ia m e m o
Ee p o s o a c i lv
P ma a d d c
•• ni osn -deac n atmaociiroyre y oo lr eid g es
• S e tmem lm r is m vm sk n w
e n c oe m
he c oe t u e
i• nr t phi e s f ooer cmco f ns mio lr l i s e s aan rd e
Ee c o l l d i t i o e k f
m o
a nhf oogr nm at t i i voen o p e r a t i o n s .
r e i
it c e ,
o cea mn orthti be tsc ow ercbhieo uvsfeaycfbt asl ro ry
m u nru c ma e m o s i if ia c ls
s o
• v e nt s he
s s pe c
c n n
ev e r o l
frt eio mlu lnsfe oaen n dfe tsrpl aaca ils ft s n. o t i n
e a a
c o c o e ig t e d , a l e c e
mmr d p
c a t e .
c
t he r m o e i c
fe vheanc b eroerm af ctaaclal sn. dedn c o w i endg
•• a nst s sn
I f ot i to en “k n o d
c sboemeentci m e p ct a lsl . d “k n o w i n g
ti h a t ” a n d p i r e d e c e mte l m o h a s
n o u r e mo s o r i c n y r y
• o n e s e
h oi w s ai n n rt e h e n t fl o r xm l o fc i t
,” e
d l a c l e d y“e
b p i
m e m ot r ayl .” io ma s gb e e n . d e s c r i b e d
i s h a e s
•a sM o s t of wh a t we
• D e m o n s t r a t i o n s“io m p l i c i t
f
37. L o n g -t e r m m e m o r y i s
a l s o c a l l e d
p r e c ons c i ous a nd
u n c o n s c i o u s me mo r y i n
F r e u d i a n t e r ms .
• P r e c ons c i ous me a n s
t h a t t he i nf or ma t i o n
i s r e l a t i v e l y e a s i l y
r e c a l l e d (a l t h ough i t
ma y t a k e s e v e r a l
mi nut e s or e v e n
38.
39. I n or de r t o r e t a i n
Pos i t i v e t r a ns
Du a l c o d i n g t he
Ma i n t e n a n c e r e
Re h e a r s a l :
El a bor a t i v e r e
I ns t r uc t i ona l s t
M n e mo n i c s
M e mo r y g a d g e t s or
40.
41. “F o r g e t t i n g i s d e f i n e d a s t he
i na bi l i t y t o r e t r i e v e
i n f o r ma t i o n ”
T w o m a j o r r e a s o n s (S fp r n n tb h
o i i a i a il tl y &t o
l
r e t r i e v e i n f o r ma t i o n i n L T M
S p r i n t h a l l , 1994)
De c a y
• De c a yi s t he pa s s i v e l os s of t he
me mo r y t r a c e d u e t o i n a c t i v i t y o r
l a c k of r e he a r s a l .
• Thor ndi k e ha s pos t ul a t e d t hr e e
ma j o r l a w s o f l e a r n i n g a n d o n e o f
i t i s l a w o f e x e r c i s e . I n t h i s l a w,
T h o r n d i k e s t a t e d t h a t t h e mo r e a n
S – R c onne c t i on i s us e d, t he
s t r o n g e r i t b e c o me s ; c o n v e r s e l y ,
t h e l e s s i t i s u s e t h e we a k e r i t
b e c o me s .
• He n c e , t h r o u g h i n a c t i v i t y , t h e S –
44. L E S S O N 3:
Me a n i n g f u l
Le a r ni ng
“T o l e a r n me a n i n g f ul l y , s t ude nt s
mu s t r e l a t e ne w k n o wl e dge
(c o n c e p t s a nd pr op os i t i ons ) t o
wh a t t h e y a l r e a dy k no w .”
Au s u b e l
45. ADV ANCE D ORGANI Z E
“mental scaffolding: to learn new information”.
46. R o t e a n d Me a n i n g f u
•R OT E L E A R N I NG i s
wh e r e y o u me mo r i z e
s o me t h i n g w i t h o u t
f u l l unde r s t a ndi ng
a n d y ou do not k now
ho w t he ne w
i n f o r ma t i o n r e l a t e s
t o y our ot he r s t or e d
k n o wl e d g e .
47. Wh a t i s m e a n i n g f u l
l e a r ni ng
e x pe r i e nc e i s ?
• Oc c u r s wh e n l e a r n e r s a c t i v e l y
i nt e r pr e t t he i r e x pe r i e nc e us i ng
i nt e r na l , c ogni t i v e ope r a t i ons .
• Re q u i r e s t h a t t e a c h e r s c h a n g e
t he i r r ol e f r om s a ge t o gui de .
• S i nc e s t ude nt s l e a r n f r om
t h i n k i n g a b o u t wh a t t h e y a r e
d o i n g , t h e t e a c h e r ’s r o l e b e c o m e s
o n e o f s t i mu l a t i n g a n d s u p p o r t i n g
a c t i v i t i e s t ha t e nga ge l e a r ne r s
i n t hi nk i ng.
49. • Co n c e r n e d • L e a r n i n g i s
wi t h h o w b a s e d o n t h e
s t u d e n t s r e p r e s e n t a t
l e a r n l a r g e i o n a l , s u p e r
a mo u n t s o f o r d i n a t e
me a n i n g f u l a n d
ma t e r i a l c o mb i n a t o r i
f r o m a l
v e r b a l /t e x t p r o c e s s e s
u a l t h a t o c c u r
p r e s e n t a t i o d u r i n g t h e
n s i n a r e c e p t i o n
l e a r n i n g o f
a c t i v i t i e s . i n f o r ma t i o n
• Me a n i n g f u l .
l e a r n i n g • A p r i ma r y
p r o c e s s i n
50. The pr oc e s s e s of
me a n i ngf ul l e a r ni ng:
• Au s u be l pr o p os e d
f our pr oc e s s e s by
wh i c h me a n i n gf ul
l e a r ni ng o c c ur :
De r i v a t i v e
Su b s u mp t i o n
Co r r e l a t i v e
Su b s u mp t i o n
Su p e r or d i n a t e
Le a r n i n g
51. De r i v a t i v e Co r r e l a t i v e
S u b s u mp t i o n S u b s u mp t i o n
De s c r i b e s Mo r e
t he v a l ua bl e
s i t ua t i on i n l e a r ni ng
wh i c h t h e n e w t ha n t ha t of
i n f o r ma t i o n de r i v a t i v e
pupi l s l e a r n s u b s u mp t i o n ,
i s p e r o r d i n a
Su a n s io n c ei i t t o r i
C mb n a
i n s L e a r e io n g
t n t t hai nsc n
e r e n r L e a e s it n g
a t l d ei s c rhi rb n s a h e
I x a mp l e o f a
e I i g h e r -l ee v e l
h c
c a s e , y o ut h a t
c onc e pt
p r o c e s s b y wh i c h
c h e nnc e p d e. a i s
t o e w i t
a l r e a d yh k n e w
pupi l s a v e d e r i v e d f r om
a l l r oet a o f
a dy a n ot he r i de a t ha t
i s c o me s f r o m h i s
l e a r ne d.
e x a mp l e s o f
p r e v i ous
t h e k n o w l e d g e (i n a
c o n c e p t , b u t d i f f e r e nt , but
r e l a t e d , “b r a n c h ”)
52.
53. L E S S O N 4:
B r u n e r ’s
Co n s t r u c t i v i s t
The or y
54. J e r o me
B r u n e r (1978)
pr opos e d
l e a r ni ng v i a
i ns i ght .
Le a r ni ng v i a
i ns i ght
t he or y
hi ghl i ght s t he
55. 3 St a ge s of Mo t i v a
we l e a r n wh a t i s
pr e s e nt e d ne i t he r
i na c t i v e l y
o r i r o n i c a l l y . We c a n
unde r s t a nd a nd ut i l i z e
… s t
a b w e ra a c t mc o n c e p te s t o
r e ot i v a t d
w i e tr h o u tv e a v i i n g s o h a tn d l e
p c e i h t h ng t t ha
ta h e mt o re d a v i s n g t to h te h e
r e i h l e s m
hy i c a l e d i pul t o .
rp e p rs e s e n t m a n c o n c ra e ti e l n y .
We a r e m o t i v a t e d t o
pe r c e i v e a nd l e a r n f r om
…i w ht eunr w e a r e m o t i v a t e d
p c e s nd v i s ua l
t i dpse o r em evm o t h i n gf sr t h a t
a o r c i e r i e s om
w a m i al ni m a nei xppuel r ai t een c e s .
f e c a r
phy s i c a l l y v i a our
o v e r t h a n d s -o n
e x pe r i e nc e s .
56. “A t a n y a g e w e
l e a r n b e s t wh e n
we a r e
mo t i v a t e d t o
pe r c e i v e by
i ns i ght f ul
e x p e r i e n c e s .”
I ns i ght f ul e x
57. I ns i ght f ul e x pe r i e nc e s e v o k e
o u r p o w e r s o f i n d u c t i o n . We
s e e k a n s we r s t o q u e s t i o n s , we
s o l v e p r o b l e ms a n d w e ma k e
c o n n e c t i o n s b e t we e n c l u e s
b e c a u s e we wa n t t o
a n s w e r , s o l v e , a n d ma k e t h o s e
c onne c t i ons .
He t r a n s l a t e d h i s i d e a s o f
t hr ough
l e a r ni ng v i a i ns i ght
d i s c o v e r y l e a r n i n g ..
58. Di s c o v e r y L e a r n
t e a c h e r t o t e a c h us i ng
di s c o v e r y a ppr oa c h or
i n q u i r y a ppr oa c h
wh e r e by s t ude nt s
ma k i n g me a n i n g o f
i n f o r ma t i o n t h r o u g h
“L e a r n i n g b y
e x p e r i me n t a t i o n o r
l e a r n i ng by doi ng.
60. R o b e r t M . Gagné
(1916-2002)
• Ph D i n P s y c h o l o g y – Br o wn
Un i v e r s i t y (1940)
• Pr o f e s s o r , Co n n e c t i c u t
Co l l e g e (1940-49)
• Pr of e s s or , Pe nn St a t e
Un i v e r s i t y (1945-46)
• Di r e c t o r , US Ai r F o r c e
Pe r c e pt ua l a nd
Mo t o r S k i l l s
L a b o r a t o r y (1949-58)
• Pr o f e s s o r , De p t o f
61. Wh a t i s l e a r n
“I
be l i e v e d
t ha t a n
e x t e r na l
“L e a r n i n g
obs e r v e
h a s t wo
c oul d
pa r t s , one
r e c ogni z e
t ha t i s
l e a r ni ng
e x t e r na l
by not i ng
t o t he
be ha v i or a
l e a r ne r
l
a nd one
c ha nge s
t ha t i s
t ha t
i nt e r na l ”
r e ma i n s
(1992)
pe r s i s t e n
t ov e r
62. Th e f i v e
v a r i e t i e s o f
L e a r n i n g
63.
64.
65. Pha s e s of Le a r
1. Attending
2. Expectancy
3. Retrieval to working memory
4. Selective perception of
stimulus features
5. Semantic Encoding
6. Retrieval and Responding
7. Reinforcement
8. Cueing retrieval
9. Generalizability