Laws of Learning
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Learning is a complex process. All the same, it can be understood by making abroad application of some laws. Generally speaking, some laws have been discovered and explained by Thorndike. Laws of Learning guide everyone especially for teachers in dealing students' understanding and behavioral modifications. This help educators to maintain effective and efficient mode of instructions towards students. It makes learning more comprehensive by knowing different strategies that you will get by learning as well in this topic.
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Laws of Learning
E.L. Thorndike was an American psychologist known as the "Father of Educational Psychology". He proposed three laws of learning:
1. The Law of Readiness states that learning is most effective when an individual is mentally prepared and interested. Readiness depends on maturation and motivation.
2. The Law of Exercise, also known as the Law of Use and Disuse, suggests that connections between situations and responses are strengthened with use and weakened with disuse. Repeated practice is needed to learn and retain knowledge and skills.
3. The Law of Effect states that responses followed by satisfying consequences are likely to be repeated, while responses followed by unpleasant consequences tend to be avoided. Positive reinforcement strengthens learning
Law of Learning
Edward Thorndike developed the Stimulus-Response Theory and three Laws of Learning: the Law of Readiness, the Law of Exercise, and the Law of Effect. The Law of Effect states that behaviors followed by satisfying outcomes will be repeated, while behaviors followed by unsatisfying outcomes will not. The Law of Readiness proposes that learning is best when students are physically and mentally prepared. The Law of Exercise suggests that repeated behaviors are most likely to be remembered. These laws form the basis of Thorndike's Stimulus-Response Theory of learning through connections between behaviors and their consequences.
Nature of learning
This document discusses the nature of learning and defines key concepts. It begins by defining learning as the process by which individuals acquire knowledge, attitudes and skills through experience, leading to a change in behavior. Learning can occur through direct experiences or observing others. The document then examines definitions of learning from various scholars and identifies the basic principles of learning, including association, clarity, self-activity, readiness/rewards, practice, disassociation, timing, environment and transfer. It differentiates between rote learning, which involves memorization without understanding, and meaningful learning, which facilitates retention and transfer through relating new information to prior knowledge.
thurstone theory of intelligence
Thurstone proposed a theory of intelligence comprising multiple primary mental abilities. He identified 7 primary abilities initially - verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added 2 more abilities - deductive reasoning and problem solving. According to Thurstone, intelligence is made up of these distinct but interrelated abilities rather than being a single general ability. His theory contributed to the measurement of attitudes and development of later theories of multiple intelligences. However, its limitation was discarding the concept of a common factor underlying all abilities.
Laws of learning
This document outlines Thorndike's seven laws of learning: 1) The law of effect states that learning is strengthened by satisfaction and pleasure, and weakened by unpleasant feelings. 2) The law of exercise specifies that frequent repetition aids memory. 3) The law of readiness proposes that learning is best when an individual is physically and mentally prepared. 4) The law of primacy finds that initial impressions are strongest. 5) The law of recency indicates recent learning is best recalled. 6) The law of intensity suggests stronger memories form from intense instruction. 7) The law of freedom advocates that voluntary learning is most impactful.
Learning and maturation
Maturation refers to the physical, emotional, and mental growth and development that occurs as individuals age. It is distinct from learning, which results from external stimuli and practice. Maturation sets limits on what can be learned based on hereditary factors and occurs through natural growth and development processes rather than external influences. Understanding the relationship between maturation and learning is important for teachers to know what and when to teach based on a child's developmental stage and abilities.
Educational philosophies
This document discusses the philosophies of education and nursing education. It defines philosophy and outlines several traditional philosophies of education including idealism, naturalism, pragmatism, realism, and theistic realism. It also discusses modern philosophies like perennialism, essentialism, existentialism, reconstructionism, and progressivism. The document then examines the philosophy of nursing education and factors influencing it like beliefs, values, developments in nursing and medicine. It concludes by discussing the impact of Indian philosophy on nursing education.
Process of education
The document discusses different philosophical perspectives on education and their implications for the teaching and learning process. It describes approaches suggested by idealism, pragmatism, realism, naturalism, materialism, and essentialism. Idealism views the classroom as a place for spiritual learning through reading, lecturing, discussion, and imitation. Pragmatism emphasizes learning by doing through methods like project-based and experimental learning. Realism and naturalism both suggest learning should go from simple to complex and concrete to abstract, incorporating hands-on methods. Materialism and essentialism involve teacher-guided methods like presentations and lectures.
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Laws of Learning
E.L. Thorndike was an American psychologist known as the "Father of Educational Psychology". He proposed three laws of learning:
1. The Law of Readiness states that learning is most effective when an individual is mentally prepared and interested. Readiness depends on maturation and motivation.
2. The Law of Exercise, also known as the Law of Use and Disuse, suggests that connections between situations and responses are strengthened with use and weakened with disuse. Repeated practice is needed to learn and retain knowledge and skills.
3. The Law of Effect states that responses followed by satisfying consequences are likely to be repeated, while responses followed by unpleasant consequences tend to be avoided. Positive reinforcement strengthens learning
Law of Learning
Edward Thorndike developed the Stimulus-Response Theory and three Laws of Learning: the Law of Readiness, the Law of Exercise, and the Law of Effect. The Law of Effect states that behaviors followed by satisfying outcomes will be repeated, while behaviors followed by unsatisfying outcomes will not. The Law of Readiness proposes that learning is best when students are physically and mentally prepared. The Law of Exercise suggests that repeated behaviors are most likely to be remembered. These laws form the basis of Thorndike's Stimulus-Response Theory of learning through connections between behaviors and their consequences.
Nature of learning
This document discusses the nature of learning and defines key concepts. It begins by defining learning as the process by which individuals acquire knowledge, attitudes and skills through experience, leading to a change in behavior. Learning can occur through direct experiences or observing others. The document then examines definitions of learning from various scholars and identifies the basic principles of learning, including association, clarity, self-activity, readiness/rewards, practice, disassociation, timing, environment and transfer. It differentiates between rote learning, which involves memorization without understanding, and meaningful learning, which facilitates retention and transfer through relating new information to prior knowledge.
thurstone theory of intelligence
Thurstone proposed a theory of intelligence comprising multiple primary mental abilities. He identified 7 primary abilities initially - verbal comprehension, verbal fluency, numerical ability, perceptual speed, inductive reasoning, spatial visualization, and memory. He later added 2 more abilities - deductive reasoning and problem solving. According to Thurstone, intelligence is made up of these distinct but interrelated abilities rather than being a single general ability. His theory contributed to the measurement of attitudes and development of later theories of multiple intelligences. However, its limitation was discarding the concept of a common factor underlying all abilities.
Laws of learning
This document outlines Thorndike's seven laws of learning: 1) The law of effect states that learning is strengthened by satisfaction and pleasure, and weakened by unpleasant feelings. 2) The law of exercise specifies that frequent repetition aids memory. 3) The law of readiness proposes that learning is best when an individual is physically and mentally prepared. 4) The law of primacy finds that initial impressions are strongest. 5) The law of recency indicates recent learning is best recalled. 6) The law of intensity suggests stronger memories form from intense instruction. 7) The law of freedom advocates that voluntary learning is most impactful.
Learning and maturation
Maturation refers to the physical, emotional, and mental growth and development that occurs as individuals age. It is distinct from learning, which results from external stimuli and practice. Maturation sets limits on what can be learned based on hereditary factors and occurs through natural growth and development processes rather than external influences. Understanding the relationship between maturation and learning is important for teachers to know what and when to teach based on a child's developmental stage and abilities.
Educational philosophies
This document discusses the philosophies of education and nursing education. It defines philosophy and outlines several traditional philosophies of education including idealism, naturalism, pragmatism, realism, and theistic realism. It also discusses modern philosophies like perennialism, essentialism, existentialism, reconstructionism, and progressivism. The document then examines the philosophy of nursing education and factors influencing it like beliefs, values, developments in nursing and medicine. It concludes by discussing the impact of Indian philosophy on nursing education.
Process of education
The document discusses different philosophical perspectives on education and their implications for the teaching and learning process. It describes approaches suggested by idealism, pragmatism, realism, naturalism, materialism, and essentialism. Idealism views the classroom as a place for spiritual learning through reading, lecturing, discussion, and imitation. Pragmatism emphasizes learning by doing through methods like project-based and experimental learning. Realism and naturalism both suggest learning should go from simple to complex and concrete to abstract, incorporating hands-on methods. Materialism and essentialism involve teacher-guided methods like presentations and lectures.
Educational Psychology
This document provides an overview of educational psychology, including its meaning, nature, and scope. It defines educational psychology as the application of psychological principles to education, concerning the learning process, learner development, and teaching methods. The document outlines the key areas of focus in educational psychology, such as understanding the learner, learning process, learning situations, teaching situations, and evaluating learning performance. It also discusses topics like learning theories, individual differences, effective teaching strategies, and assessment techniques.
Thorndike Learning Theory
- Edward Thorndike introduced the theory of connectionism in 1889, which emphasized that learning strengthens stimulus-response connections through experience.
- Thorndike conducted experiments with cats in a puzzle box, observing that they escaped faster each time as they learned to associate manipulating a mechanism with escaping.
- Thorndike concluded that the connection between a response and stimulus is strengthened when the response results in a satisfying outcome, in accordance with his "law of effect."
Different Educational Philosophies
A brief summary of my report in our class.
Credits to the author of the book 'Philosophy of Education in Phil. Setting'
by Herman C. Gregorio & Cornelia M. Gregorio
And to Mr. Sunga as our professor.
Thorndike's bond theory
Edward Thorndike conducted experiments with cats in puzzle boxes to understand the laws of learning. He found that cats would initially respond randomly but eventually learn to press the lever to escape the box and receive a food reward. Through successive trials, the cats learned the association between lever pressing and escape more quickly due to reinforcement. Thorndike proposed three primary laws of learning: the law of readiness, the law of effect stating that behaviors followed by rewards will be repeated, and the law of exercise whereby connections are strengthened with practice and weakened without it. His work formed the basis for behaviorism and operant conditioning theories of learning.
Idealism on education
Idealism is one of the oldest philosophies that believes ideas are the true reality, not the material world which is imperfect and changing. The document discusses the key principles of idealism including that spirit and mind constitute reality, values are absolute, and truth cannot be found in the material world. It provides examples of important idealist philosophers from both Western and Indian traditions such as Plato, Descartes, and Aurobindo Ghosh. The metaphysics, axiology, and epistemology of idealism are also summarized.
Trial and error learning theory
1) Edward Thorndike's trial and error learning theory proposes that learning occurs through a process of testing different responses and retaining those that are successful.
2) In Thorndike's experiments with cats in puzzle boxes, the cats initially responded randomly but eventually learned to open the door by pulling a string, eliminating unsuccessful responses over time.
3) Thorndike identified factors in trial and error learning as motives, stimuli, responses, consequences, and fixation on successful responses. His laws of learning also addressed readiness, exercise, effect, use and disuse.
information processing theory
Information processing theory views how people receive, mentally modify, remember, and process information over time. It has four main components: thinking, analyzing stimuli, modifying responses based on situations, and evaluating obstacles. Information is received through senses and stored in three parts of memory - sensory memory briefly stores sensory information, working memory actively processes and stores information for brief periods, and long-term memory permanently stores vast amounts of information through different types like episodic, semantic, procedural, and implicit memories.
Cognitive theory Insight learning –Gestalt School
Gestalt theory emphasizes that learning involves perceiving situations as organized wholes rather than as collections of parts. Insight learning or Gestalt learning occurs when a learner understands relationships within a problem and suddenly realizes a solution without trial and error. Kohler's experiments with chimpanzees demonstrated insight learning, such as when a chimp used sticks and boxes as tools to reach food. Insight learning relies on cognition rather than behaviorism and involves understanding problems as organized wholes.
Naturalism philosophy
Naturalism is a philosophy of education that believes only natural laws govern the world and nature is the supreme reality. Key proponents included Rousseau, Bacon, Spencer, and Tagore. Naturalism defines education as following nature and developing the child through their own experiences. The curriculum is child-centered and focuses on science, social studies, and physical education rather than fixed subjects. Teaching methods emphasize learning by doing, play, and exploration under nature's guidance as the primary teacher. Discipline comes from natural consequences rather than punishment. Naturalism had impacts such as new psychological methods, experience-based learning, and importance placed on the child, but was criticized for neglecting books and the teacher's role.
Naturalism in education
Naturalism is a philosophy that believes ultimate reality lies in nature and its laws. It rejects supernatural concepts. Key naturalist philosophers include Thomas Hobbes, Jean-Jacques Rousseau, and Herbert Spencer. Naturalism bases its metaphysics, epistemology, and axiology in the natural world. In education, naturalism advocates for child-centered learning through experience and freedom from interference, though it lacks consideration for individual differences and spiritual values.
Heredity and Environment
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Forgetting- Definition , Types of Forgetting, Theories of Forgetting, Ebbingh...
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Skinner’s operant conditioning theory
Skinner's operant conditioning theory posits that behavior is shaped by its consequences rather than driven by internal processes or stimuli. Through experiments using a Skinner box, he found that rats would learn to press a lever when rewarded with food pellets. Their behavior was conditioned and reinforced through positive reinforcement. Operant conditioning is a process of learning whereby behaviors are strengthened if followed by rewarding consequences or weakened if followed by unpleasant consequences, with the goal of increasing or decreasing certain behaviors.
Laws of learning
Edward Thorndike proposed three major laws of learning based on connectionism:
1) The law of readiness states that learning is most effective when an individual is mentally, physically, and emotionally prepared.
2) The law of exercise posits that repetition through practice and drilling helps strengthen and solidify learning. Frequent repetition leads to better retention of information.
3) The law of effect suggests that behaviors connected to satisfaction and reward are more likely to be repeated, while unsatisfying behaviors tend to be eliminated.
Factors Affecting Learning
The document discusses various factors that affect learning, including intellectual factors like prior knowledge and intellectual ability, environmental factors like natural and social surroundings, physical factors like health, nutrition, and physical defects, emotional factors like stress and sleep, media influences from print and non-print media, and relationships with teachers, parents, and peers. A supportive environment from teachers, parents, and other students can positively impact a student's learning.
Insightful learning...
This document discusses insightful learning, also known as insight learning. Insightful learning involves understanding relationships between parts of a problem rather than trial and error. Wolfgang Kohler conducted experiments observing insightful learning in animals. Insightful learning can result in an "aha moment" or "eureka" experience. It depends on factors like intelligence, learning situation, and initial efforts. Insightful learning involves higher mental processes and sudden understanding, while trial and error learning is gradual habit formation through chance. Kohler's experiment showed insightful learning results from perceiving relationships and restructuring perceptions to find solutions.
Sociological foundations of curriculum development
The document discusses the sociological foundations of curriculum development. It defines sociology as the study of relationships between humans and their environment. It states that schools exist within society and are shaped by social contexts. It defines curriculum as the planned sequence of what students learn, how they acquire learning, and how their learning is assessed. It explains that curriculum development must balance developing individuals and improving society. It argues that a curriculum should reflect the cultural and social needs of its particular society, as well as moral and artistic development. It concludes that education takes place within society, is a social process, and must develop democratic skills and values.
educational psychology- memory and study skills
Memory is the process of maintaining information over time through four factors - learning, retention, recall, and recognition. There are different types of memory including sensory memory (brief recall of sensory experiences), short-term memory (information recalled within 30 seconds to a few days), working memory (keeping limited information available for processing), and long-term memory (memories stored from days to decades). Effective study skills include time management, note-taking, reading techniques, test preparation, and developing good memory through techniques like exercising, writing information repeatedly, relating new ideas to existing knowledge, and teaching others. Factors that can prevent effective studying are procrastination, distractions, uncomfortable environments, poor time management, and unsupportive social circles
Theory of Learning (Classical Conditioning)
Topic: Theory of Learning (Classical Conditioning)
Student Name: Sunena Imtaiz
Class: B.Ed. Hons Elementary Part (III)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
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This document provides an overview of educational psychology, including its meaning, nature, and scope. It defines educational psychology as the application of psychological principles to education, concerning the learning process, learner development, and teaching methods. The document outlines the key areas of focus in educational psychology, such as understanding the learner, learning process, learning situations, teaching situations, and evaluating learning performance. It also discusses topics like learning theories, individual differences, effective teaching strategies, and assessment techniques.
Thorndike Learning Theory
- Edward Thorndike introduced the theory of connectionism in 1889, which emphasized that learning strengthens stimulus-response connections through experience.
- Thorndike conducted experiments with cats in a puzzle box, observing that they escaped faster each time as they learned to associate manipulating a mechanism with escaping.
- Thorndike concluded that the connection between a response and stimulus is strengthened when the response results in a satisfying outcome, in accordance with his "law of effect."
Different Educational Philosophies
A brief summary of my report in our class.
Credits to the author of the book 'Philosophy of Education in Phil. Setting'
by Herman C. Gregorio & Cornelia M. Gregorio
And to Mr. Sunga as our professor.
Thorndike's bond theory
Edward Thorndike conducted experiments with cats in puzzle boxes to understand the laws of learning. He found that cats would initially respond randomly but eventually learn to press the lever to escape the box and receive a food reward. Through successive trials, the cats learned the association between lever pressing and escape more quickly due to reinforcement. Thorndike proposed three primary laws of learning: the law of readiness, the law of effect stating that behaviors followed by rewards will be repeated, and the law of exercise whereby connections are strengthened with practice and weakened without it. His work formed the basis for behaviorism and operant conditioning theories of learning.
Idealism on education
Idealism is one of the oldest philosophies that believes ideas are the true reality, not the material world which is imperfect and changing. The document discusses the key principles of idealism including that spirit and mind constitute reality, values are absolute, and truth cannot be found in the material world. It provides examples of important idealist philosophers from both Western and Indian traditions such as Plato, Descartes, and Aurobindo Ghosh. The metaphysics, axiology, and epistemology of idealism are also summarized.
Trial and error learning theory
1) Edward Thorndike's trial and error learning theory proposes that learning occurs through a process of testing different responses and retaining those that are successful.
2) In Thorndike's experiments with cats in puzzle boxes, the cats initially responded randomly but eventually learned to open the door by pulling a string, eliminating unsuccessful responses over time.
3) Thorndike identified factors in trial and error learning as motives, stimuli, responses, consequences, and fixation on successful responses. His laws of learning also addressed readiness, exercise, effect, use and disuse.
information processing theory
Information processing theory views how people receive, mentally modify, remember, and process information over time. It has four main components: thinking, analyzing stimuli, modifying responses based on situations, and evaluating obstacles. Information is received through senses and stored in three parts of memory - sensory memory briefly stores sensory information, working memory actively processes and stores information for brief periods, and long-term memory permanently stores vast amounts of information through different types like episodic, semantic, procedural, and implicit memories.
Cognitive theory Insight learning –Gestalt School
Gestalt theory emphasizes that learning involves perceiving situations as organized wholes rather than as collections of parts. Insight learning or Gestalt learning occurs when a learner understands relationships within a problem and suddenly realizes a solution without trial and error. Kohler's experiments with chimpanzees demonstrated insight learning, such as when a chimp used sticks and boxes as tools to reach food. Insight learning relies on cognition rather than behaviorism and involves understanding problems as organized wholes.
Naturalism philosophy
Naturalism is a philosophy of education that believes only natural laws govern the world and nature is the supreme reality. Key proponents included Rousseau, Bacon, Spencer, and Tagore. Naturalism defines education as following nature and developing the child through their own experiences. The curriculum is child-centered and focuses on science, social studies, and physical education rather than fixed subjects. Teaching methods emphasize learning by doing, play, and exploration under nature's guidance as the primary teacher. Discipline comes from natural consequences rather than punishment. Naturalism had impacts such as new psychological methods, experience-based learning, and importance placed on the child, but was criticized for neglecting books and the teacher's role.
Naturalism in education
Naturalism is a philosophy that believes ultimate reality lies in nature and its laws. It rejects supernatural concepts. Key naturalist philosophers include Thomas Hobbes, Jean-Jacques Rousseau, and Herbert Spencer. Naturalism bases its metaphysics, epistemology, and axiology in the natural world. In education, naturalism advocates for child-centered learning through experience and freedom from interference, though it lacks consideration for individual differences and spiritual values.
Heredity and Environment
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Forgetting- Definition , Types of Forgetting, Theories of Forgetting, Ebbingh...
Forgetting- Definition , Types of Forgetting, Theories of Forgetting, Ebbinghaus forgetting curve Causes of Forgetting
Skinner’s operant conditioning theory
Skinner's operant conditioning theory posits that behavior is shaped by its consequences rather than driven by internal processes or stimuli. Through experiments using a Skinner box, he found that rats would learn to press a lever when rewarded with food pellets. Their behavior was conditioned and reinforced through positive reinforcement. Operant conditioning is a process of learning whereby behaviors are strengthened if followed by rewarding consequences or weakened if followed by unpleasant consequences, with the goal of increasing or decreasing certain behaviors.
Laws of learning
Edward Thorndike proposed three major laws of learning based on connectionism:
1) The law of readiness states that learning is most effective when an individual is mentally, physically, and emotionally prepared.
2) The law of exercise posits that repetition through practice and drilling helps strengthen and solidify learning. Frequent repetition leads to better retention of information.
3) The law of effect suggests that behaviors connected to satisfaction and reward are more likely to be repeated, while unsatisfying behaviors tend to be eliminated.
Factors Affecting Learning
The document discusses various factors that affect learning, including intellectual factors like prior knowledge and intellectual ability, environmental factors like natural and social surroundings, physical factors like health, nutrition, and physical defects, emotional factors like stress and sleep, media influences from print and non-print media, and relationships with teachers, parents, and peers. A supportive environment from teachers, parents, and other students can positively impact a student's learning.
Insightful learning...
This document discusses insightful learning, also known as insight learning. Insightful learning involves understanding relationships between parts of a problem rather than trial and error. Wolfgang Kohler conducted experiments observing insightful learning in animals. Insightful learning can result in an "aha moment" or "eureka" experience. It depends on factors like intelligence, learning situation, and initial efforts. Insightful learning involves higher mental processes and sudden understanding, while trial and error learning is gradual habit formation through chance. Kohler's experiment showed insightful learning results from perceiving relationships and restructuring perceptions to find solutions.
Sociological foundations of curriculum development
The document discusses the sociological foundations of curriculum development. It defines sociology as the study of relationships between humans and their environment. It states that schools exist within society and are shaped by social contexts. It defines curriculum as the planned sequence of what students learn, how they acquire learning, and how their learning is assessed. It explains that curriculum development must balance developing individuals and improving society. It argues that a curriculum should reflect the cultural and social needs of its particular society, as well as moral and artistic development. It concludes that education takes place within society, is a social process, and must develop democratic skills and values.
educational psychology- memory and study skills
Memory is the process of maintaining information over time through four factors - learning, retention, recall, and recognition. There are different types of memory including sensory memory (brief recall of sensory experiences), short-term memory (information recalled within 30 seconds to a few days), working memory (keeping limited information available for processing), and long-term memory (memories stored from days to decades). Effective study skills include time management, note-taking, reading techniques, test preparation, and developing good memory through techniques like exercising, writing information repeatedly, relating new ideas to existing knowledge, and teaching others. Factors that can prevent effective studying are procrastination, distractions, uncomfortable environments, poor time management, and unsupportive social circles
Theory of Learning (Classical Conditioning)
Topic: Theory of Learning (Classical Conditioning)
Student Name: Sunena Imtaiz
Class: B.Ed. Hons Elementary Part (III)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
PAVLOV'S CLASSICAL CONDITIONING THEORY
This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.
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Laws of Learning
- 2. A rule or order that is advisable or obligatory to observe.
- 3. Law of Freedom - things freely learned are best learned. 1
- 4. Law of Intensity - more intense the material taught, the more it is likely learned. 2
- 5. Law of Recency - things most recently learned are best remembered. 3
- 6. Law of Primacy - things learned first create a strong impression. What is taught must be right the first time. 4
- 7. Law of Readiness - individuals can learn best when they are physically, mentally, and emotionally ready to learn, and they do not well learn if they see no reason for learning. 5
- 8. Law of Exercise - things most often repeated are best remembered. 6
- 9. Law of Effect - learning is strengthened when accompanied by a pleasant or satisfying feeling. 7