The document discusses various theories and aspects of learning. It begins by defining learning as the acquisition of habits, knowledge, and attitudes through new experiences that allow adjustment to changing environments. Several key points are then made:
- Learning is a lifelong process that begins at birth and involves physical, cognitive, and emotional development.
- Factors like motivation, environment, experiences, and reinforcement influence learning.
- Different learning theories are proposed, including trial-and-error, classical conditioning, operant conditioning, and cognitive theories.
- Laws of learning like exercise, effect, readiness are described. Different types and processes of learning are also outlined.
The document discusses different aspects of attention. It defines attention as concentrating the mind on one task and withdrawing from others. There are two types of attention discussed - selective attention which involves focusing on one stimulus while ignoring others, and divided attention which involves sharing cognitive resources between two or more stimuli. Studies on selective and divided attention show that simultaneous performance across tasks is poor but improves with practice. Sustained attention refers to attending to stimuli over prolonged periods and can deteriorate due to fatigue. Automaticity develops from repetition and frees up cognitive resources.
This document discusses the key concepts of attention including:
- Attention is defined as the concentration of consciousness on one object rather than others.
- There are different types of attention including non-volitional (involuntary) and volitional (voluntary) attention.
- Factors that influence attention are both external (size, intensity, movement) and internal (interest, desires, motives).
- Distraction is any stimulus that interferes with attention or draws it away from the intended object. Sources of distraction can be external (noise, lighting) or internal (emotions, fatigue).
- The span of attention refers to the number of objects one can concentrate on at once, which varies
This document discusses attention and perception. It defines attention as the process of selecting stimuli from the environment based on interest and attitude. There are two types of attention: voluntary/involuntary. Voluntary attention involves conscious effort while involuntary is not under conscious control. Some factors that influence attention are stimulus characteristics like intensity, size, and movement as well as individual factors like interests, attitudes, and needs. Perception is defined as interpreting sensations to experience objects and events. The document outlines factors that affect attention span and discusses distraction.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
This document provides an overview of psychology, including its history, goals, classifications of behavior, early schools of thought, research methods, and fields. It discusses how psychology evolved from philosophy to an experimental science. Key events include Wundt establishing psychology as a discipline in the 19th century and Freud developing psychoanalysis. The main goals of psychology are to understand, explain, describe, predict, and control behavior and mental processes.
Field theory proposes that an individual's psychological environment, or life space, is composed of the person and all external factors influencing their behavior, both consciously and unconsciously. A person's life space includes their needs, motives, beliefs, thoughts, feelings, and physical surroundings. Their movement and learning within this life space is determined by vectors of motivation toward or away from goals, and the positive or negative valences of different regions. Conflicts can arise when opposing vectors create approach-approach, approach-avoidance, or avoidance-avoidance dilemmas. Barriers may also restrict a person's movement toward their goals. According to field theory, learning occurs through perceptual reorganization of one's life space via locomotion between regions as their cognitive
Associationism is a theory that connects learning to thought based on principles of the organism’s causal history.
It claims that pairs of thoughts become associated based on the organism’s past experience.
The frequency with which an organism has come into contact with Xs and Ys in one’s environment determines the frequency with which thoughts about Xs and thoughts about Ys will arise together in the organism’s (Hume et al).
In particular, associationism can be used as
A theory of learning (e.g., as in behaviorist theorizing),
A theory of thinking (as in Jamesian “streams of thought”),
A theory of mental structures (e.g., as concept pairs), and
A theory of the implementation of thought (e.g., connectionism).
All these theories are separable, but share a related, empiricist-friendly core.
A “pure associationist” will refer to one who holds associationist theories of learning, thinking, mental structure, and implementation.
The document discusses key aspects of the humanistic approach in psychology, focusing on the works of Abraham Maslow and Carl Rogers. It describes Maslow's hierarchy of needs and theory of self-actualization, including his views on deficiency and growth motivation. It also summarizes Rogers' views on the development of self-concept and the fully functioning person, including the concepts of unconditional positive regard and incongruence. Overall, the humanistic approach emphasized free will, focusing on human potential and striving for self-actualization rather than determinism or psychopathology.
The document discusses different aspects of attention. It defines attention as concentrating the mind on one task and withdrawing from others. There are two types of attention discussed - selective attention which involves focusing on one stimulus while ignoring others, and divided attention which involves sharing cognitive resources between two or more stimuli. Studies on selective and divided attention show that simultaneous performance across tasks is poor but improves with practice. Sustained attention refers to attending to stimuli over prolonged periods and can deteriorate due to fatigue. Automaticity develops from repetition and frees up cognitive resources.
This document discusses the key concepts of attention including:
- Attention is defined as the concentration of consciousness on one object rather than others.
- There are different types of attention including non-volitional (involuntary) and volitional (voluntary) attention.
- Factors that influence attention are both external (size, intensity, movement) and internal (interest, desires, motives).
- Distraction is any stimulus that interferes with attention or draws it away from the intended object. Sources of distraction can be external (noise, lighting) or internal (emotions, fatigue).
- The span of attention refers to the number of objects one can concentrate on at once, which varies
This document discusses attention and perception. It defines attention as the process of selecting stimuli from the environment based on interest and attitude. There are two types of attention: voluntary/involuntary. Voluntary attention involves conscious effort while involuntary is not under conscious control. Some factors that influence attention are stimulus characteristics like intensity, size, and movement as well as individual factors like interests, attitudes, and needs. Perception is defined as interpreting sensations to experience objects and events. The document outlines factors that affect attention span and discusses distraction.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
This document provides an overview of psychology, including its history, goals, classifications of behavior, early schools of thought, research methods, and fields. It discusses how psychology evolved from philosophy to an experimental science. Key events include Wundt establishing psychology as a discipline in the 19th century and Freud developing psychoanalysis. The main goals of psychology are to understand, explain, describe, predict, and control behavior and mental processes.
Field theory proposes that an individual's psychological environment, or life space, is composed of the person and all external factors influencing their behavior, both consciously and unconsciously. A person's life space includes their needs, motives, beliefs, thoughts, feelings, and physical surroundings. Their movement and learning within this life space is determined by vectors of motivation toward or away from goals, and the positive or negative valences of different regions. Conflicts can arise when opposing vectors create approach-approach, approach-avoidance, or avoidance-avoidance dilemmas. Barriers may also restrict a person's movement toward their goals. According to field theory, learning occurs through perceptual reorganization of one's life space via locomotion between regions as their cognitive
Associationism is a theory that connects learning to thought based on principles of the organism’s causal history.
It claims that pairs of thoughts become associated based on the organism’s past experience.
The frequency with which an organism has come into contact with Xs and Ys in one’s environment determines the frequency with which thoughts about Xs and thoughts about Ys will arise together in the organism’s (Hume et al).
In particular, associationism can be used as
A theory of learning (e.g., as in behaviorist theorizing),
A theory of thinking (as in Jamesian “streams of thought”),
A theory of mental structures (e.g., as concept pairs), and
A theory of the implementation of thought (e.g., connectionism).
All these theories are separable, but share a related, empiricist-friendly core.
A “pure associationist” will refer to one who holds associationist theories of learning, thinking, mental structure, and implementation.
The document discusses key aspects of the humanistic approach in psychology, focusing on the works of Abraham Maslow and Carl Rogers. It describes Maslow's hierarchy of needs and theory of self-actualization, including his views on deficiency and growth motivation. It also summarizes Rogers' views on the development of self-concept and the fully functioning person, including the concepts of unconditional positive regard and incongruence. Overall, the humanistic approach emphasized free will, focusing on human potential and striving for self-actualization rather than determinism or psychopathology.
The document discusses the history and methods of psychology. It notes that psychology originated from philosophy and the term refers to the study of the soul. Wilhelm Wundt is considered the first modern psychologist for establishing the first experimental laboratory in 1879. The document also outlines several key methods used in psychology, including introspection, observation, experimentation, case studies, and surveys.
This document discusses various aspects of attention including definitions, characteristics, types, determinants, duration, and implications for nursing. It defines attention as the concentration of consciousness on a particular object. Attention can be selective, shifting, and creates clarity and motor adjustments. It is influenced by both external factors like stimulus intensity and internal factors like interests, emotions, and past experiences. Attention can be voluntary or involuntary and can range from implicit to explicit types. The document also addresses the span and duration of attention and causes of distraction and inattention in learning contexts.
This document provides an overview of several major theories of personality. It begins by defining personality as a set of characteristics that uniquely influence cognition, motivation, and behavior. It then outlines the main types of personality theories, including trait theories, psychodynamic theories, humanistic theories, and social-cognitive theories. The document proceeds to summarize several influential theories within each approach, such as Freud's psychodynamic model, Bandura's social learning theory, Maslow's hierarchy of needs in humanism, and Skinner's behaviorism. It provides details on the key concepts and structures proposed by theorists like Jung, Eysenck, Cattell, Rogers, and Rotter.
The document discusses several topics related to perception including:
1. It describes different theories of perception such as direct perception theories, constructive perception theories, template theories, and prototype theories.
2. It discusses factors that influence perception such as context effects, bottom-up and top-down processing, and Gestalt principles of perception.
3. It covers depth perception cues including binocular and monocular depth cues, and deficits in perception like agnosia and prosopagnosia.
Learning is defined as a change in behavior resulting from experience. It involves continuous development and modification of behavior through experiences. Several factors influence the learning process, including readiness, goals, motivation, interest, attention, exercise, natural ability, emotions, environment, family background, fatigue, boredom, and level of civilization. The key factors that facilitate effective learning are readiness, clearly defined goals, motivation through various stimuli, maintaining interest, focusing attention, practicing learned concepts, and creating a supportive environment free of distractions and fatigue.
The document discusses the instinct theory of motivation, which proposes that animals and humans are innately programmed to perform certain complex behaviors that were evolutionarily adaptive for survival, such as a spider building a web. It states that according to instinct theory, all actions and thoughts can be traced back to innate instincts, and that a person's actions are the result of their biological programming's drive for survival. The document also introduces the incentive theory of motivation, which suggests that people are motivated to perform behaviors because of external rewards and incentives in the environment.
The document discusses 12 major theories of intelligence:
1. Faculty theory which views intelligence as consisting of independent mental faculties.
2. One factor theory which reduces all abilities to a single general intelligence factor.
3. Spearman's two-factor theory comprising a general intelligence ("g") factor and specific factors.
4. Thorndike's multifactor theory which identified four attributes of intelligence.
5. Thurstone's primary mental abilities theory identifying six primary factors.
6. Guilford's structure of intellect model classifying intellectual tasks.
7. Vernon's hierarchical theory describing intelligence at varying levels of generality.
8. Cattell's fluid and crystallized theory distinguishing two types
Observational learning is when behavior is learned through observing and imitating others. Albert Bandura conducted the Bobo doll experiment in the 1960s, which showed that children who observed adults acting aggressively towards an inflatable Bobo doll were more likely to mimic that aggressive behavior, while children who observed adults ignoring the doll did not act aggressively. Bandura concluded that observational learning, where behavior is learned through watching others, is an important way that people learn in addition to classical and operant conditioning.
This document discusses perception and perceptual errors. It defines sensation as the immediate response of sense organs to stimuli, while perception involves meaningful interpretation of sensations based on past experiences. Perception provides knowledge about selected sensory information and prepares the body for response. Factors like sense organs, brain, emotions, and expectations can influence perception. Principles of perception include figure-ground relationship, closure, grouping, and contrast. Perceptual errors include illusions, where perception differs from reality, and hallucinations, where perception occurs without stimuli. Common illusions are of size, length, perspective, curvature, and movement.
This document provides an introduction and overview of psychology. It discusses the history and origins of psychology, moving from early philosophical approaches to modern scientific study. It describes some of the major schools of thought in psychology including structuralism, functionalism, behaviorism, Gestalt psychology, and psychoanalysis. The document also discusses the scope of psychology, relating it to other fields like biology, philosophy, sociology, and psychiatry. It addresses psychology as both a science that studies behavior and mental processes, as well as its various applied fields.
This document provides an overview of personality and various theories of personality. It defines personality and discusses its nature and characteristics. It then examines several approaches to studying personality, including physiological, psychological, and socio-cultural perspectives. The document outlines several influential theories of personality, such as type theories, trait theories, psychoanalytic theory, and humanistic theory. It also discusses determinants of personality like heredity, environment, culture, and experiences. Finally, it covers methods of assessing personality through objective tests like the MMPI and projective tests like the TAT and Rorschach inkblot test.
Memory involves three main processes: encoding, storage, and retrieval. Encoding involves receiving input and transforming it into a code. Storage involves putting the encoded information into memory. Retrieval involves accessing stored information when needed. There are two main theories of memory formation: the information processing theory and the level of processing theory. The information processing theory views memory as operating similar to a computer, with information passing through sensory registers, short term memory, and long term memory. The level of processing theory suggests that deeper analysis and encoding of information at the semantic or meaning level leads to better memory compared to more shallow processing.
This document discusses different types of thinking including perceptual/concrete thinking, abstract thinking, reflective/logical thinking, creative thinking, critical thinking, convergent thinking, and divergent thinking. It defines thinking according to various scholars and describes the key characteristics and processes of different thinking types. The document also outlines stages of creative thinking and ways to develop creative thinking in pupils, as well as components and skills of metacognition such as metacognitive knowledge, regulation, experience, awareness, planning, monitoring and evaluating.
Pavlov (1927) studied unconditioned reflexes in dogs like salivating in response to food. Later researchers like Watson, Raynor (1920) and Skinner (1957) studied conditioned learning through rewards and punishments in humans and animals. Observational learning theory proposes that behavior can be learned through observing and imitating others. Behavioral therapies for mental health issues are based on classical and operant conditioning principles like systematic desensitization to treat phobias. However, the behavioral approach is limited as it does not consider genetic or cognitive factors in learning and behavior.
its all about learning and u can find out all your doubts related to learning and if you have any more information so just email us sharmasandeep328@gmail.com.....
The cognitive perspective focuses on internal mental processes like thinking and memory. Key aspects of this perspective include:
- Studying cognition, or how knowledge is acquired and organized mentally.
- Rejecting introspection and embracing the scientific method.
- Acknowledging the existence of internal mental states like beliefs and desires.
- Tracing its foundations to Gestalt psychology and Jean Piaget's work on child development.
- Being influenced by advancements in technology and computer science from the 1950s onward.
Major figures who contributed to the development of this perspective include Noam Chomsky, who argued psychology should study more than just behavior, and Aaron Beck, who pioneered cognitive therapy by
This document defines key terms related to human growth and development such as development, growth, and maturation. It then provides information on basic principles of growth and development including that development follows an orderly sequence, rates vary between individuals, and early development is more critical. The document also discusses prenatal influences and the nature vs nurture debate. It outlines theories of cognitive, social, emotional, and psychosexual development from theorists such as Piaget and Freud. Key developmental milestones from infancy through childhood are also summarized.
B.F. Skinner developed the theory of operant conditioning based on his experiments using reward and punishment schedules with animals. He found that behaviors followed by rewarding consequences tended to be repeated, while behaviors followed by punishing consequences tended to decrease. Key aspects of operant conditioning include reinforcement, which increases behaviors; and punishment, which decreases behaviors. Skinner applied these principles to understanding complex learning in humans.
Associationism is one of the oldest perspectives in psychology that suggests mental processes operate through the association of mental states. A major idea of associationism is that complex ideas form from the association of simpler ideas. The British empiricists like Hobbes, Locke, Berkeley, and Hume used associationistic principles to explain mental activity. Hume differentiated impressions and ideas and proposed three laws of association: resemblance, contiguity, and cause and effect. Associationism influenced many learning theories and continues to be relevant today.
This document provides an overview of several theories of learning, including classical conditioning, operant conditioning, and observational learning. Classical conditioning refers to learning associations between stimuli and responses, as demonstrated by Pavlov's dogs learning to salivate to a tone that was paired with food. Operant conditioning refers to learning through reinforcement and punishment of behaviors, as studied by Thorndike and Skinner. Observational learning occurs when observing the behaviors of others, as shown by Bandura's Bobo doll experiment. The document also discusses insight learning, latent learning, and different reinforcement schedules used to shape behaviors.
Learning involves a permanent change in behavior resulting from experience. There are many types of learning including motor, verbal, concept, and discrimination learning. Learning is influenced by factors related to the learner, teacher, and content. Several theories aim to explain the process of learning, including Thorndike's law of effect, Pavlov's classical conditioning, and Skinner's operant conditioning. Thorndike's theory proposes that behaviors followed by satisfaction become strengthened over time through rewards. Pavlov's theory demonstrates that a learned reflex can be developed by associating a stimulus with a response. Skinner's theory shows that behaviors can be shaped by reinforcing consequences.
1. The document provides an overview of learning, including definitions of learning, the nature and characteristics of learning, types of learning (e.g. motor, verbal, concept), domains of learning, factors influencing learning, and theories of learning including Thorndike's law of effect and Pavlov's classical conditioning.
2. It discusses Thorndike's experiment with cats in a puzzle box to demonstrate trial-and-error learning. Thorndike's theory was that learning establishes connections between stimuli and responses, and that correct responses are reinforced through rewards.
3. Pavlov's classical conditioning experiment with dogs is described, where he conditioned them to salivate when they heard a bell through repeated pairing of the bell
The document discusses the history and methods of psychology. It notes that psychology originated from philosophy and the term refers to the study of the soul. Wilhelm Wundt is considered the first modern psychologist for establishing the first experimental laboratory in 1879. The document also outlines several key methods used in psychology, including introspection, observation, experimentation, case studies, and surveys.
This document discusses various aspects of attention including definitions, characteristics, types, determinants, duration, and implications for nursing. It defines attention as the concentration of consciousness on a particular object. Attention can be selective, shifting, and creates clarity and motor adjustments. It is influenced by both external factors like stimulus intensity and internal factors like interests, emotions, and past experiences. Attention can be voluntary or involuntary and can range from implicit to explicit types. The document also addresses the span and duration of attention and causes of distraction and inattention in learning contexts.
This document provides an overview of several major theories of personality. It begins by defining personality as a set of characteristics that uniquely influence cognition, motivation, and behavior. It then outlines the main types of personality theories, including trait theories, psychodynamic theories, humanistic theories, and social-cognitive theories. The document proceeds to summarize several influential theories within each approach, such as Freud's psychodynamic model, Bandura's social learning theory, Maslow's hierarchy of needs in humanism, and Skinner's behaviorism. It provides details on the key concepts and structures proposed by theorists like Jung, Eysenck, Cattell, Rogers, and Rotter.
The document discusses several topics related to perception including:
1. It describes different theories of perception such as direct perception theories, constructive perception theories, template theories, and prototype theories.
2. It discusses factors that influence perception such as context effects, bottom-up and top-down processing, and Gestalt principles of perception.
3. It covers depth perception cues including binocular and monocular depth cues, and deficits in perception like agnosia and prosopagnosia.
Learning is defined as a change in behavior resulting from experience. It involves continuous development and modification of behavior through experiences. Several factors influence the learning process, including readiness, goals, motivation, interest, attention, exercise, natural ability, emotions, environment, family background, fatigue, boredom, and level of civilization. The key factors that facilitate effective learning are readiness, clearly defined goals, motivation through various stimuli, maintaining interest, focusing attention, practicing learned concepts, and creating a supportive environment free of distractions and fatigue.
The document discusses the instinct theory of motivation, which proposes that animals and humans are innately programmed to perform certain complex behaviors that were evolutionarily adaptive for survival, such as a spider building a web. It states that according to instinct theory, all actions and thoughts can be traced back to innate instincts, and that a person's actions are the result of their biological programming's drive for survival. The document also introduces the incentive theory of motivation, which suggests that people are motivated to perform behaviors because of external rewards and incentives in the environment.
The document discusses 12 major theories of intelligence:
1. Faculty theory which views intelligence as consisting of independent mental faculties.
2. One factor theory which reduces all abilities to a single general intelligence factor.
3. Spearman's two-factor theory comprising a general intelligence ("g") factor and specific factors.
4. Thorndike's multifactor theory which identified four attributes of intelligence.
5. Thurstone's primary mental abilities theory identifying six primary factors.
6. Guilford's structure of intellect model classifying intellectual tasks.
7. Vernon's hierarchical theory describing intelligence at varying levels of generality.
8. Cattell's fluid and crystallized theory distinguishing two types
Observational learning is when behavior is learned through observing and imitating others. Albert Bandura conducted the Bobo doll experiment in the 1960s, which showed that children who observed adults acting aggressively towards an inflatable Bobo doll were more likely to mimic that aggressive behavior, while children who observed adults ignoring the doll did not act aggressively. Bandura concluded that observational learning, where behavior is learned through watching others, is an important way that people learn in addition to classical and operant conditioning.
This document discusses perception and perceptual errors. It defines sensation as the immediate response of sense organs to stimuli, while perception involves meaningful interpretation of sensations based on past experiences. Perception provides knowledge about selected sensory information and prepares the body for response. Factors like sense organs, brain, emotions, and expectations can influence perception. Principles of perception include figure-ground relationship, closure, grouping, and contrast. Perceptual errors include illusions, where perception differs from reality, and hallucinations, where perception occurs without stimuli. Common illusions are of size, length, perspective, curvature, and movement.
This document provides an introduction and overview of psychology. It discusses the history and origins of psychology, moving from early philosophical approaches to modern scientific study. It describes some of the major schools of thought in psychology including structuralism, functionalism, behaviorism, Gestalt psychology, and psychoanalysis. The document also discusses the scope of psychology, relating it to other fields like biology, philosophy, sociology, and psychiatry. It addresses psychology as both a science that studies behavior and mental processes, as well as its various applied fields.
This document provides an overview of personality and various theories of personality. It defines personality and discusses its nature and characteristics. It then examines several approaches to studying personality, including physiological, psychological, and socio-cultural perspectives. The document outlines several influential theories of personality, such as type theories, trait theories, psychoanalytic theory, and humanistic theory. It also discusses determinants of personality like heredity, environment, culture, and experiences. Finally, it covers methods of assessing personality through objective tests like the MMPI and projective tests like the TAT and Rorschach inkblot test.
Memory involves three main processes: encoding, storage, and retrieval. Encoding involves receiving input and transforming it into a code. Storage involves putting the encoded information into memory. Retrieval involves accessing stored information when needed. There are two main theories of memory formation: the information processing theory and the level of processing theory. The information processing theory views memory as operating similar to a computer, with information passing through sensory registers, short term memory, and long term memory. The level of processing theory suggests that deeper analysis and encoding of information at the semantic or meaning level leads to better memory compared to more shallow processing.
This document discusses different types of thinking including perceptual/concrete thinking, abstract thinking, reflective/logical thinking, creative thinking, critical thinking, convergent thinking, and divergent thinking. It defines thinking according to various scholars and describes the key characteristics and processes of different thinking types. The document also outlines stages of creative thinking and ways to develop creative thinking in pupils, as well as components and skills of metacognition such as metacognitive knowledge, regulation, experience, awareness, planning, monitoring and evaluating.
Pavlov (1927) studied unconditioned reflexes in dogs like salivating in response to food. Later researchers like Watson, Raynor (1920) and Skinner (1957) studied conditioned learning through rewards and punishments in humans and animals. Observational learning theory proposes that behavior can be learned through observing and imitating others. Behavioral therapies for mental health issues are based on classical and operant conditioning principles like systematic desensitization to treat phobias. However, the behavioral approach is limited as it does not consider genetic or cognitive factors in learning and behavior.
its all about learning and u can find out all your doubts related to learning and if you have any more information so just email us sharmasandeep328@gmail.com.....
The cognitive perspective focuses on internal mental processes like thinking and memory. Key aspects of this perspective include:
- Studying cognition, or how knowledge is acquired and organized mentally.
- Rejecting introspection and embracing the scientific method.
- Acknowledging the existence of internal mental states like beliefs and desires.
- Tracing its foundations to Gestalt psychology and Jean Piaget's work on child development.
- Being influenced by advancements in technology and computer science from the 1950s onward.
Major figures who contributed to the development of this perspective include Noam Chomsky, who argued psychology should study more than just behavior, and Aaron Beck, who pioneered cognitive therapy by
This document defines key terms related to human growth and development such as development, growth, and maturation. It then provides information on basic principles of growth and development including that development follows an orderly sequence, rates vary between individuals, and early development is more critical. The document also discusses prenatal influences and the nature vs nurture debate. It outlines theories of cognitive, social, emotional, and psychosexual development from theorists such as Piaget and Freud. Key developmental milestones from infancy through childhood are also summarized.
B.F. Skinner developed the theory of operant conditioning based on his experiments using reward and punishment schedules with animals. He found that behaviors followed by rewarding consequences tended to be repeated, while behaviors followed by punishing consequences tended to decrease. Key aspects of operant conditioning include reinforcement, which increases behaviors; and punishment, which decreases behaviors. Skinner applied these principles to understanding complex learning in humans.
Associationism is one of the oldest perspectives in psychology that suggests mental processes operate through the association of mental states. A major idea of associationism is that complex ideas form from the association of simpler ideas. The British empiricists like Hobbes, Locke, Berkeley, and Hume used associationistic principles to explain mental activity. Hume differentiated impressions and ideas and proposed three laws of association: resemblance, contiguity, and cause and effect. Associationism influenced many learning theories and continues to be relevant today.
This document provides an overview of several theories of learning, including classical conditioning, operant conditioning, and observational learning. Classical conditioning refers to learning associations between stimuli and responses, as demonstrated by Pavlov's dogs learning to salivate to a tone that was paired with food. Operant conditioning refers to learning through reinforcement and punishment of behaviors, as studied by Thorndike and Skinner. Observational learning occurs when observing the behaviors of others, as shown by Bandura's Bobo doll experiment. The document also discusses insight learning, latent learning, and different reinforcement schedules used to shape behaviors.
Learning involves a permanent change in behavior resulting from experience. There are many types of learning including motor, verbal, concept, and discrimination learning. Learning is influenced by factors related to the learner, teacher, and content. Several theories aim to explain the process of learning, including Thorndike's law of effect, Pavlov's classical conditioning, and Skinner's operant conditioning. Thorndike's theory proposes that behaviors followed by satisfaction become strengthened over time through rewards. Pavlov's theory demonstrates that a learned reflex can be developed by associating a stimulus with a response. Skinner's theory shows that behaviors can be shaped by reinforcing consequences.
1. The document provides an overview of learning, including definitions of learning, the nature and characteristics of learning, types of learning (e.g. motor, verbal, concept), domains of learning, factors influencing learning, and theories of learning including Thorndike's law of effect and Pavlov's classical conditioning.
2. It discusses Thorndike's experiment with cats in a puzzle box to demonstrate trial-and-error learning. Thorndike's theory was that learning establishes connections between stimuli and responses, and that correct responses are reinforced through rewards.
3. Pavlov's classical conditioning experiment with dogs is described, where he conditioned them to salivate when they heard a bell through repeated pairing of the bell
Learning can occur through various processes like classical conditioning, operant conditioning, and observation. Classical conditioning involves forming associations between an unconditioned stimulus that triggers a natural response and a neutral stimulus. Operant conditioning occurs when behaviors are reinforced or punished, influencing whether they are repeated. Observational learning takes place by watching others and the consequences of their behaviors. Learning is affected by intellectual, physical, mental, emotional, social, and environmental factors. It can range from perceptual thinking to more advanced reflective and creative thinking.
EDUCATIONAL TECHNOLOGY IN LEARNING & DEVELOPING EDUCATIONAL OBJECTIVESEk ra
The document discusses educational objectives and their importance in the teaching-learning process. It defines aims, goals, and objectives, and explains that objectives are more specific statements of educational intention compared to aims and goals. Objectives should be stated using observable and measurable verbs to describe the intended pupil behavior. Bloom's Taxonomy is discussed as a framework for categorizing educational objectives into cognitive, affective, and psychomotor domains. The cognitive domain includes objectives related to knowledge, comprehension, application, analysis, synthesis and evaluation. The affective domain covers objectives related to developing interests, attitudes and values. And the psychomotor domain involves objectives focused on developing physical skills. Writing clear, specific, and measurable objectives is important for organizing instruction
1. The document discusses various theories of learning and motivation, including behavioral, cognitive, and constructivist perspectives. It describes concepts like classical and operant conditioning, observational learning, schema theory, and stages of cognitive development.
2. Key aspects of successful learning mentioned are that it should be goal-oriented, situated in social contexts, connected and cumulative, involve self-regulation and reflection, and be inclusive and supported.
3. Theories of motivation discussed include expectancy theory and choice theory. The document also covers concepts like metacognition, student diversity, and transfer of learning.
The document discusses several learning theories that are relevant to course design:
- Cognitive theory focuses on mental processes like thinking and problem-solving. Learning involves changing mental schemas.
- Behaviorism views learning as the formation of stimulus-response habits through reinforcement. Operant conditioning uses rewards to shape behaviors.
- Constructivism holds that learners construct their own knowledge through experience and social interaction. Learning involves problem-solving and critical thinking.
- Humanism emphasizes the affective domain and sees learners as whole persons aiming to fulfill their potential. Factors like motivation and emotion influence learning.
Perception and learning are important processes. Perception involves receiving environmental stimuli and organizing and interpreting the information. It can be influenced by both internal factors like beliefs and experiences as well as external factors such as size, movement, and novelty. Learning is a permanent change in behavior resulting from experience. It involves steps like receiving input, responding, motivation, and reinforcement. Major theories of learning include classical and operant conditioning, cognitive theories, and social learning theory. Conditioning involves associating stimuli with responses, while cognitive and social learning theories emphasize how people learn through meaning, observation, and social models.
The document discusses several theories of learning including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, information processing theory, and the humanistic approach. It provides definitions and key aspects of each theory, with behaviorism focusing on observable behaviors, cognitivism on mental processes, social learning theory on observational learning, and social constructivism emphasizing socially constructed and contextualized knowledge. Theories like multiple intelligences and information processing look at different types of intelligence and how knowledge is acquired and represented. The humanistic approach stresses self-actualization and meeting individual student needs.
The document discusses the nature and importance of learning. It provides several definitions of learning from educational and psychological perspectives that emphasize modification of behavior through experience. Key characteristics of learning mentioned are that it is a continuous process of change that allows organisms to adapt to their environment. Several principles of learning are outlined, including readiness, exercise, primacy, recency, intensity, and freedom. Learning is described as an active process that is most effective when students are physically and mentally prepared, motivated through emotional reactions, and given freedom of choice, action, and responsibility.
Chapter 3 Learning & Theories of Learning.pdfTameneKeneni
This document provides an overview of learning and theories of learning. It defines learning as a relatively permanent change in behavior or knowledge due to experience. Key elements of learning definitions include that it is a change in behavior, occurs through practice/experience, and changes must be relatively permanent. The document also discusses the nature, characteristics, factors influencing learning, and laws of learning such as readiness, exercise, and effect. Finally, it briefly introduces six main theories of learning: behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences, and brain-based learning.
Thorndike proposed a multi-factor theory of intelligence that opposed the idea of general intelligence. He believed intelligence is composed of many specific mental abilities or factors. Each intellectual task involves a combination of these factors. The degree of correlation between two tasks depends on the common factors involved. Thorndike identified four attributes of intelligence: level, range, area, and speed. He also proposed three laws of learning: the law of readiness, the law of exercise, and the law of effect. Learning is influenced by motivation, practice, rewards and punishments.
This document provides an overview of learning theory and different types of learning. It discusses classical conditioning, operant conditioning, observational learning, and insight learning. Classical conditioning involves associating stimuli, like Pavlov's dogs learning to associate food with a bell. Operant conditioning is demonstrated through rat training experiments. Observational learning occurs through observing others, like children learning from parents. Insight learning involves understanding through connecting ideas. The document also discusses cognitive processes, memory, and factors that influence learning motivation.
trial and error theory el thorndike. presentation prepare by kanhaiya Dixit r...Kanhaiya Dixit
1) Edward Thorndike proposed the trial and error theory of learning, which states that learning occurs through repeated trials, errors, and consequences.
2) Thorndike conducted experiments with cats in puzzle boxes to solve problems, with successful responses reinforced by food.
3) Thorndike's laws of learning include the law of effect, exercise, and readiness. The laws emphasize the role of motivation, practice, and mental preparedness in learning.
This document discusses various theories of learning including:
- Thorndike's Connectionism or Reinforcement Theory which states that learning is the result of connections formed between stimuli and responses through rewards.
- Pavlov's Conditioning Theory which explains that learning occurs through conditioning natural responses to new stimuli.
- Skinner's Operant Conditioning which is a modification of Pavlov's theory where responses are seen as active rather than passive and goal-oriented.
- Gestalt Theory which views learning as insightful and involving perceiving situations as a whole configuration rather than separate parts.
The document discusses how psychology influences curriculum development in several ways. It describes various psychological theories that provide a basis for curriculum, including behaviorism, cognitive development theories, and humanistic theories. Factors like the age, mental and physical development, interests, and needs of learners are discussed as influencing curriculum. The document also examines different learning theories and how they guide curriculum content and experiences. Overall, psychology is positioned as playing a vital role in curriculum development by providing concepts and theories that shape how learning and learners are understood.
Fatigue is an important factor affecting learning. There are several types of fatigue including mental, physical, and nervous fatigue. Fatigue reduces interest and motivation to learn. Teachers can fight fatigue in the classroom in several ways such as ensuring adequate sleep and relaxation for students, balancing work and rest periods, varying lesson activities to prevent boredom, providing breaks and recreational activities, and maintaining a positive emotional environment. Proper nutrition, medical care, fresh air, and motivation can also help reduce fatigue. Managing fatigue is essential for optimal student learning and achievement.
Google Calendar is a versatile tool that allows users to manage their schedules and events effectively. With Google Calendar, you can create and organize calendars, set reminders for important events, and share your calendars with others. It also provides features like creating events, inviting attendees, and accessing your calendar from mobile devices. Additionally, Google Calendar allows you to embed calendars in websites or platforms like SlideShare, making it easier for others to view and interact with your schedules.
The Indian government has been working over the past few years to include elements of ITS in the transport sector. This standard ensures the optimal operation of the current transport infrastructure. It also increases the efficiency, safety, comfort, and quality of the system. That is why the government created the AIS-140 standard. Compliance with this standard means all vehicles used for public transit must have panic buttons and vehicle tracking modules installed. Nevertheless, in future in the standard protocol of AIS-140 you can expect fare collection and CCTV capabilities.
Get more information here: https://blog.watsoo.com/2023/12/27/all-about-prithvi-ais-140-gps-vehicle-tracker/
2. One of the most important characteristics
of human beings is their capacity to learn.
An individual starts learning immediately
after his birth, or in a strict sense even
earlier in the womb of the mother.
All our adaptive as well as maladaptive, our
cognitive as well as affective behavior are
formed by learning processes. These are
of vital importance in helping the individual
to adapt to his changing environment.
3. Definition :
Crow & Crow-1973:
Learning is the acquisition of habits,
knowledge, and attitudes. It involves
new ways of doing things and it
operates on an individual attempts to
overcome obstacle or to adjust to new
situations. It represents progressive
changes in behavior. It enables him to
satisfy interest to attain a goal.
4. Nature of learning
Learning is a process not a product
It involves all those experiences and
training of an individual (from birth) which
help him to produce to change in his
behavior.
Learning brings changes in the behavior
but it does not necessarily mean these
changes always improvement or
development in the positive direction.
It prepares an individual for the necessary
adjustment & adaptation.
All learning is purposeful & goal oriented
5. The scope of learning is too wide to explain in
words. It is comprehensive process (like
cognitive, conative, affective)
It is universal and continuous. Every creature
that lives learns.
It doesn’t include the changes in behavior on
account of maturation, fatigue, illness or drugs.
It is transferable from one situation to another.
It helps in the proper growth and development
It helps in the balanced development.
6. Learning process
Perception learning
Conceptual learning
Association learning
Appreciational learning
Attitudinal learning
7. Perception learning
All knowledge is bases on sense
perception.
The individual receives information from
sense organs and interprets them in the
light of previous experience.
Learning is dependent on relative
perception of the senses. The learning is
confirmed to the presentation of the
concrete object.
8. Conceptual learning
The learning implies that the individual
starts thinking in the abstract terms.
He/she understand about the object
without its concrete form.
These abstract gradually multiply and
become a part of mental make-up.
9. Association learning
The individual has some mental pictures
of his previous observations. He tries to
link up his new associations with his
previous mental pictures.
He uses his memory and recalls his
previous observations.
10. Appreciational learning
At the level the ideas, attitudes and
mental dispositions which are related to
our feelings come into play.
The individual starts attaching some
worthwhile values to the knowledge
which he has acquired.
11. Attitudinal learning
The individual by now has a firm grasp
over the knowledge acquired and
develops certain attitudes of mind.
These attitudes are confirmed as the
individual acquires more and more
knowledge.
12. Steps in learning process
A motive or drive
An attractive goal &
A block to the attainment of the goal.
(reinforcement, integration, learning
situation)
13. motive or drive:
Motives are the dynamic force that
energize behavior and compel the
individual to act.
The directions of learning will depend
upon the relative strength of motives.
Goal:
For satisfaction of needs the individual
sets definite goal for achievement.
The setting of goal helps in making the
learning purposeful and interesting.
14. Block to the attainment of the goal:
In the individual faces no difficulty in
attaining the goal, he will not change his
present behavior. This means there is
no necessity to learn. If block or barrier
obstructs the individual to reach a goal
then the individual will try to change or
modify his behavior.
15. Types of learning
Conditioning learning
Verbal learning
Motor learning
Concept learning
Problem solving learning
Attitude learning
Serial learning
Paired associate learning
16. Conditioning learning
It involves the conditioning of respondent
behavior through a process of stimulus
association and substitution.
Verbal learning
All learning taking place in formal education
is verbal learning.
The language we speak, communication,
devices we use are the result of such
learning.
17. Motor learning
When learning involves primarily the use of
muscles, it called motor leaning.
Learning to walk, swim, play throw ball,
piano are example of motor learning.
Concept learning
A concept s form of mental images that
denotes a generalized idea about things,
persons, or events.
In learning concept, an individual tires to
find out some common property in group or
objects.
18. Problem solving learning
It is higher type of learning. This learning
requires the use of cognition abilities like
thinking, reasoning, generalization,
imagination.
Attitude learning
Much of learning is based on attitudes.
Because of formation of attitudes we show
favorable or unfavorable responses various
objects, persons or situations.
19. Serial learning
The learner is represented with learning
which exhibits some sequential order.
Leaning of alphabets, multiplication tables,
these are examples of serial learning.
Paired associate learning
Learning tasks are such a way that they may
be learned by reason of their associations.
Much of the verbal or motor learning may be
acquired by means of the techniques of
paired multiple associations.
20. Purpose of learning
Acquiring knowledge : it include aspects
such as perception, conception and
associate of learning.
Acquiring skill : it include writing,
reading, art, drawing, handwork, musical
performance, other sensory motor
process.
Acquiring attitude and ideals : it include
behavior falling under sphere of affective
Domain.
21. Factors influencing
learning
Three elements are there:
The learner whose behavior is to be
changed or modified.
The type of experience or training required
for modification in the learner behavior.
The men & material resource needed for
providing desired experiences.
22. Factors associated with
learner
Learner physical health: physical health
of the learner is an important factor.
Fever, sensory defects particularly of the
eyes or the ears malnutrition, loss of
sleep and fatigue some of the physical
handicap that hinder effective learning.
Learners mental health basic potential of
the learner.
Learner’s innate ability and capacity for
the learning.
23. Learner’s general intelligence knowledge ,
understanding skills etc.
Learner’s basic interest, aptitude & attitude
related to the learning of a particular thing or
area.
The level of motivation
Goals of life
Readiness and will power
Maturation
Age
Emotion
Sex
24. Factors associated with type
of learning
Nature of learning experience
Methodology of learning
linking the recent learning with those of the past,
correlating learning in one area with that of
another,
utilization of maximum number of senses,
revision and practice,
provision of proper feedback and reinforcement.
Meaningfulness of material
Amount or length of material
25. Laws of learning
Law of readiness
Law of effect
Law of exercise
Law of frequency
Law of disuse
Law of recency
Law of primacy
Law of purpose
Law of association
26. Law of readiness
Learning takes place best when person is
ready to learn. Some sort of preparatory
attitude or a mindset is necessary.
Learner’s reaction depends upon the
readiness of the sensory and motor neurons.
Law of effect
A successful reaction gives satisfaction to
the individual, and the same reaction tends
to be repeated.
An unsucessful reaction gives annoyance to
the individual and tends to be inhibited.
27. Law of exercise
native reactions are strengthened by practice.
The use of any response strengthens it, and
makes it more prompt, easy, and certain.
Law of frequency
The law of frequency is correlated to law of
use.
If one response strengthens the situation-
response connection. Two responses
strengthen it further, three still further and so
on.
28. Law of disuse
Any learning process which is not practice
for something gradually decays.
Disuse weakens the connection.
Law of recency
The law of recency is correlated to law of
disuse.
The more recent is the exercise, the
stronger is the connection between a
situation and the response.
29. Law of primacy
The first experience and acts are novel and apt to
attract attention. They readily impressed in the
mind.
Law of purpose
With a clear or definite goal in mind. The student
works towards a definite purpose.
Law of association
It is on the basis of association of ideas that we can
explain why one idea gives way to the other.
Ex: Taj mahal, we recall it is made of marble
because these ideas are closely associated with
one another.
30. Theories of learning
Trial and error learning
Conditioned learning
Theory of insightful learning (Gestalt )
Cognitive theory of learning
31. Trial and error theory of learning
Edward Lee Thorndike
This theory was propagated by Edward Lee Thorndike (1874-
1949) According to Thorndike, learning consists of making
bonds or connections between stimuli and responses.
In this typical experiment, a hungry cat was placed inside the
puzzle box, and a piece of fish was kept outside the box.
The cat could not reach the fish unless it opened the door. In
order to escape from the box, the cat had to perform a simple
action as required by the experimenter.
The cat had to pull a loop or press a lever in order to open the
door. Once the door was opened, the cat could escape and
eat the fish.
Initially it made random movements and ineffective
responses. On the first trial, the cat struggled valiantly;
32. In the second trial, the time taken to pull the
loop reduced a bit. Every time the cat came out
of the box and took a piece of fish, Thorndike
put the cat inside the box again.
Thorndike and the cat kept up this exercise for
a while. With increasing trials, the time taken to
pull the loop (response latency) decreased. The
wrong responses (errors) that the cat was
showing also decreased, as trials increased.
Finally, the cat learned the trick. As soon as it
was put in the box, it pulled the loop to escape
for a well-deserved reward. The name, trial-
and-error learning comes from the fact that
errors decreased over trials. The cat learned
from its errors.
33. From the experiment Thorndike said that the
fallowing components or elements are
involved in the process of learning:
Drive
Goal
Barrier or blocks which prevent the individual
reaching the goal
Random attempts to overcome the barriers
Chances success selection of the correct
response in the neuromuscular system of the
individual
34. Major theoretical principles which form the basis of
Thorndike's theory of learning are:
It involve trial and error or selection and connection.
Learning is the result of the formation of
connections.
Learning is improvement in performance , not
insightful
Learning is direct, not mediated by ideas based on
his theory, Thorndike put forward the fallowing laws
of learning.
Laws of readiness
Law of effect
Law of exercise
Law of multiple response
Law of attitude
Law of associative shifting
35. Educational implication
According to him: when child is ready to learn he
learn more quickly and effectively . He warns that
the child should not be forced to learn when he is
not ready. (law of readiness)
The teacher must try to strengthen the bonds or
connections between stimuli and responses
through repetition.
The child must be suitably provided with learning
experience which gives him a sense of satisfaction.
The learner should try to see the similarity and
dissimilarity.
Learner should be encouraged to perform his task
independently.
36. Classical conditioning
A theory of classical conditioning or respondent
learning. The theory of classical conditioning
was propagated by Ivan Pavlov (1849-1936)
He experienced on dog and found that food
placed in the mouth of hungry dog automatically
causes salivation.
In case salivation is an unlearned response,
and the food is an unconditioned stimulus. Later
on bell was rung each time before that food was
presented.
Pavlov found that dog started to salivate at the
sound of the bell, and this was termed as
conditioned response.
37. Also called RESONSE CONDITIONING
Prior to conditioning, the ringing of a bell. –
does not bring about salivation.
During the conditioning, the bell is rung just
before the presentation of the food.
Eventually (after conditioning)- the ringing of
the bell alone brings about salivation.
38. Before conditioning
Neutral stimulus(sound of bell) –response
unrelated food
Unconditional stimulus (food) – unconditioned
response (salivation)
During conditioning
Neutral stimulus (sound of bell )
unconditioned
Unconditioned stimulus (meat)
response(salivation )
After conditioning
Conditioned stimulus (sound of bell) –
conditioned response ( salivation )
39. Neutral stimulus : a stimulus that before
conditioning does not naturally bring about
the response of interest.
Unconditioned stimulus : a response that
is natural and needs no training (salivation at
the smell)
Conditioned stimulus : that has been
paired with an unconditioned stimulus to
bring about a response earlier caused only
by the unconditioned stimulus.
Conditioned response: a response that
after conditioning follow a previously neutral
stimulus (salivation at the ringing of a bell)
40. Educational implication
Fear, love, hatred towards a particular subject
is created through conditioning. a teacher with
his harsh treatment of his student , may create
strong dislike among them towards the subject.
The theory emphasis that the student should be
exposed to positive stimuli in order to develop
desirable habits, interest & attitudes in them.
It can be remove unhealthy attitude from the
minds.
41. Theory of operant conditioning
– B.F. skinner(1904-1990)
Operant conditioning is also called
instrumental conditioning.
According to skinner, operant behavior is
determined by the events or consequences
that fallow the responses.
If the consequences are favorable, the
individual will repeat the same behavior.
Alternatively, if the consequences are
unfavorable, they reduce the chances of the
same behavior from getting repeated.
42. Reinforcement : the process by which a stimulus
increases the probability that a preceding behavior
will be repeated.
Reinforcer : any stimuli that increase the probability
that a preceding behavior will occur again.
Positive reinforcer : A stimulus added to the
environment brings about an increase in the future.
Negative reinforcer : An unpleasant stimulus
whose removal leads to an increase in the
probability that a preceding response will occur
again in the future.
Punishment : A stimulus that decreases the
probability that a previous behavior will occur again.
43. Schedule of reinforcement
Primary reinforcement
Secondary or conditioned reinforcement
Continuous reinforcement
Fixed interval reinforcement
Fixed ratio reinforcement
Variable ratio reinforcement
44. Educational implication
Individual learn correct response
It apply the behavior application
It avoid punishment for unlearning the
undesirable behavior.
It shows favor chances for failure and more
opportunity for success.
It given rapid feedback concerning the
accuracy of his learning.
The learner is able to learn at his own pace.
45. Theory of insightful learning
Gestalt psychology was founded in Germany
in 1912 by Max Wertheimer.
The word ‘Gestalt’ means form or particular
arrangement of elements.
Gestalt psychologists used term as ‘insight’ to
describe the perception of the whole situation
by the learner, and his intelligence in
responding to the proper relationships.
Past experience which help in the insightful
solution.
46. Intelligence - insightful solution depend upon
the basic intelligence of the learner
Learning situation – insight recurs when the
learning situation is so arranged the
necessary aspects are open for observation.
Initial efforts
Repetition and generalization
47. Educational implication
That trial and error learning must be
minimized.
Subject must be presented in gestalt
It brought motivation.
Learner must be given in plenty opportunity.
48. Cognitive theory of learning
albert bandura (1977):
Observational learning
According to Bandura, observational learning
takes place in four steps.
It take place in four steps:
Paying attention and perceiving the most
critical features of another person’s behavior.
Remember the behavior.
Reproducing the action.
Being motivated to learn and carry out the
behavior.
49. Summery of theory of
learning
Trial and error theory of learning, classical
conditioning and operant conditioning
theories interpret learning in terms of
connection or association b/w stimulus and
response.
Insightful and observational learning
emphasizes the role of purpose , insight
understanding , reasoning, memory and
other cognitive factors.
50. Learning during illness
Physiological factors: patients who are ill,
critically in severe pain, restlessness, deaf or
vision impaired. These obstacles interfere with
readiness to learn because they reduce the
person’s concentration.
Psychological factors: psychological stresses
interfere with concentration. Patients who are
anxious, fearful and angry about their illness.
Environmental factors : learning is facilitated
in a pleasant, free from distraction. Lack of
privacy, noise can disrupt learning process.
51. Nursing implication
Apply in clinical situation and academic
situation
Many of subjective feelings, emotions and
attitude are probably conditioned
responses.
Understand different kind of patients (all
factors)
Define purpose and goal in all learning.
Connect new learning method to old
method. Repeated practice.
52. Technique of effective study
Being self prepared
Wholeness
Planning and organization
Clarity of purpose
Search for essential in an assignment
Note taking
Review and over learn
Paying attention towards charts, tables, and
formulate
Proper physical surroundings
interrelationship