Showing papers on "Learning sciences published in 1981"

A Critical Theory of Adult Learning and Education

Abstract: Interpreting the ideas of Jurgen Habermas, the nature of three generic domains of adult learning is posited, each with its own interpretive categories, ways of determining which knowledge claims ar...

Problem-Based Learning: An Approach to Medical Education

Abstract: When there are many people who don't need to expect something more than the benefits to take, we will suggest you to have willing to reach all benefits. Be sure and surely do to take this problem based learning an approach to medical education that gives the best reasons to read. When you really need to get the reason why, this problem based learning an approach to medical education book will probably make you feel curious.

Contemporary animal learning theory

Abstract: Foreword Jeffrey Gray Preface 1. Introduction 2. Conditions of learning 3. Associative representations 4. Mechanisms of learning References Index.

Learning to Learn: On Training Students to Learn from Texts

Abstract: Based on an invited address given by the first author at the annual meetings of the American Educational Research Association in Boston, April 1980.

Theories of Learning

Abstract: 1. The Nature of Learning Theory. I. BEHAVIORAL-ASSOCIATIONIST THEORIES. 2. Thorndike's Connectionism. 3. Pavlov's Classical Conditioning. 4. Guthrie's Contiguous Conditioning. 5. Hull's Systematic Behavior Theory. 6. Human Associative Learning. 7. Skinner's Operant Conditioning. 8. Este's Stimulus Sampling Theory. 9. Recent Developments in Behavioral Theories. II. COGNITIVE-ORGANIZATIONAL THEORIES. 10. Gestalt Theory. 11. Tolman's Sign Learning. 12. Information-Processing Theories of Behavior. 13. Recent Developments in Cognitive Theories. III. RELATED FIELDS. 14. Neurophysiology of Learning. 15. Applications to Education. Reference Section. Author Index. Subject Index.

A Conceptual Change Approach to Learning Science

Abstract: Summaries English Learning science is complex‐‐a student has at different times to acquire new information, reorganize existing knowledge and even discard cherished ideas. In addressing this issue, the analogy between individual learning and conceptual change in scientific disciplines has been fruitful in providing aspects of a suitableframework for analysing science learning. In this paper a model of learning as conceptual change is developed. It investigates the conditions under which an individual holding a set of conceptions of natural phenomena, when confronted by new experiences will either keep his or her conceptions substantially unaltered in the process of incorporating these experiences, or have to replace them because of their inadequacy. The model illuminates the importance of addressing an individual's existing conceptions. It also pinpoints the importance of an individual's metaphysical commitments in influencing scientific learning.

Learning approach and outcome: some empirical observations

Abstract: Various kinds of empirical investigations have shown that differences in learning strategies or approaches exist. In the present study it is argued that in many such studies, in spite of the disparities in the theoretical and methodological frameworks employed, the differences between strategies are often described in rather similar terms. What emerges from such research is quite often a distinction between a memorizing, reproductive strategy or approach on the one hand and on the other a strategy which is characterized as implying a focussing on comprehending main ideas and principles and, in general, on a more organizing and reflective attitude towards the learning material. The results of the empirical study reported here indicate: (a) that a similar distinction exists in every-day thinking about learning, and (b) that whether a person, according to his own spontaneous description, uses one or the other of these two approaches appears to have interesting consequences for the outcome. The main consequence of differences in approach may however perhaps not be found in how much people learn in a quantitative sense, but rather in what kind of information is focussed on and learned. It is argued that a more descriptively orientated psychology of learning is urgently needed, i.e. a kind of research which attempts to reveal what learning in real life is like and which furthermore in a more sensitive way tries to reveal the consequences of differences in strategy or approach for the outcome of learning.

Experiential learning and change: Theory design and practice

Abstract: (1981). Experiential learning and change: Theory design and practice. Scandinavian Journal of Behaviour Therapy: Vol. 10, No. 4, pp. 240-240.

Toward independent learning: curricular design for assisting students to learn how to learn.

Abstract: It must be acknowledged that a university course in medicine cannot hope to present its students with everything they need to know in order to practice a lifetime's career in the profession. Even were the course years longer, increasing the content of factual knowledge would not equip the graduate for the practice of medicine. In part this is due to the fact that medical knowledge is continually changing or being reevaluated; in addition, facts alone cannot be correlated with practical application, and the process of how to use the facts is an essential part of the study and practice of medicine. It is essential, therefore, that an undergraduate medical course, among other things, teach the students to take responsibility for and to be able to structure their own learning. If the process of continual active learning is fostered during undergraduate days, it may readily be continued by the graduate alone in the absence of his teachers. The curriculum at the new medical school at Newcastle, New South Wales, Australia, is being developed with this priority in view. This paper describes some of the principles underpinning this philosophy and how such principles are being applied.

Cognitive Development and Learning Linear Measurement

Abstract: It has long been hypothesized that children's level of cognitive development is an important factor in their ability to learn mathematics. In fact, many attempts to apply cognitive psychology to mathematics instruction rest on the premise that mastery of certain mathematical tasks depends on the development of more basic cognitive abilities (e.g., Copeland, 1974; Lesh, 1973; Osborne, 1976). Children who have not yet developed these cognitive abilities presumably are unable to benefit from instruction on certain topics. The hypothesis is intuitively reasonable, but little is known about the effects of specific cognitive abilities on learning particular mathematical concepts. The purpose of the present study was to examine the utility of this hypothesis for mathematics instruction by testing whether, in fact, certain cognitive developmental capacities are required to learn basic mathematical concepts and skills. Logical considerations suggest that two forms of cognitive capacity may be especially important for learning mathematics: logical reasoning ability, as operationalized by Piaget (1952; Piaget, Inhelder, & Szeminska, 1960), and information-processing capacity, as characterized by recent work in cognitive psychology (e.g., Case, 1978a, 1978b). The present study investigated the effects of these cognitive capacities on children's ability to learn concepts of linear measurement. Although theoretically any mathematical content could have been selected to study the effects of these abilities, linear measurement was chosen because of its prevalence in school mathematics programs and its logical dependence on several Piagetian reasoning abilities.

Teaching and learning problem solving in science. Part II: Learning problem solving in a thermodynamics course

Abstract: This paper examines important new aspects and results related to an experimental new course.

Note-Taking: A Significant and Integral Part of Learning Environments.

Abstract: Although note-taking is an important representation of the knowledge transition that takes place in formal learning environments, surprisingly, it has largely been ignored by the educational community as a phenomenon of study This article makes a case for note-taking as an entity for study in the domain of educational technology Research done to date is reviewed, and possible research questions are identified

Effect of Instruction Using Students' Prior Knowledge and Conceptual Change Strategies on Science Learning. Part II: Analysis of Instruction.

Abstract: One of the factors affecting students' learning in science is their existing knowledge prior to instruction. The students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students. This study is concerned primarily with students' alternative conceptions and with instructional strategies to effect the learning of scientific conceptions; i.e., to effect conceptual change from alternative to scientific conceptions. The conceptual change model used here suggests conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions can be integrated with existing conceptions. The instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa, using their previously identified prior knowledge (conceptions and alternative conceptions) and incorporate the principles for conceptual change. The conceptions involved were mass, volume, and density. An experimental group of students was taught these concepts using the special instructional strategy and materials. A control group was taught the same concepts using a traditional strategy and materials. Pre- and posttests were used to assess the conceptual change that occurred in the experimental and control groups. The results showed a significantly larger improvement in the acquisition of scientific conceptions as a result of the instructional strategy and materials which explicitly dealt with student alternative conceptions.

Instruction and Science Learning: A Quantitative Synthesis.

Abstract: The purpose of this study was to quantitatively synthesize quality and quantity of instruction studies with the same or similar independent variables in the published science education grade 6-12 research of the 1963-1978 period. Fifty-two studies formed six clusters and revealed significant positive cognitive outcomes due to the use of preinstructional strategies, training in scientific thinking, increased structure in the verbal content of materials, and increased realism or concreteness in adjunct materials. In general, systematic innovation in instruction was found to produce positive improvements over the norm or traditional practice. Methodologically, improved research design quality was related to larger effect sizes. Recommendations are made regarding application, use of multiple measures, attitudinal research, use of general education findings, and the reporting of research.

Learning Theory Approaches to Persuasion

Abstract: This review synthesizes relevant research dealing with the processes of learning and suggests its applications to compliance gaining. The two major issues addressed are: (1) to what degree can learning theories explain the acquisition of new attitudes and behaviors, and (2) to what degree are attitudinal and behavioral changes governed by learning theory principles? The learning theories discussed are grouped into three categories: stimulus-response or connectionist approaches; cognitive approaches; and stochastic, mathematical, and cybernetic approaches. The stimulus-response models, which encompass most of the research examined in this paper, are further broken down into four types: (1) classical conditioning, (2) contiguity models, (3) instrumental (or operant) conditioning and (4) models including drive and drive reduction. Principles and major research evidence from numerous learning theories are reviewed and analyzed, and suggestions are made as to how this evidence may aid in the construction of more complete theories of persuasion and attitude change.

Learning Disability Research: How Far Have We Progressed?.

Abstract: This article presents an analysis of the 229 research reports which have appeared in two major learning disability journals since 1978. Findings indicate that (1) the vast majority of these studies are quasi-experimental in nature; (2) control of extraneous variables (e.g., intelligence) was not appropriately demonstrated in many studies; (3) comparability between experimental and control groups was not adequately established in numerous reports; (4) fewer than half of the studies utilized subjects classified as learning disabled; (5) in more than two-fifths of the studies involving learning disabled subjects, the criteria for such classification were not provided; (6) studies which did operationally define learning disabilities utilized a wide range of criteria. The ethical limitations of conducting experimental learning disability research are discussed and suggestions for enhancing such research are offered. Finally, the importance of focusing research efforts on homogeneous populations (e.g., the seve...