principles of adult learning

learning could be adequately explained without referring to any an observable internal states

learning is the result of associations forming between stimuli and responses

such associations or habits become threatened or weakened by the nature and frequency of the sr pairings

the paradigm for sr theory was _________ in which certain responses come to dominate others due to rewards

thorndike's theory consists of three primary laws

responses to a situation which are followed by a rewarding state of affairs will be strengthened and become habitual responses to that situation

a series of responses can be changed together to satisfy some goal

connections become strengthened with practice and weakened when practice is discontinued

emphasizes the importance of observing and modeling the behaviors attitudes and emotional reactions of others

from observing others one forms an idea of how new behaviors are performed and on later occasions this coded information serves as a guide for action

it is also the theoretical foundation for the technique of behavior modeling which is widely used in training programs

slp explains human behavior in terms of continuous reciprocal interaction between_____ influences

the components processes underlying observational learning are

_______ considered the father of adult education emphasizes the adults are self directed and expect to take responsibility for decisions

this theory was specifically developed for adult learning meaning adults teaching other adults therefore provides a different role for the trainers

means that instruction for adults needs to focus more on the process and last on the content being taught

there are a number of distinct forms of intelligence that each individual possesses in varying degrees

the different intelligence says represent not only different content domains but also learning modalities

rogers distinguish two types of learning

refers to academic knowledge

refers to applied knowledge

it prescribes teaching the simplest solution path for a problem and then teaching more complex paths until the entire rule has been mastered

what is learned a rules which consist of a domain range and procedure

it offers both a way to understand individual learning styles and also an explanation of a cycle of experiential learning that applies to all learners

a systematic approach to learning in which the members of small teams learn from one another through structured interactions and non-directive intervention

challenge and stimulation are created through social situation under which real as well as felt needs for learning can be satisfied

provides educational materials create designs interaction for team action that's stimulate learning

learning makes meaning of a person's life in other words learning about one life

it is described as learning that changes the way individuals think about themselves and their world and that involves a shift of consciousness

it is essential that participants engaging in reflective discourse have complete and accurate information about the topic for discussion be free from bias and meet in the environment of acceptance and empathy and trust

during the 1950s a team of educational psychologist were led by benjamin bloom in the analysis of learning behaviors

the results of the teams research produced what is known today in the field of education

this hierarchy of learning behaviors was categorized into three interrelated and overlapping learning domains

exhibited by a person's intellectual abilities observable and observable skills such as comprehending information organizing ideas and evaluation information and actions

refers to the use of basic motor skills coordination and physical movement

it addresses a learner's emotions towards learning experiences a learner's attitudes interest attention awareness and values are demonstrated by affective behaviors

qualities of experiential learning

feeling and watching

thinking and watching

feeling and doing

thinking and doing

concrete experience ce

reflective observation ro

abstract conceptualization ac

active experimentation ae