Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Chapter 4: Human Learning

No description
by

Joy Watson

on 17 July 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Chapter 4: Human Learning

How do we learn?
Carl Rogers
Robert Gagne
Systematic Forgetting
Chapter 4: Human Learning
Proactive Inhibition
Retroactive Inhibition
Failure to retain material because of interfering effects of similar material learned AFTER the learning task.
Cognitive Pruning
Elimination of unnecessary clutter and a clearing of the way for more material to enter the cognitive field.
Subtractive Bilingualism
Native Language Forgetting

Happens where learners rely more and more on a second language
Research on Language Attrition
Probable causes of loss of second language: some aspects of language are more vulnerable to forgetting.
Analyzed human behavior in general, including the learning processes
Implications for education:
Goal of facilitation of change and learning in education
Learning how to learn is most important
Trust in students - in moderation
Freedom v. Competitiveness
Types of Learning
Signal Learning - Pavlov's Dog
Stimulus - Response
Chaining
Verbal Association
Multiple Discrimination
Concept Learning
Principle Learning
Problem Solving
Terms Describing Interaction of Previous Learning with Present Event
Transfer
Interference
Over-generalization
Language Aptitude
Ability?
Innate or Nurtured?
Distinct Ability?
Cognitive Ability?
Does age matter?
Can it be reliably measured?
Predictive of Success?
Characteristics of Successful Language Learners
Risk - Taking Behavior
Memory Efficiency
Intelligent Guessing
Ambiguity Tolerance
Measuring Aptitude
Mid 20th Century
Mid-Twentieth Century
MLAT (Modern Language Aptitude Test
PLAB (Pimsleur Language Aptitude Test
SLAB (Defense Language Aptitude Battery
1990's
Decline of these forms of assessment due to limitations
2000's
Resurgence of interest in language aptitude tests
Expanded Process
Howard Gardner
Theory of Multiple Intelligences
Robert Sternberg
Daniel Goleman
Emotional Intelligence
Audio-Lingual or Army Method
Draws from Behaviorist Principles
Characteristics
Dialogue Form
Mimicry, Drill, Memorization
Little Grammar Infection
Little use of L1
Wilga Rivers
Community Language Learning
Teacher Facilitated
Puts Carl Rogers' Theory into Action
Behaviorist - Pavlov
Believes in a more positive approach
No punishments
Programmed instruction
Behaviorism - Watson
Believes that conditioning occurs through interaction with the environment
Cognitive - Ausubel
Rote vs. Meaningful Learning
Constructivist - Rogers
Learn how to learn
engages
motivator
different strategies
community of learners
Learning process was associated between stimuli and reflex
Ex. : Conditioned Response
Operant Behavior - Skinner
Contextual Ability
Componential Ability
Experiential Ability
Seat of intellectual functioning
Management of emotions: drives and controls mental or cognitive functioning
Failure to retain material because of interfering effects of similar material learned BEFORE the learning task.
Discussion
In your group, brainstorm typical language classroom activities or techniques that foster your type of intelligence.
Full transcript