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Lesson 19-21 Theories of Learning

AS OCR Acquiring and Movement Skills
by

Joe Crane

on 30 September 2014

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Transcript of Lesson 19-21 Theories of Learning

Theories of Learning
Associationist or Connectionist Theories
All about linking stimulus to response (connecting)

This is strengthening of the S-R bond
Operant conditioning
This is strengthening of the S-R bond through;
trial and error
having easy targets
having success early during learning
reinforcing correct actions
(no reinforcement = no repetition)
Thorndike’s laws
This is strengthening of the S-R bond through application of 3 laws. They are…
Cognitive theories
These believe that learning occurs best when a thought process is applied and an insight can be gained into the whole skill
Social Learning theories
Watching and copying model performers allows skills to be learned
Bandura is major theory
significant others
uses demonstrations that must catch the attention of the learner
Repetition allows for retention of the skill
performer must be able to copy the skill (motor reproduction) and must be motivated to do it
reproduction is called matching performance
punishment – giving undesirable consequences for unwanted actions
negative – ignoring correct response following criticism
positive – endorsing an action that is correct
The bond is strengthened through reinforcement
R = Response
S = Stimulus
learner perception is important
past experiences and transfer can be used
problem solving can be used
skills should be presented and taught in their entirety and not broken down
cognitive = thinking
Gestalt Theory

law of Readiness
– learners must be mentally ready to learn and cope with demands of the task

law of Effect
– satisfier's (praise) should be used to strengthen correct things and annoyer’s (criticism) used to weaken wrong things

law of Exercise
– practice must occur to strengthen S-R bond
Receiving and processing information (perception)
Attention
to the model being demonstrated
Retention
retain a visual model in the short term memory
Motor Reproduction
Learner must have the physical ability replicate the skill.
Motivation
the performer must have the drive or motivation to match the performance of the skill being demonstrated.
Other factors
Can the learner see the relevant and key points
The status of the role model
The accuracy of the demo
Relevancy to the learner, especially the skill level
Full transcript