UTS - Lesson 7 PDF

**LEARNING** ============ - A relatively lasting change in behavior that is the result of experience. - It is the acquisition of information, knowledge, and skills. - When you think of learning, it\'s easy to focus on formal education that takes place during childhood and ea...

**LEARNING** ============ - A relatively lasting change in behavior that is the result of experience. - It is the acquisition of information, knowledge, and skills. - When you think of learning, it\'s easy to focus on formal education that takes place during childhood and early adulthood. - Learning is an ongoing process that takes place throughout life and is not confined to the classroom. - **Learning Is an Active Process.** - Even if you learn something relatively quickly, it is still a multi-step process. - To learn, you must encounter new information, pay attention to it, coordinate it with what you already know, store it in your memory, and apply it. - The term \"**active learning**\" is often used to describe an interactive process, such as doing a hands-on experiment to learn a concept rather than reading about it. But \"**passive learning**\" (reading a text, listening to a lecture, watching a movie) is still learning, and can be effective. - **Learning Leads to Lasting Change.** - Learning means retaining the knowledge that you gained. If you see that new vocabulary word in another context, you will understand its meaning. If the toilet starts running again in the future, you may need to watch the video again to refresh your memory on how to fix it, but you have some knowledge of what to do. - **Learning Occurs as a Result of Experience**. - The learning process begins when you have a new experience, whether that is reading a new word, listening to someone explain a concept, or trying a new method for solving a problem. - **Learning Can Affect Attitudes, Knowledge, or Behavior.** - There\'s far more to learning than \"book learning.\" Yes, you can learn new words, concepts, and facts. But you can also learn how to do things and how to feel about things. - It\'s important to remember that learning can involve both beneficial and negative behaviors. - Learning is a natural and ongoing part of life that takes place continually, both for better and for worse. - Sometimes learning means becoming more knowledgeable and leading a better life. - In other instances, it means learning behaviors that are detrimental to health and well-being. **How Learning Works** - **Learning Through Classical Conditioning.** - Learning through association is one of the most fundamental ways that people learn new things. - Russian physiologist, **Ivan Pavlov** discovered one method of learning during his experiments on the digestive systems of dogs. - He noted that the dogs would naturally salivate at the sight of food, but that eventually the dogs also began to salivate whenever they spotted the experimenter's white lab coat. - Later experiments involved pairing the sight of food with the sound of a bell tone. - After multiple pairings, the dogs eventually began to salivate to the sound of the bell alone. - **Classical conditioning** is a type of learning that takes place through the formation of associations. - An unconditioned stimulus that naturally and automatically triggers a response is paired with a neutral stimulus. - Eventually, an association forms and the previously neutral stimulus becomes known as a conditioned stimulus that then triggers a conditioned response. - **Learning Through Operant Conditioning.** - The consequences of your actions can also play a role in determining how and what you learn. Behaviorist **B.F. Skinner** noted that while classical conditioning could be used to explain some types of learning, it could not account for everything. - Instead, he suggested that reinforcements and punishments were responsible for some types of learning. - When something immediately follows a behavior, it can either increase or decrease the likelihood that the behavior will occur again in the future. - This process is referred to as operant conditioning. - Eventually, the reinforcement leads to an increase in the desired behaviors and a decrease in the unwanted behaviors. - **Learning Through Observation.** - While classical conditioning and operant conditioning can help explain many instances of learning, you can probably immediately think of situations where you have learned something without being conditioned, reinforced, or punished. - Psychologist **Albert Bandura** noted that many types of learning do not involve any conditioning and, in fact, evidence that learning has occurred might not even be immediately apparent. - Observational learning occurs by observing the actions and consequences of other people's behavior. **Hobbies, goals, and people can all be connections that influence learning.** **Memory Types** **Sensory Memory --** stores sound, smell, touch, sight, and taste. It typically takes less than a second to recognize sensory information, like the tick of a wall clock or the taste of a food you love. **Long-term Memory** -- is our brain's system for storing, managing, and retrieving information. **Short-term Memory** -- closely related to "working" memory; the very short time that you keep something in mind before either dismissing it or transferring it to long-term memory. **Long-Term Memory Types** **Long-term memories are much more complex than short-term ones.** - **Explicit Memory** or **Declarative Memory**, is a type of long-term memory requiring conscious thought. It's what most people have in mind when they think of a memory. - **Implicit Memory** or **Procedural Memory** is a major form of long-term memory that does not require conscious thought. It allows you to do things by rote. +-----------------------------------+-----------------------------------+ | **Procedural** | **Declarative** | +===================================+===================================+ | - Implicit | - Explicit | | | | | - Recall unconsciously | - Recall consciously | | | | | - Happens gradually through | - Happens with single exposure | | repetition | | | | - Comes from understanding | | - Happens through repetitive | ideas and concepts. | | actions. | | +-----------------------------------+-----------------------------------+ **Different Learning Styles** **VISUAL** - Visual learners should take notes using pictures, charts, and graphs. - They should also develop and use a consistent system of color-coding to signify important information. - Take notes or make a list while listening to directions. - If needed, sit close to the instructor to watch their facial expressions or gestures. - Auditory Learners should read out loud so they can hear the text and record lectures instead of (or perhaps in addition to) taking notes. - These learners benefit most from using mnemonic devices to recall information. - Discussing ideas with another person is a great method of learning for auditory learners! +-----------------------------------------------------------------------+ | **SETTING GOALS FOR SUCCESS** | | ============================= | +-----------------------------------------------------------------------+ - **Goals** are the aims of an action. - **Goal setting** is the process of achieving these goals. - It motivates a person to develop strategies that enable him or her to perform at the required goal level. - Setting a goal encourages achievement and motivation, focuses one's acquisition of knowledge, helps a person organize time and make the most out of his or her resources, and builds self-confidence such that the person recognizes his or her ability and competence in achieving the goals. - The **SMART goals** were first outlined in 1981 by **George T. Doran** in volume 70, issue 11 of Management Review. In his article, titled \"***There\'s a S.M.A.R.T. Way to Write Management\'s Goals and Objectives***,\" he described how business goals should have a meaningful effect on an organization by being measurable and achievable. - SMART is a best practice framework for setting goals. Setting goals must be: **S -- Specific**. Goals should be simple, clear, and well-defined. It means identifying specifically, what needs to be done to accomplish a goal or even a task. **M -- Measurable**. This means having a way or manner of measuring or tracking one's progress toward accomplishing a goal. **A -- Attainable**. This is described as setting goals that are achievable or that can be accomplished within a certain period. **R -- Relevant**. It is necessary that when setting goals, one must also identify the importance of why the task or goal is being accomplished. **T -- Time-bound.** Goals must be set with a clearly defined timeline or plan as to when a task or goal must be accomplished - **Edwin A. Locke** and his colleagues suggested that more specific and difficult goals lead to an improvement in performance than easier or general goals. He proposed five basic principles of goal-setting: clarity, challenge, commitment, feedback, and task complexity. **Clarity** - when a goal is clear, the person has an understanding of a task and knows what is exactly required thus, avoiding or eliminating confusion. **Challenge** - challenging goals can improve one's performance through motivation and increase self-satisfaction. **Commitment** - it is the degree to which an individual is attached and is determined to achieve a goal. **Feedback** - it allows a person to adjust the expectations and helps to determine one's progress or if a goal is being met. **Task Complexity** - overly complex goals can become overwhelming, thus affecting the productivity and motivation of a person. **Self-Efficacy** -- is a person\'s belief in his or her own abilities in facing challenges and completing tasks. - People with a strong sense of self-efficacy form a strong interest and commitment in the activities in which they participate and view challenges as tasks that can be mastered. - People with a weak sense of self-efficacy avoid challenging tasks. - They view difficult tasks and situations are beyond their capabilities and focus on failures and negative outcomes. **Mindset** refers to whether a person believes that qualities such as intelligence and talent are either fixed or changeable traits. - **Carol S. Dweck** proposed the mindset theory to understand the effects of the beliefs that a person has on the nature of intelligence. - A fixed mindset is the person\'s belief that intelligence or talent are qualities that are inborn, fixed, and unchangeable. - A growth mindset is the person\'s belief that intelligence or talents are qualities that can be developed through effort, commitment, and hard work.