The Principles & Components Of Learning, Memory &
CS
Published · 47 slides · 0 views
1 / 1
Description
The Principles Components Of Learning, Memory Emotion Lecture-By Miss Swaleha Asif, Clinical Psychologist Dept. of Psychiatry What is learning Learning is a change in behavior, for better or worse. learning is an ongoing process that
Related Topics
Share
Embed code
Download this presentation From Below
"The Principles & Components Of Learning, Memory &" is the property of its rightful owner. Permission is granted to download and print the materials on this website for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Presentation Transcript
01
The Principles & Components Of Learning, Memory & Emotion Lecture-By
Miss Swaleha Asif, Clinical Psychologist
Dept. of Psychiatry<br>
Miss Swaleha Asif, Clinical Psychologist
Dept. of Psychiatry<br>
02
What is learning Learning is a change in behavior, for better or worse. learning is an ongoing process that takes place throughout life.
Definition
Learning can be defined an any permanent change in behavior that occurs as a behavior of practice or experience.<br>
Definition
Learning can be defined an any permanent change in behavior that occurs as a behavior of practice or experience.<br>
03
Three important elements. The relatively permanent Learning is a change in behaviour, for better or worse.
It is a change that takes place through practice or experience. learning are not change due to growth or maturation.
We usually think of learned changes in behavior as lasting for days, months, or years unlike the temporary behavioral effects of factors such as alertness or fatigue.<br>
It is a change that takes place through practice or experience. learning are not change due to growth or maturation.
We usually think of learned changes in behavior as lasting for days, months, or years unlike the temporary behavioral effects of factors such as alertness or fatigue.<br>
04
Principles of Learning Learning principles are guidelines for the ways in which people learn most effectively. The more these principles are reflected in training, the more effective training is likely to be.<br>
05
5 principles of learning Participation.
Repetition.
Relevance.
Transference.
Feedback.<br>
Repetition.
Relevance.
Transference.
Feedback.<br>
06
1. Participation Learning permit and encourage active participation to the learner.
Participation improves motivation and more senses that reinforce the learning process. As a result of participation people learn more quickly and retain that learning longer.
For example, Most people never forget how to ride a bicycle because they actively participated in the learning process.<br>
Participation improves motivation and more senses that reinforce the learning process. As a result of participation people learn more quickly and retain that learning longer.
For example, Most people never forget how to ride a bicycle because they actively participated in the learning process.<br>
07
2. Repetition An important principle of the learning is to provide the learner with the opportunity for practice and repetition.
To gain the full benefit of training learned behaviors must be overlearned to ensure smooth performance and minimum of forgetting at a later date.
Proficiency in learning and retaining new skills is improved when individuals visualize themselves performing the new behavior.<br>
To gain the full benefit of training learned behaviors must be overlearned to ensure smooth performance and minimum of forgetting at a later date.
Proficiency in learning and retaining new skills is improved when individuals visualize themselves performing the new behavior.<br>
08
3. Relevance Learning is helped when the material to be learned is meaningful.
The learning should be problem-centered rather than content centered.
People are motivated to learn when training is immediately relevant to help them solve a current problem.<br>
The learning should be problem-centered rather than content centered.
People are motivated to learn when training is immediately relevant to help them solve a current problem.<br>
09
4. Transference The training occurs in a special environment.
Transfer of training occurs when trainees apply the knowledge and skills learned in training course to their jobs.
The learning in one setting does not transfer to the actual job situation the training has failed.<br>
Transfer of training occurs when trainees apply the knowledge and skills learned in training course to their jobs.
The learning in one setting does not transfer to the actual job situation the training has failed.<br>
10
Transfers training situations are possible
(1) Positive transfer of training, when the training activities enhance performance in the new situation. (2) Negative transfer of training, when the training activities inhibit performance in a new situation.<br>
(1) Positive transfer of training, when the training activities enhance performance in the new situation. (2) Negative transfer of training, when the training activities inhibit performance in a new situation.<br>
11
5. Feedback Feedback gives learners information on their progress.
Performance feedback is a necessary prerequisite for learning.
Feedback improves performance not only by helping learners correct their mistakes but also by providing reinforcement for learning.
Knowledge of results is a positive reinforcement itself. Learning activities have more intrinsic interest if the feedback is available.<br>
Performance feedback is a necessary prerequisite for learning.
Feedback improves performance not only by helping learners correct their mistakes but also by providing reinforcement for learning.
Knowledge of results is a positive reinforcement itself. Learning activities have more intrinsic interest if the feedback is available.<br>
12
Advantages Of Learning Learning develops mental and intellectual capacity.
It provides knowledge and imparts skills.
It changes attitude and thus behavior.
It improves the performance of individuals both quantitatively and qualitatively.<br>
It provides knowledge and imparts skills.
It changes attitude and thus behavior.
It improves the performance of individuals both quantitatively and qualitatively.<br>
13
It fosters adaptability to change and updates knowledge and experience.
It ensures physical safety of the learner.
It exerts a motivating influence and brings about satisfaction.
It promotes humans resource development.<br>
It ensures physical safety of the learner.
It exerts a motivating influence and brings about satisfaction.
It promotes humans resource development.<br>
14
What is Memory Memory is our ability to recall information
Memory refers to the psychological processes of acquiring, storing, retaining and later retrieving information.<br>
Memory refers to the psychological processes of acquiring, storing, retaining and later retrieving information.<br>
15
Three Stages of the learning /Memory process There are three major processes involved in memory: encoding, storage, and retrieval.
Encoding: Encoding is the process of receiving sensory input and transforming it into a form or code which can be stored.
Storage: Storage is the process of putting coded information into memory. Storage refers to maintaining information over time.<br>
Encoding: Encoding is the process of receiving sensory input and transforming it into a form or code which can be stored.
Storage: Storage is the process of putting coded information into memory. Storage refers to maintaining information over time.<br>
16
Retrieval: Retrieval is the ability to access information when you need it. Retrieval process allows us to bring stored memories into conscious awareness.<br>
17
Problems Of Memory Memory problems are often relatively minor annoyances, like forgetting birthdays.
They can also be a sign of serious conditions such as Alzheimer's disease and other kinds of dementia. These conditions affect quality of life and ability to function.<br>
They can also be a sign of serious conditions such as Alzheimer's disease and other kinds of dementia. These conditions affect quality of life and ability to function.<br>
18
Types Of Memory 1968 by Richard Atkinson and Richard Shiffrin, Three separate types of memory: sensory memory, short-term memory, and long-term memory.<br>
19
Sensory Memory Sensory memory is very brief memory. These memories last for three seconds or less.
Sensory memory is the earliest stage of memory
Generally half second for visual information and three or four seconds for auditory information.
The purpose of sensory memory is to retain information long enough for it to be recognized.<br>
Sensory memory is the earliest stage of memory
Generally half second for visual information and three or four seconds for auditory information.
The purpose of sensory memory is to retain information long enough for it to be recognized.<br>
20
For example, Seeing a dog, feeling gum under a chair, or smelling chicken noodle soup. Our eyes, nose, and nerves send that information to the brain.<br>
21
Short Term Memory Short-term memory is slightly longer. and last about 20 to 30 seconds.
Short-term memory is also known as active memory. This is the information we are currently aware of or thinking about.
In Freudian psychology, This memory referred to as the conscious mind.<br>
Short-term memory is also known as active memory. This is the information we are currently aware of or thinking about.
In Freudian psychology, This memory referred to as the conscious mind.<br>
22
Long Term Memory Long-term memory can last a lifetime.
Long-term memory refers to the continuing storage of information.
In Freudian psychology, long-term memory called the preconscious and unconscious.
This information is largely outside of our awareness. can be called into working memory to be used when needed.<br>
Long-term memory refers to the continuing storage of information.
In Freudian psychology, long-term memory called the preconscious and unconscious.
This information is largely outside of our awareness. can be called into working memory to be used when needed.<br>
23
Why We Forgetting There are four basic explanations for forgetting memory.
Failure to store a memory
Interference
Motivated forgetting
Retrieval failure<br>
Failure to store a memory
Interference
Motivated forgetting
Retrieval failure<br>
24
How To Improve Memory Written: The act of writing (with a pen and paper) helps implant the memory into your brain and can also serve as a reminder or reference later on.
Repeat: Repetition helps the memory become encoded beyond your short-term memory.<br>
Repeat: Repetition helps the memory become encoded beyond your short-term memory.<br>
25
Get enough rest: Research has also found that sleep plays a critical role in learning and the formation of new memories.
Test yourself: studying and rehearsing information is the best way to ensure that you will remember it.
Researchers have found that being tested on information is actually one of the best ways to improve recall.<br>
Test yourself: studying and rehearsing information is the best way to ensure that you will remember it.
Researchers have found that being tested on information is actually one of the best ways to improve recall.<br>
26
A mental picture: Systematically trying to make a mental note of things you often forget (such as where you left your car keys) can help you remember things better.
Use memorization techniques: Rehearsing information, employing mnemonics, and other memorization strategies can help combat minor memory problems.<br>
Use memorization techniques: Rehearsing information, employing mnemonics, and other memorization strategies can help combat minor memory problems.<br>
27
How To Protect Your Memory Avoid stress, Research has found that stress can have detrimental effects on areas of the brain associated with memory, including the hippocampus.
Avoid drugs, alcohol and other neurotoxins: Drug use and excessive alcohol consumption have been linked to the deterioration of synapses.<br>
Avoid drugs, alcohol and other neurotoxins: Drug use and excessive alcohol consumption have been linked to the deterioration of synapses.<br>
28
Get enough exercise: Regular physical activity helps improve oxygenation of the brain, which is vital for synaptic formation and growth.
Maintain a sense of self-efficacy: Having a strong sense of self efficacy has been associated with maintaining good memory abilities during old age.
Self-efficacy refers to the sense of control that people have over their own lives and destiny.<br>
Maintain a sense of self-efficacy: Having a strong sense of self efficacy has been associated with maintaining good memory abilities during old age.
Self-efficacy refers to the sense of control that people have over their own lives and destiny.<br>
29
What is Emotion Emotions are reactions that human beings experience in response to events or situations.
Emotion a complex experience of consciousness, bodily sensation, and behaviour that reflects the personal significance of a thing an event.<br>
Emotion a complex experience of consciousness, bodily sensation, and behaviour that reflects the personal significance of a thing an event.<br>
30
Components Of Emotion In order to better understand what emotions three key elements, known as the subjective experience, the physiological response, and the behavioral response.<br>
31
1- Subjective Experience The type of emotion a person experiences is determined by the circumstance that triggers the emotion.
For Example, a person experiences joy when they receive good news. & A person experiences fear when they are threatened<br>
For Example, a person experiences joy when they receive good news. & A person experiences fear when they are threatened<br>
32
2- Physiology Response Many of the physiological responses you experience during an emotion, such as sweaty palms or a racing heartbeat, are regulated by the sympathetic nervous system a branch of the autonomic nervous system.<br>
33
3- Behavioural Response Research suggests that many expressions are universal, such as a smile to indicate happiness or a frown to indicate sadness.
Accurately understand to the ability these expressions is tied to what psychologists call emotional intelligence, and these expressions play a major part in our overall body language.<br>
Accurately understand to the ability these expressions is tied to what psychologists call emotional intelligence, and these expressions play a major part in our overall body language.<br>
34
Theories Of Emotion Charles Darwin proposed the evolutionary theory of emotion, which suggests that emotions are adaptive to our environment and improve our chances of survival
James Lange Theory maintains that our physical responses are responsible for emotion.
The facial-feedback theory elaborates on the James-Lange theory. It suggests that physical activity influences emotion.<br>
James Lange Theory maintains that our physical responses are responsible for emotion.
The facial-feedback theory elaborates on the James-Lange theory. It suggests that physical activity influences emotion.<br>
35
The Cannon-Bard theory refutes the James-Lange theory, asserting that people experience emotional and physical responses at the same time.
The Schachter-Singer theory is a cognitive theory of emotion that suggests our thoughts are actually responsible for emotions.<br>
The Schachter-Singer theory is a cognitive theory of emotion that suggests our thoughts are actually responsible for emotions.<br>
36
Types Of Emotion In 1972, psychologist Paul Ekman suggested that there are six basic emotions that are universal throughout human cultures: fear, disgust, anger, surprise, happiness, and sadness<br>
37
1. Happiness
Happiness is often expressed by smiling or speaking in an upbeat tone of voice.
2. Sadness
When Experience sadness then is express to the sadness by crying, being quiet and withdrawing from others.
Types of sadness include grief, hopelessness, and disappointment.<br>
Happiness is often expressed by smiling or speaking in an upbeat tone of voice.
2. Sadness
When Experience sadness then is express to the sadness by crying, being quiet and withdrawing from others.
Types of sadness include grief, hopelessness, and disappointment.<br>
38
3. Fear
Fear can increase heart rate, cause racing thoughts, or trigger the fight-or-flight response. It can be a reaction to actual or perceived threats.
4. Disgust
Disgust can be triggered by a physical experience, such as seeing or smelling rotting food, blood, or poor hygiene.<br>
Fear can increase heart rate, cause racing thoughts, or trigger the fight-or-flight response. It can be a reaction to actual or perceived threats.
4. Disgust
Disgust can be triggered by a physical experience, such as seeing or smelling rotting food, blood, or poor hygiene.<br>
39
Moral disgust may occur when someone sees another person doing something they find immoral or distasteful.
5. Anger:
Anger to the expressed with facial expressions like frowning, yelling or violent behavior.<br>
5. Anger:
Anger to the expressed with facial expressions like frowning, yelling or violent behavior.<br>
40
6- Surprise
Surprise can be pleasant or unpleasant. You open your mouth or gasp when you're surprised. Surprise, like fear, can trigger the fight-or-flight response.<br>
Surprise can be pleasant or unpleasant. You open your mouth or gasp when you're surprised. Surprise, like fear, can trigger the fight-or-flight response.<br>
41
Emotions, Feelings, and Moods Emotion- Emotions are reactions to stimuli.
Feelings- Feelings are what we experience as a result of emotions. Feelings are influenced by our perception of the situation, which is why the same emotion can trigger different feelings among people experiencing it.<br>
Feelings- Feelings are what we experience as a result of emotions. Feelings are influenced by our perception of the situation, which is why the same emotion can trigger different feelings among people experiencing it.<br>
42
Mood- Mood can be described as a temporary emotional state. Sometimes moods are caused by clear reasons you feel everything is going your way this week so you're in a happy mood.
It can be difficult to identify the specific cause of a mood.
For example, you might find yourself feeling gloomy for several days without any clear, identifiable reason<br>
It can be difficult to identify the specific cause of a mood.
For example, you might find yourself feeling gloomy for several days without any clear, identifiable reason<br>
43
Thank You<br>
44
Memory page Memory terms of associations, or connections, between stimuli and response. ((S-R connections as they are called ).
Cognition refers to the processes through which information coming from the sense is transformed, reduced, elaborated, recovered and used.
The term information refers simply to sensory input from the environment that informs us about somethings happening there.
Cognitive process are thus the mental processes involved in knowing about the world. such as they are important in perception, attention, thinking, problem solving and memory.<br>
Cognition refers to the processes through which information coming from the sense is transformed, reduced, elaborated, recovered and used.
The term information refers simply to sensory input from the environment that informs us about somethings happening there.
Cognitive process are thus the mental processes involved in knowing about the world. such as they are important in perception, attention, thinking, problem solving and memory.<br>
45
Physiological Emotion When we are excited, terrified, or enraged, we perceive some of the things happening in our bodies, but we are certainly not aware of all that is happening.
Direct observation using recording instruments has given scientists a great deal of information about the bodily events in emotion.<br>
Direct observation using recording instruments has given scientists a great deal of information about the bodily events in emotion.<br>
46
Bodily Response In Emotion The innate facial expressions characteristic of happiness, disgust, surprise, anger fear and sadness. The expressions were held for 10 seconds while measurements were made of heart rate, skin temperature of the hands (a measure of blood flow in the periphery of the body . skin resistance, and forearm muscle tension. Heart-rate and skin-temperature response patterns were found to be different for several of the emotional facial expressions.
For example. heart rate decreased during the facial expressions of happiness. disgust, and surprise but increased during angry. fearful, or sad expressions. Skin temperature differentiated between anger. on the one hand, and fear and sadness on the other.<br>
For example. heart rate decreased during the facial expressions of happiness. disgust, and surprise but increased during angry. fearful, or sad expressions. Skin temperature differentiated between anger. on the one hand, and fear and sadness on the other.<br>
47
Brain and Emotion The brain is involved in the perception and evaluation of situation that give rise to emotion. If a situation results in an emotional state, the brain controls the somatic and autonomic patterns of activity characteristic of the emotion. The brain controls the physiological expression of the emotion.
The brain is also involved in directing the behavior driven by the emotional state and is necessary for the emotional feelings we have.
A number of structures in the core of the brain are directly involved in regulating and coordinating the activity patterns characteristic of the stronger emotions, especially fear, anger, and pleasure.<br>
The brain is also involved in directing the behavior driven by the emotional state and is necessary for the emotional feelings we have.
A number of structures in the core of the brain are directly involved in regulating and coordinating the activity patterns characteristic of the stronger emotions, especially fear, anger, and pleasure.<br>