{"content":{"sharePage":{"page":0,"digests":[{"id":"33723276","dateCreated":"1296961353","smartDate":"Feb 5, 2011","userCreated":{"username":"mbenzon","url":"https:\/\/www.wikispaces.com\/user\/view\/mbenzon","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/klam-emeralds.wikispaces.com\/share\/view\/33723276"},"dateDigested":1532763031,"startDate":null,"sharedType":"discussion","title":"Ormrod","description":"According to the Ormrod article about Information Processing, how do people learn? Why do some students have difficulty learning? How can some "learning" be more effective than other types of "learning"?","replyPages":[{"page":0,"digests":[{"id":"33750014","body":"According to current research, neurons receive information, send chemical messages through the use of neurotransmitters through synapses (tiny spaces between neurons). The key to learning new information or concepts is changes in interconnections between neurons. It isn't fully understood today, but it is believed that strengthening synapses, forming new synapses or even eliminating synapses all contribute to the brain's learning process.
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\nSome people have difficulty learning because of several reasons. These reasons include a lack of attention and because of differences in prior knowledge. When people learn, the information can go through 3 stages in the brain: a sensory registry (high storage capacity, temporary storage), a working (short term memory), and finally long term memory (high storage capacity, can store info forever). If a student is not paying any attention, the information will have no chance of making it past the sensory registry into working and\/or long term memory. Also, there are many common learning disabilities such as ADD that can lower a person's attention span and thus cut their supply of knowledge. Our long term memory has basically no limit to memory storage. Knowledge doesn't inhibit new knowledge, rather facilitates it. Previous knowledge plays a large role in acquiring new knowledge. A student can't go from learning algebra to learning calculus, but with knowledge gained from other pre-calculus classes can be applied to learn calculus.
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\nAn example of effective learning over non-effective is student based classes over classical, note taking classes. For the majority of students in a classroom, taking notes over a lecture does nothing for their learning process. However, seeing visual representations of how knowledge is applied is proven to be much more beneficial to a student. Furthermore, a student is more likely to pay attention in an interactive lesson where students are often quizzed than one where he stares at a black board, copying equations and facts for hours on end.","dateCreated":"1297039332","smartDate":"Feb 6, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33760622","body":"Apart from the actual process of the brain that bring about learning, attentiveness and selectiveness are key in learning. Attention is important for learning because it makes it easier for the students to remember and recall later. Attention is however not limitless, it has a capacity and it is for that reason that learners must be selective and focus. So people learn basically through attentiveness and selectiveness.
\nThough learning involves some of the same processes, it is difficult for some. There are many reasons for this difficulty, one reason is due to background understanding. Long-term memory unlike attentiveness is limitless and the more information in the long-term memory, the easier it is to learn because you can place items in previously learned concepts or schemas. However, background understanding can also hinder the ability to learn. If a student has previous incorrect theories, the new information is bound to conflict with the misconceptions and thus block learning, making it more difficult for the student to learn.
\nThe two common types of learning are rote-learning and meaningful learning. Rote-learning might eventually \u201csink in\u201d but the process is slow and students will have trouble recalling the information because it does not link or make correlations with anything. Meaningful learning is more effective because it does the complete opposite of rote-learning, students learn through making correlations which in turn helps students recall the concepts learned.","dateCreated":"1297058043","smartDate":"Feb 6, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33767454","body":"According to the Ormrod article about Information Processing, people learn through a constructive process. They use the information that they receive everyday and combine it with the facts that they already know to form their own knowledge. One striking example is the configurations of black splotches. We see human faces because our brains add the missing parts of those faces to the pictures. In other words, the brain uses its knowledge of what a human face has and then constructively adds the missing parts, so we perceive the pictures as faces. For this reason, it creates a barrier for new learning. One tends to keep one\u2019s existing knowledge about specific topics (sometimes misconceptions) then make connections to new knowledge to form new logic. Every often, confirmation bias plays in and it would be very difficult to break down one\u2019s original misconceptions. Therefore, some learning can be more effective than other types of learning. The most effective would be to challenge one\u2019s original concepts first then using something that one can relate to to feed new information.","dateCreated":"1297087302","smartDate":"Feb 7, 2011","userCreated":{"username":"TuyenN","url":"https:\/\/www.wikispaces.com\/user\/view\/TuyenN","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33768098","body":"Learning is a cognitive process where the learner have a particular way of responding to or thinking about an information or event. encoding is an example of cognitive process. The learner tries to add things that would connect to the information given to learn.
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\nLearning is difficult for some people because, learning is selective and the student sometimes make the wrong choice. Therefore the student lose their attention. Informations are stored in three different components, starting from sensory register, then to working memory finally leading to long term memory. Each component stores information for different amount of time. sensory register stores information for the shortest period about two to three seconds, Whereas long term memory can store information for a day or even for a life time depending on how the information is stored. To get the information to long term memory, the learner must be attentive. therefore attention is a key to successful learning. Learners create knowledge, they construct new information upon their prior knowledge. Having poor background on new information presented also makes learning difficult.
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\nThis Ormord article speaks about two different kinds of learning, rote learning and meaningful learning. Rote learning is where the learner grasps the information without interpreting or without understanding it. Rehearsal is a example of this learning. The student repeats the information until they could remember. This learning is ineffective because this memory only last for a short period of time and is hard to retrieve. Meaningful learning on the other hand is effective learning because the learner makes connections to the prior knowledge by elaborating, organizing, and also by having a visual imagery of the information. This learning also becomes a strong foundation to build on when new information is thrown at the learner.","dateCreated":"1297087825","smartDate":"Feb 7, 2011","userCreated":{"username":"Ebbybaby","url":"https:\/\/www.wikispaces.com\/user\/view\/Ebbybaby","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33769976","body":" People learn a variety of different ways. One major theme throughout the article though talks about how we like to learn by adding new information to schemas that already exist in our mind, or by creating new schemas. These are categories, or essentially, networks of related information that is associated with anything we see. It is part of a human need to categorize everything in the world so that we can understand it better. Microscopically, this means making new networks of connected neurons be strengthening, or making new synapses.
\n Some students might have a difficult time learning if they don't have previous knowledge of a topic. Other students might take no time to learn because they've heard it before and have some experience with the subject. IT all depends on the environment in which they experienced
\n Some types of learning are more effective than other simply because they are more relatable to the persons previous experiences. It might also depend on how attention grabbing it is, on how well it keeps someones interest or if the student can understand the depth at which the teacher is explaining it.","dateCreated":"1297089408","smartDate":"Feb 7, 2011","userCreated":{"username":"admiller2","url":"https:\/\/www.wikispaces.com\/user\/view\/admiller2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33849994","body":"In response to Ebby, it is very true that some people have difficulty with learning because learning is selective. As a student, I understand that it is hard to focus in class sometimes. Though the teacher\/professor's teaching technique has something to do with it most of the time, it is still my choice to pay attention and "learn" or not.","dateCreated":"1297180058","smartDate":"Feb 8, 2011","userCreated":{"username":"TuyenN","url":"https:\/\/www.wikispaces.com\/user\/view\/TuyenN","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33885582","body":"Tuyen,
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\nI really like what you said, but I think it could use a bit of expansion. Yes, our current knowledge combines with new knowledge to form a hybrid knowledge, but how can hybrid knowledge often lead to misconceptions? Personally, I think that lack of practice will cause knowledge to remain in long term memory, when it needs to be refreshed and occasionally brought into working memory.","dateCreated":"1297210192","smartDate":"Feb 8, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33901602","body":"Casey's response to Tuyen
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\nWhen reading this article, I was thinking about the private universe video. The girl had previous incorrect knowledge and when new correct knowlegde was given to her, the hybrid was as polluted as the old knowlegde so it lead to further misconceptions. Another way that the hybrid knowledge could lead to misconceptions is if the new information is presented with lots of ambiguity and then the hybrid might often lead to misconceptions.","dateCreated":"1297222578","smartDate":"Feb 8, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33904634","body":"I agree with Tuyen's post since we build upon our prior knowledge about different topics, once we have a misconception on something, it can hinder further learning. Just like the private universe video. Even if the right things are thought to us we go back to our old thoughts and maybe mix it with what we were just thought.","dateCreated":"1297227725","smartDate":"Feb 8, 2011","userCreated":{"username":"Ebbybaby","url":"https:\/\/www.wikispaces.com\/user\/view\/Ebbybaby","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33915082","body":"I think everyone has good points, and all are saying the same thing. Misconceptions change the way we sort any new information. Teachers need to realize that a lot of people have these misconceptions,(even harvard graduates!), and need to learn how to acknowledge and address them so that the don't continue to change the way these future students learn. If misconceptions can be taken away from the learning environment, people can be high functioning members of society, and really do their part in making decisions to the greatest extent possible.","dateCreated":"1297261354","smartDate":"Feb 9, 2011","userCreated":{"username":"admiller2","url":"https:\/\/www.wikispaces.com\/user\/view\/admiller2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33723260","dateCreated":"1296961336","smartDate":"Feb 5, 2011","userCreated":{"username":"mbenzon","url":"https:\/\/www.wikispaces.com\/user\/view\/mbenzon","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/klam-emeralds.wikispaces.com\/share\/view\/33723260"},"dateDigested":1532763033,"startDate":null,"sharedType":"discussion","title":"Behaviorism Podcast","description":"How does learning occur according to Skinner's Theory of Behavioral Learning? Include terms such as extinction, reinforcement, and punishment. Provide examples of how teachers may apply this theory in their classrooms.","replyPages":[{"page":0,"digests":[{"id":"33750790","body":"Sadly, Skinner's theory does not describe cognitive processes that lead up to learning. His theory is only concerned with external evidence of something learned. Skinner's theory seems useful to a dog trainer more than an educator. His theory can be applied to a classroom environment effectively, but I feel that there are numerous factors such as genetics and home environments that his theory is overlooking.
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\nTo Skinner, learning occurs as a result of a series of reactions to a particular behavior. The 2 common terms are positive and negative reinforcement. PR refers to providing a subject with positive consequences (candy, sticker etc) to reinforce an operant, the action that occurs just before reinforcement. NR refers to providing a subject with negative consequences (spanking, time-out etc) to convey to a subject to not perform the operant. The downside to using P\/N reinforcement is that if a subject is no longer given a reinforcement, it is likely that they will decrease or extinct the operant behavior.
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\nSkinner's theory can be applied in a classroom as well. Positive reinforcement for a 3rd grader and an 11th grader are very different things. However, students who demonstrate good behavior and\/or success in a classroom can be given bonus points, extra recess time, free tardy pass or any other form of PR. NR can be used in a classroom by removing privileges such as recess or free seating for students. One thing that sticks out in my memory is the AR system in schools (particularly elementary). Those students who read enough books and pass tests over their material are awarded AR points. Students with a certain amount of AR points are allowed to miss class and go to parties once every quarter. This system of PR encourages kids to expand their mind through reading, rather than dull it in front of a TV.","dateCreated":"1297040665","smartDate":"Feb 6, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33758174","body":"According to Skinner, the causes of behavior are in the environment and do not result from a person's thoughts or perceptions. In other words, it is the world around us that causes us to behave the way we do. This theory is based on the effects of reinforcement and punishment. To increase the likelihood of an action to repeat, we add or remove a certain event. For example, to get their kids to get good grades, parents give them money if they get straight A's and take their video games away if they don't get A's and B's. To decrease the likelihood of an action to repeat, we add or remove an event. For example, a boy will get a speeding picket if he speeds and his parents will take his car key away. However, if the reinforcement\/punishment is no longer presented then the effect of the the conditioning will wear out (extinction). Skinner's famous experiment with the rat lab, using positive reinforcement to train the rat to do a sequence of actions, is a great demonstration to back up this his theory about behavior learning. Examples of how teachers apply this theory in their classrooms can be seen through the usage ISS room, candies, tardy passes, principal's office, and parent conferences...","dateCreated":"1297052272","smartDate":"Feb 6, 2011","userCreated":{"username":"TuyenN","url":"https:\/\/www.wikispaces.com\/user\/view\/TuyenN","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33761214","body":"Behavior is shaped through consequences, so students learn through the positive and negative consequences of their behavior. So if you give a student a reward for good behavior or in other words, positive reinforcement, the student is more likely to repeat good behavior. On the other hand if you give a punishment in hopes that the child will stop bad behavior, positive punishment, the student is more likely to stop the bad behavior. Other kinds of reinforcements would be to take away a punishment like curfew because of good behavior (Negative Reinforcement) or taking away cell phone privileges because child went over the allowed number of texts (Negative Punishment). There are many ways that teachers can apply skinners theories in a classroom. One way that a teacher might apply the theory is to give a student a token or prize for speaking up in class or doing their homework or even making the highest test score. Not only would this increase probability of favorable behavior but also it would provide motivation to do better on a test, ask questions, or turn in things on time.","dateCreated":"1297060040","smartDate":"Feb 6, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33762194","body":"After reading this article, what I understand that Negative reinforcement is to encourage students to have a good behavior in the class. Negative reinforcement means you take away something from your students such as no classroom activity or no break time in order reinforce the behavior and get them to do it again. On the other hand positive reinforcement occurs when something positive is given to students to encourage their work in the class. For example, teacher can give a student a gift or an academic award such as certificates or medal for those students who shows positive attitude toward studying.","dateCreated":"1297065701","smartDate":"Feb 7, 2011","userCreated":{"username":"RAHIMMOMIN","url":"https:\/\/www.wikispaces.com\/user\/view\/RAHIMMOMIN","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33766318","body":"According to Skinner, learning happens through a series of responses that an individual ( i.e. in skinners experiment a rat) gets because of the operant. The responses that an individual receives because of the behavior\/operant start to shape the way they learn. If they are reinforced because of the behavior, they are more likely to learn that they should keep performing it to get rewarded. Also, when they are punished for the operant, they will learn that this is not favorable to them, and eventually this might cause extinction of the behavior. This could work in the classroom in a number of ways. Rewards could be given for doing well on tests i one example. If you wanted to use punishment, the teacher could take something away, like free time, in order to convince students of better behavior.","dateCreated":"1297085533","smartDate":"Feb 7, 2011","userCreated":{"username":"admiller2","url":"https:\/\/www.wikispaces.com\/user\/view\/admiller2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33819088","body":"Hala, I got the same things from the article, I agree that it is the consequences of our actions that shape what behavior happens next. Our environment has a big impact on how we act, and everyone has suffered a consequence, good or bad, and learned from it.","dateCreated":"1297127350","smartDate":"Feb 7, 2011","userCreated":{"username":"admiller2","url":"https:\/\/www.wikispaces.com\/user\/view\/admiller2","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33832904","body":"In response to Casey,I agree that rewards for AR points are wonderful. This encourage students to read more to build their reading skills and knowledge. However, I'm not a 100% satisfy with this operant conditioning because it changes the reason why students read. Realize that I'm being an idealist here, I think that students should read because they want to read, and not because of the rewards like ice cream or no school.","dateCreated":"1297143240","smartDate":"Feb 7, 2011","userCreated":{"username":"TuyenN","url":"https:\/\/www.wikispaces.com\/user\/view\/TuyenN","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33885068","body":"With regards to Amanda's post,
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\nI believe that Skinner's theory is very limited in its applications. I completely agree with his theory for (lack of a better word) training a child to behave well. I can't say I've ever learned in a classroom just because I want some candy or a sticker.I think that Skinner's theory will not hold water on a collegiate level. In my case, I learn through practice such as studying and doing homework, not because of a response my professor will give when they grade my tests. Going back to what Tuyen said, the goal is to motivate students, not train them.
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\nAfter having said all of that, educators should not necessarily reward success on a test as much as effort. The way I see it, a student can't be trained to receive good grades, rather trained to work to receive good grades.","dateCreated":"1297209840","smartDate":"Feb 8, 2011","userCreated":{"username":"Caseyb.crittenden","url":"https:\/\/www.wikispaces.com\/user\/view\/Caseyb.crittenden","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1296425910\/Caseyb.crittenden-lg.jpg"}},{"id":"33902358","body":"Casey
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\nI completely agree with the fact that skinner's theory is really flawed in that it is better suited to train a dog then motivate a student. To some extent skinner is right about giving rewards will increase behavior but only to a point, there are other factors that come into consideration. For example, even if someone gives me lots of candy I dont think I will write a paper. I just hate writting papers and skinner doesnt take into account that people have certain likes and dislikes.","dateCreated":"1297223598","smartDate":"Feb 8, 2011","userCreated":{"username":"HalaSiddiqui","url":"https:\/\/www.wikispaces.com\/user\/view\/HalaSiddiqui","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33903158","body":"I think training a child with rewards can also be disadvantage because if the student is trained to receive rewards for everything that is done well and if there comes a time when is the student no longer rewarded the student may loose the motivation and stop performing as well. As Casey said collegiate level is not designed to follow Skinner's theory. And real world does not alway reward people for a good work. Therefore it is necessary to train children with the right kind of motivation so that they can be ready to face the world.","dateCreated":"1297224853","smartDate":"Feb 8, 2011","userCreated":{"username":"Ebbybaby","url":"https:\/\/www.wikispaces.com\/user\/view\/Ebbybaby","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"34591734","body":"Casey-
\n"NR refers to providing a subject with negative consequences (spanking, time-out etc) to convey to a subject to not perform the operant."
\nThis actually describes Positive Punishment-positive because you are ADDING something to the situation, and punishment because the behavior decreases.","dateCreated":"1298321856","smartDate":"Feb 21, 2011","userCreated":{"username":"crystalgremillion","url":"https:\/\/www.wikispaces.com\/user\/view\/crystalgremillion","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"34591886","body":"tuyen, Can you give a detailed classroom example?","dateCreated":"1298322113","smartDate":"Feb 21, 2011","userCreated":{"username":"crystalgremillion","url":"https:\/\/www.wikispaces.com\/user\/view\/crystalgremillion","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":2}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}