Psychology Of Learning

Les notions d’échec scolaire et de démocratisation du système éducatif et de l’accès au(x) savoir(x) sont à la fois étroitement liées et éminemment problématiques. Polysémiques, elles désignent des réalités contradictoirs, que l’analyse se doit évidemment de distinguer mais perd beaucoup à opposer. Mieux comprendre, pour mieux agir, requiert dès lors de travailler à dépasser le risque d’un partage du travail entre une sociologie des inégalités scolaires insuffisamment soucieuse des modalités effectives des activités de transmission et d’appropriation des savoirs et techniques intellectuelles, et une recherche en pédagogie et en psychologie des apprentissages insuffisamment soucieuse des différents contextes sociaux, institutionnels et didactiques dans lesquels ces activités sont toujours situées. Ce qui nous demande de savoir établir des rapports renouvelés entre sociologie, psychologie et didactique.

Creative Inquiry frames learning and education as a larger manifestation
of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning.
Montuori, A. (2011). Creative inquiry. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning. Heidelberg: Springer.

Se analizan las tendencias en la investigacion basica sobre psicologia del aprendizaje y su impacto, con base en los trabajos publicados en las principales revistas de psicologia en espanol: Revista Latinoamericana de Psicologia (RLP), Psicothema (PT), Revista Mexicana de Psicologia (RMP), y Revista Interamericana de Psicologia (RIP). Las tres primeras estan ?indexadas? por el Institute for Scientific Information (ISS), y la cuarta lo estuvo hasta hace pocos anos. Los porcentajes de articulos publicados sobre investigacion basica en aprendizaje son los siguientes: RLP (40%), PT (38.3%), RIP (15%), y RMP (6.7%). Los paises con mayor numero de investigaciones publicadas son Espana, Mexico, Argentina y Colombia. La decada mas productiva fue la mas reciente, 1990-1999. Las especies mas estudiadas han sido ratas, humanos y palomas. Los tipos de aprendizaje fueron discriminacion de estimulos, condicionamiento instrumental aversivo, condicionamiento clasico, y condicionamiento instrumental...

This research project sought to assist business three (3) students of Faith Senior High School to enhance their performance in budgeting and budgetary control using cognitive apprenticeship model of instruction. Many have argued that, our educational curriculum should be modelled to equip students with the requisite employable and entrepreneurial skills. Some scholars argue that the best form of education that give hands on practical training is the apprenticeship model of education and think it can be incorporated into our educational system. This can be done by replicating/bringing the process in the traditional apprenticeship that is the modeling, scaffolding, coaching, articulation and exploration into the classroom. The research was conducted in a way that saw the replication of all the elements of the apprenticeship model in the classroom for the impact to be evaluated. All the students in the class took part in the study. The researcher used exercises, observations, interview and administered questionnaire to gather data and used tables and figures/charts to analyze the data. The post-intervention results showed that the performance of the students improved consistently over the study period. The results mean that students' performance can be enhanced if the cognitive apprenticeship model of instruction is used.

Children are no exception. For children, these essential needs include warm, caring, and responsive adults; a sense of importance and significance; a way to relate to the world around them; opportunities to move and play; and people to help structure and support their learning.

The present paper provides a critical review of the study which refers to the behavioral approach to children with autism. The study was carried out by Lovaas in 1987: Behavioral Treatment and Normal Educational and Intellectual Functioning in Young Autistic Children.
Today, almost three decades later, despite the criticism it had received, Lovaas treatment remains a widely accepted and recognized behavioral treatment in young autistic children and the only type of therapy for autistic children that was approved by the United States Surgeon General's office.

Although a great paucity exists in scholarly studies on education in Somalia, the scarcity is more evident in the English studies area, particularly English as a Second Language (ESL) or English as a Foreign Language (EFL) (used interchangeably in this study), where almost none had existed until Mohamed Eno's MA TESOL Dissertation in 2005 and his recent article in the Journal of Somali Studies in 2017. Influenced by both the paucity and the latter study in 2017 1 , which recommended further examination of ESL/EFL area studies, this research investigates EFL students' perceptions of what they consider as more motivating or most motivating skill among the four second language acquisition (SLA) skills of reading, listening, speaking and writing. 2 Consequently, the results reveal that learners do not perceive more listening as a very motivating factor compared to more speaking, identified as the most motivating skill and ahead of more writing in the overall ratings. With very low results on the whole, more reading, on the other hand, is much below both speaking and writing in significance, though ahead of listening as a potential motivator. Interestingly, the findings also reveal persistent learner misunderstanding of the interlinkedness of the four skills, with a misperception that acquisition of one skill is independent of the others, as captured from an analysis of the vagaries in their responses.

From Introduction to the Special Issue: The overarching purpose of this unprecedented special issue is to put to rest, once and for all, the egregious myths and errors associated with the many varied misrepresentations of Edgar Dale's Cone of Experience that contaminate certain sections of the literature within the field of educational technology.  Often described as a "cone of learning" or a "learning pyramid," these are spurious combinations and permutations of Dale's bona-fide Cone, with the addition of unsupported percentage figures purporting to show rates of learning or retention.  Over the decades, these fake models have unfortunately entrenched themselves in the consciousness of many trainers, educators, and even a fair number of unwary graduate students within our field, to the point of becoming a serious problem that we as a field need to definitively solve, in order to safeguard our collective credibility and to contribute towards fending off increasing attacks by public figures mischaracterizing educational research as pseudoscience.
See also the companion web site: coneofexperience.com

From cognitive model approach perspective, a person with mayor depressive disorder has commonly five depression symptoms i.e. affective, cognitive, motivational, physical and behavioral symptoms.
Cognitive model expresses high possible dependency on a person with depression syndrome as one real form of behavioral symptom. High possibility on one person with depressive disorder tends to give him/her high possibility for interpersonal dependency, one dependency one experienced by a person making another person the dependent object.

Used research method is qualitative with interview approach equipped with observation method. The population includes people who have been diagnosed for mayor depression by both psychologists and psychiatrist. Sampling has been made using theory based/operation construct in which the sample is selected by certain criteria, based on theory or operational depression construct included into DSM IV TR.

There are various interpersonal dependencies on some people with depressive disorder classified into four dimensions, cognitive, motivational, affective and behavioral whereas cognitive and affective dimension have more dominant roles. In addition, there is one extrinsic factor on person with mayor depressive disorder which has role in the process of interpersonal dependency emergence. The factor is parenting style.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

Objectives: To identify the learning styles of secondary school students and to find out the relationship of these learning styles with their academic achievement.
Methodology: The population of the study comprised of all tenth grade male and female students of public sector schools of Rawalpindi and Islamabad, Pakistan. A total of 745 students were randomly selected from 12 schools by applying simple random sampling technique.
Results: The major findings of the study were that male students had higher level of preference in visual and auditory learning styles as compared to female students at the secondary level. No significant relationship was found between learning styles and academic achievements of students.
Conclusion: Female students had higher level of preference in visual and auditory learning styles level, while male students only follow kinesthetic learning style and no relationship was found between students learning styles and academic achievement.

Key words: Learning styles, auditory learning style, visual learning style, tactile learning style, academic achievement

Learning  theories  have  had  significant  renovations through centuries.  The  study  on  learning process have  began  right  from  the  first  century, however, it  was  only  in  the  first  part  of  the  20th  century that  modern  theories  on  learning  have  evolve  significantly  through  the  works  of  Pavlov, Watson,  Thorndike, Skinner and others. Learning  includes  much  more  than  school  learning  and  study  of  any  sort.  All  knowledge  and skills,  all  habits  good  or  bad,  all  acquaintances with  people  and  things,  all  attitudes  built  up  in our  dealing  with  people  and  things  have  been  learned.  The paper highlights  the different  types  of  learning  theories,  and  also  the roles  motivation  and  perception  play in the  learning  processes.

This study, based on a qualitative research design, aimed at investigating English as a Foreign Language (EFL) teachers' attitudes towards teaching English as a foreign language (FL), and how they influence their students' attitude and progress in English language learning. The main investigation in this study is whether or not teachers' attitudes, negative and positive, have an effect on the students' motivation, and ultimately, English language acquisition, as some of the literature suggests. The participants were two groups. The first group were thirty-five preparatory year program (PYP) students at a major University in Saudi Arabia, and in the second group, five EFL teachers at the same university. The thematic analysis of the transcribed interviews generated a total of 16themes which were further developed and arranged under five main categories. Keywords from the interviews were extracted, and the codes and categories were applied. The data analysis revealed several positive inclinations towards learning English when the teachers follow a favourable pedagogical approach. The conclusions drawn are that when teachers have strong positive attitudes towards teaching English, students have positive attitudes where the teachers managed to influence the reluctant students' mindset to a more flexible one as well as providing motivation and willingness in the students to face the challenges of learning English. Some recommendations were made for future research.

What is the state of that which is not spoken? This book presents empirical research related to the phenomenon of reticence in the second language classroom, connecting current knowledge and theoretical debates in language learning and acquisition.

Why do language learners remain silent or exhibit reticence? In what ways can silence in the language learning classroom be justified? To what extent should learners employ or modify silence? Do quiet learners work more effectively with quiet or verbal learners? Looking at evidence from Australia, China, Japan, Korea, and Vietnam, the book presents research data on many internal and external forces that influence the silent mode of learning in contemporary education. This work gives the reader a chance to reflect more profoundly on cultural ways of learning languages.

Rituals and games are two types of activities that, in archaeology, are very difficult indeed to distinguish.This in the past has led many, this author included, to support the view that these activities are very similar. Certainly it is true that both rituals and games are different ways to crystalise action. But I would now support further that we can distinguish between these two types of activity. In this chapter, I will compare the two and identify a number of differences which are symptomatic of one profound distinction between them: whereas participants in rituals have an overall passive ‘intention- in- action’, participants in games are constantly engaged actively. As will be argued,
both rituals and games are strong learning mechanisms; yet this difference in engagement affects the ways that the two function as such, and therefore also affects the ways in which rituals and games can be used.

It is becoming increasingly apparent that creativity and imagination are key to envisioning alternatives to the problems of postnormal times. At the same time, educational institutions all over the globe are still mired in assumptions from the machine/industrial age, preparing students for reproduction and conformity rather than creativity. This article outlines the philosophical foundations of an educational approach in which creativity is central to scholarship, where learners move from being consumers to creators and from bystanders to participants in the postnormal dance of knowledge.

“The Impossible Quiz” is actually a disguised review activity that leverages the connection between emotion and memory to focus student attention, help them remember difficult material, and provide an early warning for those students who need to review more thoroughly before the “real” exam.

Notions of the body and embodiment have become prominent across a number of established discipline areas, like philosophy, sociology, and psychology. While there has been a paradigmatic shift towards this topic, there is a notable gap in the literature as it relates to education and educational research.

The Body, Embodiment and Education addresses this gap by　exploring　conceptualisations of the body and embodiment from　interdisciplinary perspectives.　With　contributions from international experts in　philosophy, sociology, and psychology, as well as emerging areas　in　related fields, such as embodied cognition, neuroscience, cognitive science,　this book　sets a new research agenda in education and educational research.　Each chapter makes a case for expanding the field and adds to the call for further exploration.

The Body, Embodiment and Education will be of great interest to academics, researchers and post-graduate students who are interested in the body and embodiment and/or its relationship with education or educational research.

This study examines the microgenetic development of second-person pronoun use in a German-American telecollaborative partnership. We discuss the sociopragmatic ambiguity of informal (T) and formal (V) pronouns of address (realised as du and Sie in German), and the precise issues that these pronouns present for American classroom learners of European languages. Tracing the history of particular learners’ pronoun use over time, the study demonstrates that (a) electronically enabled interaction with expert-speaking German peers is a context in which learners experience both explicit assistance and opportunities to observe appropriate pronoun use, and (b) pragmatic awareness in this domain is reflected in learner performance that develops toward approximation of the expert norm for interaction among peers.

The issue of comparison is a vexing one in religious and theological studies, not least for teachers of comparative religion in study abroad settings. We try to make familiar ideas fresh and strange, in settings where students may find it hard not to take “fresh” and “strange” as signs of existential threat. The author explores this delicate pedagogical situation, drawing on several years' experience directing a study abroad program and on the thought of figures from the Western existentialist tradition and Chinese Confucian philosophy. The article focuses particularly on “oh events” – defined as moments when one learns one has something to learn and something to unlearn. The author argues that the experience of shame that is typical of oh events can become a valuable resource for cross-cultural learning and personal transformation, if teachers assist students to reflect on the experience as a sign of differing, but potentially harmonizable, cultural expectations. This essay is published alongside of six other essays, including a response from John Barbour, comprising a special section of the journal (see Teaching Theology and Religion 18:1, January 2015).

Five knowledge tests and one implicit-reasoning task were developed to be: (1) exceptionally short, (2) correlated with general cognitive aptitude, (3) unobtrusive, i.e., appear similar to attitudinal survey items as opposed to maximal performance measures, and (4) without formally "correct" 23 answers. The intent was to design scales that could be administered in non-proctored environments to directly measure general cognitive aptitude while avoiding the possibility that participants could use references to provide "good"' answers. The five knowledge tests used a Likert format to assess knowledge in verbal and practical domains, and were scored by computing distances between examinee and reference ratings. The implicit-reasoning task appeared to be a series completion "game"' that required a dichotomous response. The scales were administered to 288 Air Force recruits and were validated against the Armed Services Vocational Aptitude Battery (ASVAB). Individual unobtrusive knowledge scales and ASVAB tests were substantially correlated with sample correlations ranging to .39 and population correlation estimates to .66 after correcting for range restriction. Two sets of factor scores, which were separately derived from the unobtrusive test battery and the ASVAB, were highly correlated in our sample, .54, yielding a population correlation of .80 after correcting for range restriction. This technology is important because few paper- or Internet-based surveys, and virtually no mail-based surveys accurately measure general cognitive aptitude, while many of these surveys address important social issues and commercial questions that could be better understood given an unobtrusive but accurate estimate of general cognitive aptitude.

The problem domain of the investigation presented in this dissertation is knowledge increase. In particular the research is concerned with the process of knowledge increase. The research problem formulated is formulated a posteriori: “Which factors determine the increase of personal knowledge that occurs by absorbing a particular new knowledge of an individual, who is a member of an organization, and how these factors work?”

To explore and shed light on this problem a number of disciplinary boundaries were engaged and some models, tools, descriptions, etc. were borrowed from a number of related disciplines. These areas are briefly presented in the dissertation, restricting presentation to the relevant issues.

There are three models developed for this thesis and they are subsequently integrated into a fourth model. First the ‘Model of Learning Willingness’ (MLW) is developed to consider personal and organizational value systems. For this model, new concepts have been created, to indicate the position of new knowledge in both personal and organizational value systems. Stable and the unstable states of the model are identified as well as how it is possible to pass from one state to another as result of an interaction between the two value systems by means of influencing each other.

Applying a ‘systems theory approach’ on the cognitive psychology conception of knowledge, the impact of the characteristics of existing knowledge on the absorption of new knowledge is described. The developed model is called the ‘Model of Learning Capability’ (MLC). – This is the second model.

It is also necessary to pay attention to the ability to acquire new knowledge; this is described by the ‘Model of Attention’ (MA) – the third model. This model is based on two main factors, namely cognitive and social conditions.

These three models are thus integrated into fourth one, which is called the ‘Model of Learning Ability’ (MLA). For exploration/validation the model is wwwed with the Doctus Knowledge-Based Expert System, which was also the means of comparing the evolved hypotheses with the input from reality, namely observations and thought experiments.

The first insight from the model is a better understanding of the process of ‘knowledge increase’. The model can also be used to support choosing the right person to learn a particular piece of new knowledge, to identify the reason for someone not performing well with regards to learning and/or identifying a possible way of improving the process. Using the logic of the model experts can also be evaluated in the process of knowledge acquisition when building an expert system.

Considering the achieved results some new problems emerge: It is not known what motivates the personal value system during the knowledge absorption; it is not known if the model can be extended to other forms of knowledge increase besides learning; it is not known how the social factors apart from love (i.e. power and money) affect the attention. Some new research ideas also evolved from this investigation, e.g. an attempt to model the knowledge using dimensions of understanding.

What happens when teachers are removed from the equation, when we learn by ourselves or with peers?

Increasingly rapid change is part of our world today and tomorrow. The need to learn and to adapt is now lifelong and ubiquitous. But are educators and educational institutions preparing today’s students for this reality? Educators and institutions choose pedagogic models, design curricula and provide instruction. However, this does not mirror the learning environments that we inhabit outside of formal education, nor does it reflect all our learning time during formal education. This text provides a data-driven picture of the independent learning experience - what occurs in the minds of learners as they negotiate learning tasks without (or with less) guidance and instruction. Cognition, distraction, embodied experience, emotion, and metacognition are central to this learning.


Drawing on new empirical data, this volume focuses on university-aged learners. These are the learners who have been through our formal educational systems. Do they learn well in independent settings? Have they been prepared for this? Through an explication of this experience, this volume makes a case for how we can better prepare them for the demands of current and future learning.

Does the type of reading instruction experienced during the initial years at school have any continuing effect on the ways in which adults read words? The question has arisen in current discussions about computational models of mature word-reading processes. We tested predicted continuing effects by comparing matched samples of skilled adult readers of English who had received explicit phonics instruction in childhood and those who had not. In responding to nonwords that can receive alternative legitimate pronunciations, those adults having childhood phonics instruction used more regular grapheme-phoneme correspondences that were context free and used fewer vocabulary-based contextually dependent correspondences than did adults who had no phonics instruction. These differences in regularization of naming responses also extended to some low-frequency words. This apparent cognitive footprint of childhood phonics instruction is a phenomenon requiring consideration when researchers attempt to model adult word reading and when they select participants to test the models.

Este trabalho contém produções parciais entregues ao final de seis Módulos em um Curso de Extensão Universitária realizado em 2008. Em cada um deles é possível perceber a intenção dos Organizadores e Coordenação em ampliar discussões nos vários setores da Educação buscando a adequação necessária às novas linguagens e recentes tecnologias de informação e comunicação – N.T.I.Cs. – que estão sendo implementadas em todos os níveis de ensino. A Autora reconhece o valor destas produções e acrescenta, antes das Considerações Finais, a indicação de outras produções que fez desde então, e que ampliam e aprofundam estas considerações iniciais. A Educação é um campo de estudos inesgotável e cada educador ou pesquisador irá certamente encontrar farto material de estudos em sua trajetória de vida.

This work contains partial productions delivered at the end of each of the six Modules in a University Extension Course held in 2008. In each one it is possible to perceive the intention of the Organizers and Coordination to expand discussions in the various sectors of Education seeking the necessary adaptation to the new languages and recent information and communication technologies - NTICs. - that are being implemented at all levels of education. The author recognizes the value of these productions and adds, before the Final Considerations, an indication of other productions she has made since then, which expand and deepen these initial considerations. Education is an inexhaustible field of study and each educator or researcher will certainly find plenty of study material in their life trajectory.

Se estudió la relación entre la comprensión lectora y las estrategias de aprendizaje en alumnos de quinto grado de secundaria de colegios estatales del distrito de Independencia, en Lima. Se utilizó la Prueba Cloze de Lectura (González & Quesada, 1997) y la Escala de Estrategias de Aprendizaje – ACRA (Román & Gallego, 1994). En el análisis de la contrastación de hipótesis se encontró que no existe relación entre la comprensión lectora y las estrategias de aprendizaje. Asimismo, estos estudiantes se ubican mayoritariamente en el nivel de comprensión lectora Deficitario e Intermedio en cada una de las estrategias de aprendizaje.