Chapter 5

DINESH MADHAVAN

Varieties Of MPP191189

Learning
 Existing knowledge need for learner to
learn a topic.

Verbal Relating new information to what

already exists in memory to make
information learning meaningful and memorable.
(Knowledge)
As declarative knowledge
(facts, names, places, etc.)
 OF
RM A NG
LEARNING LEARNING

N
FO RB NI
L
IO
LABELS FACTS
IN VE AR

AT
LE
E
TH

LEARNING
ORGANIZED
KNOWLEDGE
 e ls
 Named an object
La b  Ability of student to know the name of
things
 Its easy to learn the name of an object
ing

but the difficulty increases when

several different names learned at once.
rn

 Teach students different mnemonic

Lea

techniques
  Verbal statement that expresses a relation

ts
between two or more named objects.
Fac  Students use the facts for further learning.
 Learn facts and store them in memory
i ng
rn

 Infrequent usage that they had better

Lea

looked up
 Frequent reference that learning them
would be an efficient strategy
 Fundamental importance that they ought
to be remembered for a lifetime.
 ▪ Linked new knowledge ▪ PERFORMANCE
with knowledge stored
- Longer paragraphs
in memory.
G connected to be learned and
ED ▪ Organized knowledge in
GE
retained in a way preserves
OR RNIN

order to readily the meaning.

NIZ
LED
retrieved. ▪ INTERNAL
GA
LEA

▪ Highly organized CONDITIONS

OW

information makes -
students easy to retain
KN

any given new fact to be

related with organized
structure.

6
 Attitudes are complex human states that
affect behavior toward people, things, and
events.
Attitude as a system of beliefs
(Festinger, 1957).
Attitudes An internal state that affects an
individual's choice of personal action
toward some object, person, or event (R.
M. Gagne, 1985).
 Direct methods establishing and
changing attitudes, which sometimes

ds
occur naturally and without prior
etho planning.
Conditioned Establish an attitude of approach
tM
or avoidance toward some
response of the particular class of objects, events,
classical sort or persons.
c
Dire

Idea of arranging
contingencies of lead to a positive
reinforcement attitude
(Skinner, 1968).
 vicarious reinforcement
by Bandura ( 1969)

hod
a nt
port
Me t
The teacher may show that she
m
rect

is glad to have helped a slow-

I

learning child to acquire a new

An
Indi

skill.
 An attitude is indicated by the choice of a
class of personal actions.

ce
n
rmao

These actions can be categorized

Perf

as showing either a positive or

negative tendency toward some
objects, events, or persons.
 An attitude of respect for or
identification with the human model
must preferably be already present in the
learner.

ns
al
If it is not, it needs to be
n
ditio
established as a first step in
r
Inte

the process.
co n

Intellectual skills and knowledge related to

the behavior exhibited by the model must
have been previouslv acquired for this
behavior to be imitated.
 External conditions may be described as the following sequence of steps:

Presentation of the model and establishment of the model's appeal

and credibility
con nal
ns Recall by the learner of knowledge of the situations to which the
ditio
attitude applies
e r
Ex t

Communication or demonstration by the model of the desired

choices of personal action

Communication or demonstration that the model obtains pleasure

or satisfaction with the outcome of the behavior. This step is
expected to lead to vicarious reinforcement on the part of the
learner.
 The learning of motor
Motor skills is best accomplished
by repeated practice.
Skills
 The performance of a motor skill
embodies the intellectual skill
(procedure) that constitutes a movement

ce
sequence of muscular activity.
n
rma
When observed as a motor
skill, the action meets certain
o
Perf

standards (either specified or

implied) of speed, accuracy,
force, or smoothness of
execution.
 The motor skill must be retrieved from
prior learning or must be learned as an
initial step.

ns
nal
ditio
r
As for the part skills that will
Inte

make up the total skill, they

co n

will depend upon the

retrieval of individual
responses or unitary motor
chains.
 Instructor provides one of several
different kinds of communications to the
con nal learner. ( sometimes verbal instructions)

ns
ditio
r
A checklist showing
e

be learned as a part
Ex t

the sequence of
of practice
required movements

Pictures or diagrams Skill is improved by

may be used to show continued practice with the
the required accompaniment of
sequence informative feed- back