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The Learner(chapter 6) - Coggle Diagram
The Learner(chapter 6)
Learner Characteristics
The Nature of Learner Qualities.
(Some qualities of the human individual that relate to learning are innately determined.)
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MEMORY ORGANIZATION.
(The unitary things that are learned and stored in long-term memory may be conveniently thought of as propositions (both declarative and procedural) and images and motor programs. These unitary entities are organized into in- terconnected networks that may be searched out and retrieved by the learner to serve the requirements of some activity or of further learning.)
SCHEMAS.
(A schema is an organization of memory elements (propositions, images, and attitudes) representing a large set of meaningful information pertaining to a general concept)
Abilities and Traits.
Differential Abilities.
(In addition to the organization resulting from specific instances of learning and experience, it has long been apparent that human performance is affected in qualitv by even more broadly influential structures called abilities.)
Traits
(Other qualities of the performing human individual reflect personality and are usually referred to as traits.)
LEARNERS AS PARTICIPANTS IN INSTRUCTION (Learners come to learning situations and to new learning tasks with certain performance tendencies already present.)
Designing Instruction for Learner Differences.
(Each of the kinds of learner characteristics carries different implications for the design of instruction. The most direct effects of the memorv storage of prior learning can be seen in the entities called learned capabilities.)
(Effects that are more indirect, however,
are provided by learner abilities and traits. These dispositions do not enter directly into the new learning, but they may greatly influence the ease with which learning processes are carried out.)
New Learning of Intellectual Skills.
(The learning of intellectual skills is most clearly influenced by the retrieval of other intellectual skills that are prerequisite.)
Effects ofAbilities and Traits on New Learning.
(Human abilities are likely to affect new learning by contributing strategic techniques of processing the learning task and its material.)
New Learning of Cognitive Strategies.
(As is true for intellectual skills, cognitive strategies in their initial learning call upon previously learned memories.)
New Learning of Verbal Information.
(The new learning and storage of verbal information requires a number of intellectual skills relevant to the understanding and use of language.)
New Learning ofAttitudes.
(When learners acquire new attitudes, the retrieval of certain relevant intellectual skills and verbal information may be essential.)
New Learning ofMotor Skills.
(Two kinds of prior learning are likely to be of importance in the new learning of motor skills.)
(One kind consists of the part skills that are components of the total skill being acquired)
(The other kind of prior learning essential to learning a new motor skill is actually an intellectual skill—a procedural rule)
Learner Motivation.
(One characteristic that should be taken into consideration when designing instruction is learner motivation.)
(Causes of motivation are classified as either extrinsic (external) or intrinsic (internal) to the learner.)