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These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning. The cognitive domain, the most widely recognized component of the taxonomy, was originally divided into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
Learning that takes place in varying contexts can create more links and encourage generalization of the skill or knowledge. [3] Connections between past learning and new learning can provide a context or framework for the new information, helping students to determine sense and meaning, and encouraging retention of the new information.
Although this generalization about being allergic to all fruit based on experiences with one fruit could be correct in some cases, it may not be correct in all. Both positive and negative effects have been shown in education through learned generalization and its contrasting notion of discrimination learning.
Furthermore, Perkins and Salomon (1992) suggest that positive transfer in cases when learning supports novel problem solving, and negative transfer occurs when prior learning inhibits performance on highly correlated tasks, such as second or third-language learning. [70] Concepts of positive and negative transfer have a long history ...
Luckily, while negative transfer is a real and often problematic phenomenon of learning, it is of much less concern to education than positive transfer. Negative transfer typically causes trouble only in the early stages of learning a new domain. With experience, learners correct for the effects of negative transfer. [6]
In behaviorism, learning is promoted by positive reinforcement and reiteration. Throughout the history of psychology, there have been many different behaviorist learning theories. All these theories relate stimulus with response such that a person or animal learns and changes its behavior based upon the stimulus it receives.
The relationship between domain general learning and domain specific learning (also known as the modularity debate or modularity of mind) has been an ongoing debate for evolutionary psychologists. [7] The modularity of mind or modularity debate states that the brain is constructed of neural structures (or modules) which have distinct functions.
Domain-specific learning theories of development hold that we have many independent, specialised knowledge structures (domains), rather than one cohesive knowledge structure. Thus, training in one domain may not impact another independent domain. [ 1 ]