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Natural language training, sometimes referred to as milieu (person's social environment.) language training [3] emerged from generalization research by Donald Baer. [4] [5] The focus on these procedures was to use concepts closer to the natural environment to reduce prompt dependency and promote generalization. [5]
The strategy of asking an interlocutor for the correct word or other help is a communication strategy. [3] Non-verbal strategies This can refer to strategies such as the use of gesture and mime to augment or replace verbal communication. [1] [9] Avoidance Avoidance, which takes multiple forms, has been identified as a communication strategy.
Therefore, generalization is a valuable and integral part of learning and everyday life. Generalization is shown to have implications on the use of the spacing effect in educational settings. [13] In the past, it was thought that the information forgotten between periods of learning when implementing spaced presentation inhibited generalization ...
Baldwin and Ford (1988) [6] is the most commonly cited model of transfer, which defines the transfer of training as the generalization and maintenance of material learned in training to the work environment. [7] Within this model, the authors conceptualize transfer of training as a three-stage process.
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most ...
A polygon is a generalization of a 3-sided triangle, a 4-sided quadrilateral, and so on to n sides. A hypercube is a generalization of a 2-dimensional square, a 3-dimensional cube, and so on to n dimensions. A quadric, such as a hypersphere, ellipsoid, paraboloid, or hyperboloid, is a generalization of a conic section to higher dimensions.
Concept learning, also known as category learning, concept attainment, and concept formation, is defined by Bruner, Goodnow, & Austin (1956) as "the search for and testing of attributes that can be used to distinguish exemplars from non exemplars of various categories".
This can be contrasted with the Little Albert studies where Albert's lack of discrimination between animals exhibited the psychological and learning phenomenon of generalization learning, which is discrimination learning's polar opposite. [2] A book written on discrimination learning studied the behaviors and discriminatory habits of animals. [3]