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After Hull discovered his interest in learning theories from Pavlov, Watson, and Thorndike, he dedicated much of his own laboratory work to perfecting his own theory. Also, many experiments concerning his learning theory came from Hull's students, who carried out many different experiments in Hull's lab after finding inspiration from seminars ...
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
The psychology of learning refers to theories and research on how individuals learn. There are many theories of learning. Some take on a more behaviorist approach which focuses on inputs and reinforcements. [1] [2] [3] Other approaches, such as neuroscience and social cognition, focus more on how the brain's organization and structure influence ...
Researchers in the field of educational psychology have identified several principles of learning (sometimes referred to as laws of learning) which seem generally applicable to the learning process. These principles have been discovered, tested, and applied in real-world scenarios and situations.
Shockley derives an equation for the voltage across a p-n junction in a long article published in 1949. [2] Later he gives a corresponding equation for current as a function of voltage under additional assumptions, which is the equation we call the Shockley ideal diode equation. [3]
William Bradford Shockley Jr. (February 13, 1910 – August 12, 1989) was an American inventor, physicist, and eugenicist.He was the manager of a research group at Bell Labs that included John Bardeen and Walter Brattain.
The Shockley diode equation relates the diode current of a p-n junction diode to the diode voltage .This relationship is the diode I-V characteristic: = (), where is the saturation current or scale current of the diode (the magnitude of the current that flows for negative in excess of a few , typically 10 −12 A).
The theory of encoding specificity finds similarities between the process of recognition and that of recall. The encoding specificity principle states that memory utilizes information from the memory trace, or the situation in which it was learned, and from the environment in which it is retrieved.