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Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Experts demonstrate seamless integration of perception and action. An expert chef creates dishes without recipes, intuitively adjusting techniques and ingredients based on specific circumstances. Expert drivers intuitively lift their foot off the accelerator rather than braking. Their performance happens without deliberation or decision-making.
Social cognitive theory proposes that much of human learning occurs through the social environment. [3] [2] Many ideas surrounding social cognitive theory were proposed by Albert Bandura, a clinical psychologist. Unlike behaviorism, which argues that learning is caused through the reinforcement of actions and routines, social cognitive theory ...
Cognitive apprenticeship is a theory that emphasizes the importance of the process in which a master of a skill teaches that skill to an apprentice.. Constructivist approaches to human learning have led to the development of the theory of cognitive apprenticeship.
The theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagné identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes.
Situated cognition is a theory that posits that knowing is inseparable from doing [1] by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts. [2] Situativity theorists suggest a model of knowledge and learning that requires thinking on the fly rather than the storage and retrieval of conceptual ...
Web-based learning tools are also referred to as learning objects, interactive web-based tools that support learning by enhancing, amplifying, and guiding the cognitive processes of learners. It offers two noteworthy features that can reduce the impact of potential obstacles teachers face when using technology.
These broad cognitive processes include: attending, perceiving, and remembering. [5] Important to this perspective is the idea that such cognitive processes are domain-general, and are applied to learning many different kinds of information in addition to benefiting word acquisition. [5]