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Self-determination theory (SDT) is a macro theory of human motivation and personality that concerns people's innate growth tendencies and innate psychological needs. It pertains to the motivation behind people's choices in the absence of external influences and distractions.
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 ...
Roman tabula, or wax tablet, with stylus. Tabula rasa (/ ˈ t æ b j ə l ə ˈ r ɑː s ə,-z ə, ˈ r eɪ-/; Latin for "blank slate") is the idea of individuals being born empty of any built-in mental content, so that all knowledge comes from later perceptions or sensory experiences.
There is conceptual confusion for determining exactly what intelligence is and what it isn’t, e.g., MI conflates personality, talent and learning styles with intelligence. MI does not value reasoning and academic skills. [27] There are no empirical, experimental studies using psychometrics to establish validity.
In The New York Times Book Review, Jennifer Senior wrote that the book was "beautifully told, humanizing, important"; [4] The Boston Globe called it "as emotionally resonant as any [book] this year"; [5] and in Science, the cognitive neuroscientist Francesca Happé wrote, "It is a beautifully written and thoughtfully crafted book, a historical tour of autism, richly populated with fascinating ...
Proponents of domain specificity argue that domain-general learning mechanisms are unable to overcome the epistemological problems facing learners in many domains, especially language. In addition, domain-specific accounts draw support from the surprising competencies of infants, who are able to reason about things like numerosity, goal ...
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Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.