Sensory Stimulation Theory Essay Sample free essay sample

A figure of definitions exist for the term â€Å"learning† and these definitions differ in the manner they are put frontward in different theories. However. the fundamental is the same. Learning refers to the procedure of increasing 1s cognition through the procedure of reading and the usage of senses. There are several learning theories but one in peculiar that we will be traveling over is centripetal stimulation theory. Introduction Tamez and Surles ( 2004 ) described larning as an active procedure that starts with the scholar. ‘It consists of a relationship between the scholar and the environment. their present and past experience. a natural or unconditioned wonder to cognize and the societal interaction between each of us. They besides speak of how these things besides play a function in how people learn best. Which sense do people prefer when they are larning? Depending on the environment that a individual is in. does the sense in which they learn alteration? LITERATURE REVIEW In the sixtiess and 1970s. We will write a custom essay sample on Sensory Stimulation Theory Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page acquisition was normally referred as a alteration in behaviour. that is larning is discussed as the terminal merchandise of some procedure. Therefore acquisition was closely associated with alteration. However this attack to acquisition has been subjected to some argument and most interestingly from Merriam and Caffarella who raised the undermentioned critical inquiries. Does a individual need to execute in order for larning to hold happened? Are at that place other factors that may do behaviour to alter? Can the alteration involved include the possible for alteration? These questions have triggered a figure of reactions among theoreticians and some have looked to placing comparatively lasting alterations in behaviour. or instead the potency for alteration. as a consequence of experiences. But a figure of other theoreticians have been less concerned with behavior but instead with alterations in the ways in which people understand. or experience. or gestate the universe around them. They argued that non all alterations in behaviour ensuing from experience involve acquisition. The focal point for them. is deriving cognition or ability through the usage of experience. An interesting research by Saljo on what grownup pupils understood by larning yield the undermentioned responses which shed some more visible radiations from an empirical sense on the above. 1. Learning as a quantitative addition in cognition. Learning is geting information or ‘knowing a lot’ . 2. Learning as memorizing. Learning is hive awaying information that can be reproduced. 3. Learning as geting facts. accomplishments. and methods that can be retained and used as necessary. 4. Learning as doing sense or abstracting significance. Learning involves associating parts of the capable affair to each other and to the existent universe. 5. Learning as interpretation and understanding world in a different manner. Learning involves groking the universe by re-explaining cognition. The positions are clearly different and the writer argued that constructs 1 to 3 imply a less complex pos ition of larning. Learning is something external to the scholar whereby people go out and purchase cognition. Concepts 4 and 5 expression to the ‘internal’ or personal facet of acquisition and larning appears something that one does in order to understand the existent universe. Learning as a procedure The above besides leads us to see larning looking as a procedure every bit good as there is a concern with what happens when the acquisition takes topographic point. Maples and Webster 1980 ( quoted in Merriam and Caffarella 1991: 124 ) posited that acquisition is ‘a procedure by which behavior alterations as a consequence of experience’ . Cardinal to this has been has been the issue of the extent to which people are witting of what is traveling on. that is if they are awared that they are engaged in larning. One of import part is that of Rogers ( 2003 ) who set out two contrasting attacks viz. the task-conscious or acquisition acquisition and learning-conscious or formalized acquisition. The writer described acquisition acquisition as traveling on all the clip. It is ‘concrete. immediate and confined to a specific activity ; it is non concerned with general principles’ ( Rogers 2003 ) . Formalized larning on the other manus arises from the procedure of easi ng larning. It is ‘educative learning’ instead than the accretion of experience. As Rogers ( 2003:27 ) puts it ‘Learning itself is the undertaking. What formalized acquisition does is to do larning more witting in order to heighten it’ . In fact what is more likely is a mix of acquisition and formalistic acquisition as organizing a continuum. This is supported by cardinal theoreticians such as Kurt Lewin. Chris Argyris and Micheal Polayni. Learning as a procedure – larning theory The above treatment on the procedure later leads to the door of larning theories. There are many different theories of how people learn. Meyers A ; Freitas ( 2006 ) group larning theories into different wide positions which are discussed below. Before that let us see Tamez and Surles ( 2004 ) treatment on the theories of acquisition. Tamez and Surles ( 2004 ) argued that all theories are grounded in one or a combination of rationalism. empiricist philosophy or constructivism. Rationalism means that the person is non influenced by 3rd parties in the determination devising procedure. The person has his ain beliefs and believing procedure. That person would ever hold a set of rules based on his acquired cognition from exposure to the universe. Empiricism is a province whereby the higher the degree of experience. the more the single becomes knowing and the better is his ability to do experient determination. All the determinations taken by the invidual have a high degree of coherency. Constructivism stipulates that the person is exposed to the universe and to his inner beliefs and he uses both these cognition to organize his ain rules. The single concepts intending from the information of experience. † Tamez and Surles ( 2004 ) argued that none of these three theories dominate in existent life. these are all ex tremes and in the existent universe. single uses a combination of these three theories. The terminal consequence is one of acquisition. The different wide positions are now discussed below and this is believed to give a more complete analysis of larning theories. Centripetal stimulation theoryTraditional centripetal stimulation theory postulates that effectual acquisition occurs when the senses are stimulated. For case Laird ( 1985 ) reported that the huge bulk of cognition held by grownups ( 75 % ) was learned through visual perception and that hearing was the following most effectual ( about 13 % ) and the other senses ( touch. odor and gustatory sensation ) accounted for 12 % of what we know. Thus larning would be enhanced by exciting the senses. particularly the ocular sense. Furthermore the theory claims that if multi-senses are stimulated. greater larning takes topographic point. Reinforcement theory Forming portion of the behavioristic school of psychological science ( see Skinner. Laird 1985. Burns 1995 ) . it is believed that behavior is a map of its effects. That is if positive ‘reinforcement’ follows a behavior. the scholar will reiterate the coveted behavior. On the other manus. it is besides argued that negative support may besides beef up a behavior and refers to a state of affairs when a negative status is stopped or avoided as a effect of the behavior. However Laird ( 1985 ) argued that penalty weakens a behavior because a negative status is introduced or experienced as a effect of the behavior and teaches the single non to reiterate the behavior which was negatively reinforced. Though it is a fact that penalty is widely used in mundane life. Burns notes that it merely works for a short clip and frequently merely when the punishing bureau is present. The unfavorable judgment of this attack is that it is stiff and mechanical. Cognitive-Gestalt attacks This attack emphasises on the importance of experience. significance. problem-solving and the development of penetrations ( Burns 1995. P 112 ) . Burns notes that this theory has developed the construct that persons have different demands and concerns at different times. and that they have subjective readings in different contexts. Holistic acquisition theory The basic premiss of this theory rests on that for larning to be effectual require activation of ‘individual personality which consists of many elements†¦ specifically †¦ the mind. emotions. the organic structure impulse ( or desire ) . intuition and imagination’ ( Laird. 1985. p 121 ) . Facilitation theory ( the humanist attack )Laird ( 1985 ) discussed this theory and ascertained that larning will happen by the pedagogue moving as a facilitator. that is by set uping an ambiance in which scholars feel comfy to see new thoughts and are non threatened by external factors. He farther characterised this theory by reasoning that I ) human existences have a natural avidity to larn two ) there is some opposition to. and unpleasant effects of. giving up what is presently held to be true and that the most important learning involves altering one’s construct of oneself. Experiential acquisition Kolb ( in McGill A ; Beaty. 1995 ) proposed an experiential acquisition theoretical account which is a four-stage acquisition procedure. In fact. the procedure can get down at any of the phases and is uninterrupted in that there is no bound to the figure of rhythms you can do in a learning state of affairs. This theory posits that without contemplation one would merely go on to reiterate our errors. Kolb’s research found that people learn in four ways with the likeliness of developing one manner of larning more than another. As shown in the ‘experiential acquisition cycle’ theoretical account above. acquisition is one ) through concrete experience two ) through observation and contemplation three ) through abstract conceptualisation four ) through active experimentation. It is deserving discoursing Kolb’s work farther As already discussed. the thought that people learn in different ways has been explored over the last few decennaries by educational research workers. Kolb. one of the most influential of these. found that persons begin with their preferable manner in the experiential acquisition rhythm. Honey and Mumford ( 1986 cited in McGill A ; Beaty 1995 P 177 ) . edifice on Kolb’s work. identified four larning manners i ) Activist ( enjoys the experience itself ) . two ) Reflector ( spends a great trade of clip and attempt reflecting three ) Theorist ( good at doing connexions and abstracting thoughts from experience ) four ) Pragmatist ( enjoys the planning phase ) . There are strengths and failings in each of these manners. Honey and Mumford argue that acquisition is enhanced when we think about our learning manner so that we can construct on strengths and work towards minimising failings to better the quality of larning. Action larning The ‘father’ of action acquisition. Revans. has said that there can be no larning without action and no action without larning. McGill A ; Beaty ( 1995 ) described this attack as one that links the universe of larning with the universe of action through a brooding procedure within little concerted acquisition groups known as ‘action larning sets’ . The ‘sets’ meet on a regular basis to work on single members’ real-life issues with the purpose of larning with and from each other. CONCLUSIONS This short paper has summarized a scope of larning theories that can be applied in educational contexts. Teaching and learning activities can be designed and implemented to take rules of larning into history. 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