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nature vs nurture developmental influences
Effects of motivation in learning
nature vs nurture developmental influences
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Do you ever have trouble learning a new skill? If so then you should become familiar with the “Natural Human Learning Process (NHLP),” which can help you understand how the brain learns through stages, and how emotions effect learning. If you take the time to learn and use NHLP, then mastering a new skill will be easy.
In order to use The Natural Human Learning Process you must first know what it is. The “Natural Human Learning Process” is a research project by Dr. Rita Smilkstein. She ascertained that all humans learn by going through the same six stages (called NHLP). The first stage is “motivation.” In order to learn something new, one must be motivated to put in the effort. Motivation could be anything from money to social status. The second stage is “beginning practice.” This is the trial and error stage; you’re just getting introduced to your new skill. You’re just getting the basics. The third stage is “advanced practice.” In this stage you still aren’t good in your skill, but you’re on the right track. The fourth stage is “skillfulness.” You are starting to get the hang of your new skill, starting to see progress, and you’re gaining confidence. The fifth stage is “Refinement.” You have the basics of the skill down, but you’re still improving and expanding your ability. The sixth stage is “mastery.” At this stage you’re ready to teach, you did it! (Smilkstein)
Now that you know what the NHLP is, how do you use it? While learning to drive, I used NHLP: Stage one “motivation.” My motivation was freedom; I didn’t want to depend on my parents for a ride any more. I wanted to be able to come and go whenever I like. After I found my motivation I went on to stage two “beginning practice.” I started with driving through an emp...
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...t essay, not that I have another part to write. I will also use this knowledge at work or anytime I learning something new. If I start to feel distracted or frustrated when learning something new, I will take a break from learning until I calm down, so my body can make endorphins.
NHLP is like a guide to learning. If you know all of the six parts of the NHLP, and about dendrites and know how emotions affect the learning process, then learning a new skill should be easy, or at the very least easy compared to learning the same skill if you didn’t know NHLP. It already has and is going to make my college homework easier.
Works Cited
Smilkstein, Rita. We're Born to Learn: Using the Brain's Natural Learning Process to Create Today's Curriculum. Thousand Oaks, Cal. Corwin Press, 2003.
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...n looking at the results, they found out that the learning curve was exponential. The researchers assumed that learning occurs while people study and encode material into the brain.
Nairne, J. S., Smith, M. S., and Lindsay, D. S. (2001). Psychology: The Adaptive Mind. Scarborough: Nelson Thomson Learning.
According to Moreno (2010) , the term “learning”, can be defined as a “relatively permanent change in our thoughts, feelings, or behavior that results from experience “ (p.150)
When trying to understand how the brain works you have to understand how complex the brain is and how well it adapts to the information that it receives and processes the information. The brain controls everything that you do from breathing to moving your arms and legs to emotions, as well as many other functions of the body. (Pritchard, 2009) The brain being a very complex, and has to be addressed in several different ways. No one person learns the same but information will be retained and stored as part of the learning process. An “example of this idea of variety is that based on the V-A-K description of learning styles by Levine (2003)” (Pritchard, 2009) Levine looked at this in a different light and that you can transform things with learning like changing verbal to visual. By changing these things up there are different approaches to how you retain information. With ...
I found Kolb's (1984) model of experiential learning a useful way to summarize the process if individual learning. The cycle begins when we each experience the world through our senses. Kolb calls this step ‘concreate experience', to indicate that he does not mean the various experiences we have through books or plays, but real-world experiences. Examples of concrete experience could be as varied as sitting through a boring meeting or suffering the distress of losing a job. Kolb suggest that to learn from our experiences we must engage in a second step of consistency reflecting on what has occurred. This step he calls ‘reflective observation'. We are able to reflect on much less than what occurred in the actual experience. Reflection is selective and influenced by our expectations. The third step in the learning cycle is making sense of what we have experience. In other words, ‘abstract conceptualization'. The final step in Kolb's model is ‘active experimentation'. At this step, we test out the meaning that we have constructed by taking action in the world – which then leads to new experiences. Kolb has shown that over time we tend to get more proficient at some steps of the process that at others, thus we develop a learning style preference. Kolb has noted all the steps are necessary, the smallest alteration to any of these steps can make the learning process less
Bernstein, D.A., Penner, L.A., Clarke-Stewart, A., & Roy E.J. (2008). Psychology (8th ed.). Boston, MA: Cengage Learning.
The willingness to learn is the foundation for deep learning. One must be prepared dedicate extra time to something they feel passionately about. Through making mistakes and experimenting with new approaches, one enriches their learning process and continues to grow. A positive attitude and commitment to work hard is the epitome of a deeper learning.
The naturalistic learning argument can be defined through instruction strategies where “learners, rather than being presented with essential information, must discover or construct essential information for themselves” (Sweller, Kirschner, & Clark 2007). Concisely, naturalistic learning places learners in an environment where they are allowed to explore their own capabilities through problem based learning and develop inquiry skills; students guide themselves with their own motivation and learn the skills they are interested in through minimal support and guidance from educators (Kuhn, 2007).
Bruer, John T. The Myth of the First Three Years: A New Understanding of Early Brain Development and Lifelong Learning. New York: The Free Press 1999.
Self-regulated strategy development also known as the SRSD model is an instructional approach that uses mnemonic devices to assist struggling learners. SRSD is a student focused, student paced approach intended to develop strategies in four key areas quality, knowledge, approach and self-efficacy. With decades of research to support its use, the benefits of SRSD encourage the struggling learner to develop self-awareness. Students are taught four basic self-regulating strategies: 1. Goal-setting, 2. Self-monitoring, 3. Self-talk and 4. Self-reinforcement. They then possess personal strategies that become automatic guiding them to analyze a problem, organize the information, and then to regulate their behavior in relation to the assigned task.
For example, students are taught to write down three good activities, actions, or things that happen to them or that they accomplished over a span of time, but then are asked to reflect on the experience, or rather, introspect to find out why something makes them happy, and why it matters.28 This same activity can be done by identifying failure and rejection in order to personalize it. To personalize failure and rejection means to ask questions such as, “What does that person have that you do not?”, “Can you work upon it?”, “Can you try again?”, and this helps to foster resiliency, the basis to the PRP.
Learning the proper terminology was competitive, fun and stimulating. It gave me something exciting to look forward to in class each week. In my opinion, making learning and growing fun is an excellent way to connect the student with the information. Now, when I’m focused on learning something new, my mind automatically remembers the term engram. I smile knowing there’s a “physical change occurring in my brain to form the basis of my memory” (Gluck et al., 2014, p. 56). There was another discovery that I made this weekend. Usually, I hear the fire siren in my neighborhood every Saturday at noon. This past Saturday, I didn’t notice it all, perhaps due to habituation. I’ve lived in my home for more than 15 years. It’s natural, at this point, that habituation would occur because it dev...
Four decades of psychological research have taught us there is no one right way to learn. Our minds are as unique as our fingerprints. Our ability to learn is not necessarily related to high or low intelligence quotients, but rather a convergence of four important aspects of our perso...
Helping students acquire and integrate new knowledge is another important aspect of learning. When students are learning new information, they must be guided in relating new knowledge to what they already know, organizing that information, and then making it part of their long-term memory. When the students acquiring new skills and processes, they must learn a model or the steps, then shape the skill or process to make it efficient and effective for them, and finally, internalize or practice the skill or process so they can perform it easily.
Lieberman, D. A. (2000). Learning, Behavior and Cognition (3rd ed.). Belmont, CA: Wadsworth/Thomson Learning. [Chapter 7]