PRINCIPLES AND THEORIES OF LEARNING AND MOTIVATION I. Learning Learning- involves involves the acquisition of new elements of knowledge, skills, beliefs and specic behavior, may mean one or more of all these things: - The The act act of gain gainin ing g kno knowl wled edge ge (to learn something the knowledge gained by virtue of that act ( that !hi"h is #no!n the process of gaining knowledge (learning ho!- $anner an% Cannon &''( - !t is is an ongoing ongoing process process of contin continued ued adaptation adaptation to our our envir environme onment, nt, assimilation of new information and accommodation of new input to t prior knowledge Learning Theories They are sets of con"ectures con"ectures and hypothesis that e#plains e#plains the process process of learning or how learning takes place Prin"i)les o* Learning Learning a by doing is more e$ective e$ective than "ust sitting and listening %oncepts should be presented in varied or di$erent ways Learning is aided by formulating and asking questions &$ort is put forth when tasks are challenging The principle of readiness readiness is related related to the learners' stage of development • • • • •
A. $eha+ioral, Learning Theor!t operates on on a principle principle of )timulus-*esponse+ )timulus-*esponse+ refers refers to concentrate on actual or observable behavior • •
&. I+an Petro+i"h Pa+lo+s Classi"al Con%itioning %lassical means in the established manner+ !ndividual learns when a previously neutral stimulus is repeatedly paired with an unconditional stimulus until a neutral stimulus evokes a conditioned response Phase I/ $EFORE CONDITIONING HAS OCC0RRED • •
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PHASE III. AFTER CONDITIONING HAS OCC0RRED 0%) (4055&* •
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0nconditioned stimulus-automatically produces an emotional or physiological response8 0nconditioned response- natural occurring emotional or physiological response .eutral stimuli- stimuli that does not elicit a response %onditioned stimulus- evokes an emotional or physiological response after being conditioned %onditional response- learned response to a previously neutral condition
9eatures 9eatures of classical conditioning 8 )timulus-/enerali;ation- responding the same way to a similar stimuli <8 7iscrimination-*esponding 7iscrimination-*esponding di$erently to similar but not identical stimuli =8 &#tinction- a process by which a conditioned response is lost 1. E%!ar% Lee Thorn%i#es Thorn%i#es "onne"tionism 8 Law of readiness- this law states that an individual will learn when she is ready to do so <8 Law of &#ercise- this law states that a connection is strengthened or weakened depending on the number of times it occurs and a nd in proportion to the average vigor and duration of the connection a8 Law of use-connections between the stimulus and response are strengthened as they are used b8 Law of disuse- connections between a stimulus and response are weakened when practice is discontinued =8 Law of e$ect- this law states that a connection is strengthened if it produces a satisfying e$ect8 2. $3rrh3s Fre%eri" S#inners O)erant Con%itioning an% Rein*or"ement O)erant Con%itioning- using pleasant or unpleasant consequences to control the occurrence of behavior
Rein*or"ement- any consequences that strengthen a behavior rimary reinforcer- related to basic needs )econdary reinforcerreinforcer- value of something is required when associated with primary reinforcer ositive reinforcer- consequence given to strengthen a behavior .egative reinforcerreinforcer- release from an unpleasant situation to strengthen behavior8 Rein*or"ement- satisfying consequence
2erbal 1ctivity hysical
Token .on-verbal %onsumable
Form3la *or rein*or"ement/ 8 rompt <8 *esponse =8 *einforcement $. Cogniti+e Theories an% Meta"ognition 3ain focus is on memory (the storage and retrieval of information refer to concentrate on analy;ing cognitive processes 4elieve in the non-observable behavior 8 Al4ert $an%3ras So"ial Cogniti+e, O4ser+ational Learning Theor >nown for his 4obo doll+ e#periment eople learn through observation, simulation, modeling which means watching (observing, another called a model and later imitating the model's behavior %oncentrates on the power of e#ample Mo%els are "lassi5e% as/ Real li*e ? e#emplied by teachers, parents and signicant others S-m4oli" - presented through audio-visual measures
6. Phases o* O4ser+ational Learning &. Attention- mere e#posure does not ensure acquisition of behavior8 bserver must attend to recogni;e the distinctive features of the model's responses 1. Retention- reproduction of the desired behavior implies that student symbolically retains that observed behavior 2. Motor Re)ro%3"tion Pro"ess7 after observation, physical skills and coordination are needed for reproduction of the behavior learned 6. Moti+ation all Pro"ess - although observer acquires and retains ability to perform the modeled behavior, there will be no overt performance unless conditions are favorable
1. Da+i% A3s34els Meaning*3l Re"e)tion Theor- 3eaningful learning occurs when new e#periences are related to what a learner already knows8 3ay occur through: *eception *ote learning 7iscovery learning
T!o Dimensions o* Learning Pro"esses/
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The rst dimension relates to the two ways by which knowledge to be learned is made available to the learning
The second dimension relates to the two ways by which the learner incorporate new information into his e#isting cognitive structure 8 3eaningful 7iscovery 8 3eaningful *eception Learning <8 *ote *eception to the <8 *ote 7iscovery Learning Learning 2. 8erome $r3ners Dis"o+er- Learning Theor- or In93irMetho%, Theor- o* Instr3"tion osits that learning is more meaningful to learners when they have the opportunity to discover on their own the relationships among the concepts or to actively search for a solution to a problem 1n approach to instruction through which students interact with their environment by e#ploring and manipulating ob"ects, wrestling with questions and controversies or performing e#periments8 The idea is that students are more likely remember concepts they discover on their own8 %alls his view of learning instrumental conceptualism+ 6. :ol*gang ;ohlers Insight Learning,Pro4lem7 Sol+ing Insight7 the capacity to discern the true nature of situation !maginative power to see into and understand immediately /aining insight is a gradual process of e#ploring, analy;ing and structuring perception until a solution is arrived at8 <. Ri"har% At#insons an% Ri"har% Shi=rins In*ormation Pro"essing Theor The individual learns when the human mind takes in information (en"o%ing, performs operation in it, stores the information ( storage, and retrieves it when needed ( retrie+al Memor-7 the ability to store information so that it can be used at a later time8 Stages o* H3man Memor&. Sensor- Memor-- information stores that hold an e#act copy of stimuli for a very short period of time8 E>8 %olor, shape, blowing of horn 1. Short Term Memor- ?STM@ - the information store that retains the information as we consciously work on it8 Telephone number 2. Long Term Memor- ?LTM@ - information store that is permanent - 3inutes to lifetime - !nformation on the LT3, if not rehearsed, can be forgotten through
- Trace decay structure of LT3 @ episodic, semantic Forgetting The ability to recall (something previously known to the mind Ca3ses o* Forgetting 8 *etrieval 9ailure- forgetting is due to inability to recall the information <8 7ecay Theory- information stored in LT3 gradually fades when it is not used8 =8 !nterference Theory- forgetting in LT3 is due to the inAuence of other learning8 Retention- the ability to recall or recogni;e what has been learned or e#perienced Inter*eren"e- the act or an instance of hindering, obstructing or impeding
Tea"hing *or Trans*er ?Gagne@ Trans*er7 when something previous learned inAuences the new material Trans*er o* Learning T-)es/ &. Lateral trans*er- occurs when the individuals is able to perform a new task about the same level8 (e8g8 solving word problems given in te#t and later solving a similar problem on the board 18 Verti"al trans*er - occurs when the individual is able to learn more advancedBcomple# skills (e8g8 being able to add and multiplyC being able to read and write 2. S)e"i5" trans*er- when a specic skills, fact or rule is applied to a similar situation 6. General trans*er- applying principles previously leaned to dissimilar situations
. Ro4ert Gagnes C3m3lati+e Learning - any task or skill can be broken down to simpler skills which can still be further broken down to move simple tasks or skills8
Hierar"h- o* Learning &. Signal Learning- responding to signal, response is conditioned 1. Stim3l3s7res)onse learning - voluntary responses are learned 2. Chaining,Motor- two or more separate motorBverbal responses maybe combined or chained to develop a more comple# response 6. Ver4al Asso"iation - verbal connections are used to create associations8 <. Dis"rimination Learning7 learner selects or distinguishes a response which applies to stimuli
. Con"e)t Learning ?R3le Learning@- involves combining and relating concepts B. Pro4lem Sol+ing- considered the most comple# condition that leads to the discovery of higher order rules
Nine E+ents o* Instr3"tions
8 /ain 1ttention <8 !nform Learner of b"ective =8 *ecall rior >nowledge D8 resent 3aterial
E8 rovide /uide Learning F8 &licit erformance G8 rovide 9eedback H8 1ssess erformance I8 &nhance *etention and Transfer
(. Ho!ar% Gar%ners M3lti)le Intelligen"es
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Intelligen"e 7 refers to general mental ability of a person %apacity to resolve problems or to fashion roducts that are valued in a more cultural setting
A"hie+ements refers to the previous learning of a person in a certain sub"ect area8
M3lti)le Intelligen"e capacity of a person and adapt two or more intelligence8
!ntelligence 8 Linguistic ? sensitivity to spoken and written language
<8 LogicalBmathemati cal ? analy;es problems logically, carry out mathematical operations and investigate issues scientically8 =8 3usical ? skill in the performance, composition and appreciation of musical patterns8 D8 4ody >inesthetic ? using one's whole body or body parts to solve and convey ideas8 E8 )patial ?
%ompetence - ability to learn language - capacity to use language to accomplish certain goals - 1bility to detect patters, reason deductively and think logically8
)cientists, mathematicians
- %apacity to recogni;e and compose musical pitches, tones and rhythms8 - 1bility to use mental abilities to coordinate bodily movements8
3usicians, composers
1thletes, dancers
&#amples 6riters, poets, lawyers, speakers
recogni;e and use patterns of wide space and more conned areas8 F8 !nterpersonal ? working e$ectively with others8
G8 !ntrapersonal ? working e$ectively with oneself8
H8 .aturalist ? appreciation of the environmentBnatur e8
- %apacity to understand the intentions, motivations and desires of other people8 - %apacity to understand oneself, appreciate one's feelings, fears and motivations8 - 1bility to recogni;e, categori;e and grow upon certain features of the environment8
&ducators, sales people, religious counselors, politicians
.ature lover, environmentalist
B. ;3rt Le!ins Fiel% Theor
2iew ? focused on the psychological eld of life space of an individual8 Life space concept ? draw accurate conclusions by observing both overt and covert behavior8 1n individual must see things from the sub"ect's point of view at a given moment8
'. 0rie $ro*en4renners E"ologi"al S-stems
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Learning is greatly a$ected by the kind of environment we are in8 Learners are understood within the conte#t of their environment8 These environmental conte#t are interrelated8
En+ironmental Conte>ts/ Maor Le+els
8 Mi"ros-stem ? innermost level ? contains the structure that has direct contact with child8 <8 Mesos-stem ? connections between the structures of the child's microsystem =8 E>os-stem ? =rd level-social system which indirectly a$ects the child D8 Ma"ros-stem ? outermost level in which all other systems are embedded such as values, customs, laws, beliefs and resources of a cultureBsociety E8 Chronos-stem ? this system includes changes or consistencies in a person's lifespan8
!f the relationships in the immediate microsystem break down, the child will not have the tools to e#plore other parts of his environment resulting to behavioral deciencies8 Learning tends to regressBslow down when the environment of the child is in turmoil
&. Le+ V-gots#-s So"ial Constr3"ti+ism !t emphasi;es how meaning and understanding grow out of social encounters8
one o* Pro>imal De+elo)ment ?PD@
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/ap between actual and potential development8 1ctual development ? what children can do on their own otential development ? what children can do with help
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S"a=ol%ing ? %ompetent assistance or support through mediation of the environment (signicant others in which cognitive, socio-emotional and behavioral development can occur8
Da+i% ;ol4s Learning St-les
Learning St-les ? are tools utili;ed by learners to cope and ad"ust to the learning environment
9our Learning )tyles
Learning St-les
&. Con+ergers ? rely on abstract conceptuali;ing and e#perimenting - They like to nd specic, concrete answers and move quickly to solution
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0nemotional, since they prefer to deal with things rather than with people
E%3"ational Im)li"ations Teacher should provide learning tasks that have specic answers like numbers and guresBunits8 1. Assimilators ? rely most on abstract conceptuali;ing and reAective observation E%3"ational Im)li"ations Teacher should provide learning tasks that call for integration of materialsBsituational activities 2. Di+ergers ? rely on concrete e#perience and active participation 7 /enerate ideas and en"oy working with people E%3"ational Im)li"ations Teacher should provide group activities since learners en"oy working in groups8
6. A""ommo%ants ? rely on concrete e#perience and active e#perimentation 7 *isk ? taking, action oriented, adoptable in new situations8
E%3"ational Im)li"ations Teacher should provide learning tasks that call for hands-on approach8
T-)es o* Learners,Per"e)t3al Channel &. A3%itor- learners- prefer to learn by listeningBauditory perceptual channel
1. Vis3al learners- prefer print materialsBvisual perceptual channel
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2. Ta"tile learners - like to manipulate ob"ectsBtactile perceptual channel
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E%3"ational Im)li"ations,Learning Pre*eren"es Lecturing is the teaching approach that works best for them songsBpoems are useful and e$ective learning tools readingBresponding to visual cues, such as the chalkboard or transparencies te#tbooks and pictures are useful and e$ective learning tools hands-on or laboratory methods of learning are most appropriate for learners tracing diagrams or using
6. ;inestheti" or !hole 4o%- learners- like to learn through e#periential activitiesBkinesthetic perceptual channel
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te#ture e#amples simulations, e#ploratory activities and problem solving approach of teaching pacing or dancing while learning new materials
II. MOTIVATION
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Moti+ation7 1n internal state or condition (something describes as a need, desire or want that serves to activate or energi;e behavior and give it direction8 T!o ;in%s o* Moti+ation : &. E>trinsi" Moti+ation when students work hard to win their parents' favor, gain teachers' praise or earn high gradesC their reasons for work and study lie primarily outside themselves is fuelled by the anticipation and e#pectation of some kind of payo$ from an e#ternal source 1. Intrinsi" Moti+ation when students study because they en"oy the sub"ect and desire to learn it, irrespective of the praise won or grades earnedC the reasons for learning reside primarily inside themselves fuelled by one's own goal or ambitions Prin"i)les o* Moti+ation the environment can be used to focus the student's attention on what needs to be learned incentives motivate learning internal motivation is longer lasting and more self-directive that is e#ternal motivation, which must be repeatedly reinforced by praise concrete rewards learning is most e$ective when an individual is ready to learn, that when one want to know something motivation is enhanced by the way in which the instructional material organi;ed Theories o* Moti+ation &. Dri+e Theor- ?Clar# H3ll@ drive is a condition or arousal on tension that motivates behavior drives most typically have been considered to involve physiological survival needsC hunger, thirst, sleep, pain, se# a drive results from the activation of a need need- a physiological deciency that creates condition of disequilibrium in the body
1. Sel*7e"a"- ?Al4ert $an%3ra@ Sel*7e"a"- - it is the belief that one has capabilities to e#ecute the courses of actions required to manage prospective situations8 0nlike eJcacy, which is the power to produce an e$ect (in essence competence self- eJcacy is the belief (whether or not accurate that one has the power to produce that e$ect Sel* - eJcacy relates to a person's perception of hisBher ability to reach a goal while, self-esteem relates to a person's sense of self-worth 2. Sel*7Determination (&87eci Sel*7%etermination7 comes from the sense of autonomy that a person has when it comes to things that he does and the choices he makes8 Tasks for a long period of time To think meaningfully and creatively about those tasks To e#perience pleasure in ones activities To achieve at higher level 6e have the capacity to take risks or challenges that can enrich our lives and develop ourselves more 6. E>)e"tan"ies an% Val3es ?At#inson@ 3otivation to perform is a$ected by two variables &#pectancy- people must believe than they can accomplish a task8 That is, they should have e#pectancy about what they want to achieve8 2alue- they should be place an importance or value in what they are doing <. Attri43tion Theor- ?$. :einer@ eople's various e#planations for successes and failures- their beliefs about what causes attributions 7imensions underlying people's attribution8 eople con e#plain events in many di$erent ways8 9or e#ample, a tennis player may attribute hisBher wins and successes in matches to things like- luck, opponents, climate, hisBher fans etc8 TECHNI0ES IN MOTIVATING LEARNERS Challenge them- o$er student's opportunities to undertake real challenges8 &ncourage them to take intellectual risks 4uild on strengths rst- pportunity to use their talents to achieve success O=er "hoi"es- o$ering choices develop ownership8 6hen child makes decisions heBshe is more likely to accept ownership and control of the results8 Pro+i%e a se"3re en+ironment- which permits children to fail without penalty8 Learning how to deal with failure is critical for developing motivation and successful learning8 • • • • •
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ANALING TEST
7irections: *ead and analy;e each item and select the correct option that answers each question8 1naly;e the items using the rst E items as your sample8 6rite only the letter of your choice in your answer sheet8
8 6hich theory operates on the stimulus-response principle+, which means all behaviors are caused by e#ternal stimuliK a8 %onte#tual theory c8 %ognitive theory b8 4ehaviorist theory d8 %onstructivist theory <8 3s8 &rika in her 4iology class accompanies her discussion with interesting visual aids8 )he strongly believes that students learn better when lessons are presented with images, real or imagined aside from mere lecture method8 6hich learning theory does she upholdsK a8 7ual- %oding Theory b8 !nformation rocessing 1pproach c8 3eaningful *eception Learning Theory d8 )ocial %ognitive Theory =8 3iss %alma is an e#cellent hysical &ducation teacher8 )he started teaching volleyball to her grade < class8 7espite all her e$orts her class does not seem to learn how to play the game, wht law of learning was disregardedK a8 Law of 7isuse c8 Law of &#ercise b8 Law of &$ect d8 Law of *eadiness
D8 Teacher ay, a physical education teacher, demonstrates the new skill to be learned so that his students can watch him and later produce the skill8 6hat learning theory is associated with the situationK a8 7ual- %oding Theory c8 )chema- Learning Theory b8 !nformation rocessing d8 )ocial Learning E8 atrice is always fearful of freely roaming dogs but does not mind dogs in pain or on leash8 6hat feature of classical conditioning is e#hibitedK a8 7iscrimination c8 /enerali;ation b8 &#tinction d8 ractice F8 1 music teacher is careful in planning activities for each lesson8 Me praises liberally and rewards correct answers8 6hat view of learning is e#hibitedK a8 classical conditioning c8 operant conditioning b8 meaningful learning d8 social learning G8 6hich of the theories of learning presents or states that learning skills are hierarchically arrangedK a8 %umulative learning c8 )ocial %ognitive Theory b8 3eaningful learning d8 Theory of !nstruction H8 6hich of the following best describes what meaningful learning isK a8 when what is to be learned is new and easy for students b8 3aterials presented are diJcult and challenging to the students8 c8 6hen the materials to be learned is related to what students already know8 d8 )tudents nd the lesson easy and relevant to what students already know8 I8 3s8 ones, after learning the statements made by her colleague about their newly appointed principal, carefully deliberates whether to accept, re"ect or suspend "udgement in such claim8 6hat type of thinking does 3s8 ones haveK 18 %reative thinking %8 *eAective thinking 48 %ritical thinking 78 Logical thinking N8 1n &arth )cience teacher has "ust completed a unit of the sun8 1s she organi;es her ne#t unit on other stars 8)he uses the sun as a frame of reference8 6hat view of learning was usedK 18 7iscovery Learning %8 3eaningful Learning 48 !nformation Learning 78 Transfer Learning
8 6hich is an application of cognitive approach to motivationK 18 &#plain the reasons for studying the topic 48 %reate a supportive classroom climate for the students8 %8 rovide clear and prompt feedback on assignment8
78 4egin lessons with challenging questions and conAicting events8 <8 The rst people power was held in 9ebruary nowledge %8 7omain- )pecic >nowledge 48 7eclarative >nowledge 78 rocedural >nowledge =8 The student of 3rs8 )aludes were not able to learn concepts that she presented yesterday so she taught the same concepts again but this time using a di$erent teaching method8 6hat principle of learning was appliedK 18 %oncepts should be presented in varied and di$erent ways8 48 &$ort was put forth when tasks are challenging %8 Learning by doing is more e$ective than "ust by sitting and listening 78 Learning is aided by formulating and asking questions8
D8 1lvin is a transferee and feels uneasy with his new school8 Mis teacher is very accommodating, warm and caring8 1lvin felt comfortable with the teacher's display of genuine warmth8 The teacher is consistent in his manner and 1lvin began to associate school with the teacher's warmth8 6hich theory is being illustratedK 18 3eaningful Learning %8 %lassical %onditioning 48 perant %onditioning 78 bservational Learning E8 1fter "ust being introduced to another guest in the party, Tom cannot remember the name of the guest he was introduced to8 !n what memory stage was the information stored inK 18 &pisodic memory %8 )ensory memory 48 )emantic memory 78 6orking memory F8 2ygotsky claimed that social interaction is important for learning8 6hat does this implyK 18 %hildren are independent problem solvers8 48 %hildren learn from adults and other children8 %8 %hildren learn well by passive presentation of information 78 %hildren in the crib has no learning yet, since they are capable of interaction8 G8 Mow would you help a student who is intelligent but is underachieving in classK 18 rovide challenging activities which heBshe can accomplish 48 *ecogni;e his talents by asking himBher to help other students with their work8 %8 !dentify the immediate causes of diJculties that cause hisBher being an underachiever
78 1llow himBher to work with slow learner group to cope with the academic needs of the lesson8
H8 3rs8 %orpu; always make sure that her pre-school classroom is well organi;ed and clean8 )he puts up interesting and colorful visuals on the bulletin boards8 6hat principle of motivation was appliedK 18 !ncentives motivate learning8 48 !nternal motivation is longer lasting and more self- directive than is e#ternal motivation8 %8 3otivation is enhanced by the way in which instructional material is organi;ed8 78 The environment can be used to focus the student's attention on what needs to be learned8
I8 9or every correct answer the teacher would give a star to her students8 6hat schedule of reinforcement was usedK 18 #ed interval %8 variable interval 48 #ed ratio 78 variable ratio
<<8 The teacher presented a new lesson where in the students were asked to work on a new pro"ect which was somewhat complicated8 The students showed interest while working on the pro"ect8 6hat principle applies to situationK 18 &$ort was put forth when tasks are challenging 48 Lessons should be presented in varied and di$erent ways8 %8 3eaningful materials are readily learned than nonsense materials8 78 Teachers should provide opportunities for meaningful and appropriate practice8 <=8 3aturation should precede certain types of learning8 Mow is this applied in the classroomK
18 concepts should be taught from simple to comple# 48 consider the age level of students in teaching certain concepts %8 follow the interest of the students in assigning taks 78 give the same task to all students in a particular grade level nowledge 78 1nalysis
Enhan"ing Test Ta#ing S#ills
8 4ased on 4andura's theory, which conditions must be present for a student to learn from a modelK !8 1ttention !!8 *etention !!!8 3otor roduction !28 3otivation a8 ! and !! c8 !, !!, !!!, !2 b8 !, !!, and !!! d8 !!!, !2 <8 6hich of the following principles of learning applies to considering students age in presenting content and cognitive processesK a8 rinciples of readiness b8 rinciple of learning by doing c8 rinciple of presenting challenging tasks d8 rinciple of learning aided by formulating and asking question =8 !n classical conditioning, which are paired together in order to elicit the desired responseK a8 0%) and .) c8 0%) and %) b8 %) and .) d8 0%* and .) D8 1ccording to Thorndike that law states that the strength of a connection is inAuenced by the consequences of the responseK a8 Law of 7isuse c8 Law of e#ercise b8 Law of e$ect d8 Law of readiness
E8 1 burglary occurred in ason's neighborhood8 )ince then, ason is very careful of locking their doors and closing windows8 6hat theory best e#plains ason's behaviorK a8 bservational Learning c8 )elf-regulated learning b8 !mitation learning d8 2icarious Learning F8 !n observation and imitation learning, what should be the learner's response when the teacher initially models the behaviorK a8 *eproduce and match c8 !mitate and practice b8 ay attention d8 )hows satisfaction G8 6hat is the correct sequence of information processingK a8 )ensory register- )T3- LT3 c8 )ensory register- LT3- )T3 b8 )T3- sensory register- LT3 d8 LT3- sensory register- )T3 H8 6hat should be the hierarchy of the types of learning according to cumulative learning theoryK roblem solving learning = rule learning < 7iscrimination learning D concept learning a8 <--=-D c8 <-=-D- b8 <--D-= d8 <-D-=- I8 6hich is essential in meaningful reception learningK a8 %oncepts are presented to learner and received by them b8 %oncepts are discovered by the learner c8 %oncepts are related to one another d8 %oncepts are solicited from the learners N8 /race is bilingual8 )he speaks both &nglish and 9ilipino Auently8 )he begins to study )panish and immediately recogni;es many similarities between )panish and 9ilipino languages and uses this information to acquire the new language faster8 6hat kind of transfer was /race able to useK a8 Lateral Transfer c8 )pecic Transfer b8 /eneral Transfer d8 2ertical Transfer 8 %ristina has been staring at the match stick pu;;le problem8 )he is guring out how to solve it8 )uddenly, a bright idea Aashes her mind and e#citedly, successfully solves the pu;;le problem8 6hat type of learning is e#hibitedK a8 1nalytic Learning c8 !nsight Learning b8 7iscovery learning d8 Trial and error Learning <8 3arko e#cels in adding numbers8 Me learned this skill in 3ath class8 Me is now able to apply this skill in 3usic class8 6hat type of transfer was usedK a8 Lateral Transfer c8 )pecic Transfer b8 /eneral Transfer d8 2ertical Transfer =8 3r8 Loren;o would always give the chapter test on 9riday8 6hat schedule of reinforcement is used by 3r8 Loren;oK a8 9i#ed interval c8 2ariable interval b8 9i#ed ratio d8 2ariable ratio
D8 To remember the si# digits H, D,=,I,D,E, the 3ath teacher grouped the numbers in two's HD, =I,DE or in threes HD=, IDE8 6hat control process of retaining information is referred toK a8 %hunking c8 *ehearsing b8 !nterfering d8 *emembering E8 Mere is a test item: The improvement of basic education should be the top priority of the hilippine /overnment8 7efend or refute this position+ what type of question is thisK a8 1nalysis c8 &valuative b8 %onvergent d8 Low level F8 Lara e#cels in dancing and in certain sports8 1ccording to /ardner8 6hat intelligence is dominant in LaraK a8 4odily kinesthetic c8 3usical b8 !ntrapersonal d8 )patial G8 1ccording to 4rofenbrenner, what system contains structures that has direct contact with the childK a8 %hronosystem c8 3esosystem b8 &#osystem d8 3icrosystem H8 )ome learners like to nd specic and concrete answers8 6hat kind of learners are theyK a8 1ccommodators c8 %onvergers b8 1ssimilators d8 7ivergers I8 3rs8 3ercado, the Mome &conomics teacher constantly gives verbal guidance to her pupils while practicing a sewing skill8 6hat is the value of giving verbal guidance in improving learning behaviorK a8 !t promotes the growth of interest in the new learning tasks b8 !t serves as informational feedback c8 !t facilitates perfection of skills d8 !t directs pupils attention to more adequate and better techniques
<<8 !nstead of asking her students to write their reaction to astory the teacher asked her students to interpret the story in dance form8 6hat principle of learning is consideredK a8 %oncepts should be presented in varied and di$erent ways b8 &$ort it put forth when tasks are challenging c8 Learning by doing is more e$ective than "ust sitting and listening d8 Learning is aided by formulating and asking questions <=8 !n performing the minuet, rst raise your heel, second make there steps forward, third step make a point8 6hat kind of knowledge is e#hibitedK a8 %onditional knowledge c8 domain-specic knowledge b8 7eclarative knowledge d8 procedural knowledge
