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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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First, in the magazine article “Brainology,” Carol S. Dweck asserted that the way that students learn and how well they do in school
Nairne, J. S., Smith, M. S., and Lindsay, D. S. (2001). Psychology: The Adaptive Mind. Scarborough: Nelson Thomson Learning.
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 ...
Guided discovery, structured sessions, homework and collaboration. Socratic reasoning/questioning (open questioning). Challenging NATS (Negative Automatic Thoughts), challenging core beliefs. ERP (exposure and response prevention).
...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.
Bernstein, D.A., Penner, L.A., Clarke-Stewart, A., & Roy E.J. (2008). Psychology (8th ed.). Boston, MA: Cengage Learning.
Learning is a cognitive process which involves generating linkages between concepts, ideas, skills elements, experiences and people. This process requires the learner to make meaning of something by creating and re-working patterns, connections and relationships. From various scientific studies, it has been proved that this cognitive process is largely premised upon mental capabilities and development of the brain (intime, 2001). For people to actualize their ideas and creativities of their minds, learning is inevitable. However, the ability to learn is dissimilar for all people- some learn faster than others. This infers the notion of learning patterns. In simple terms, learning patterns can be defined as forms through people learn.
The first step of the learning cycle is information (experience), which continues on to meaning (reflection), then ideas (abstraction) and finally action (testing). As Zull describes in his book, when we learn we change; we do something new or better, or we may stop doing something altogether (2002). The completion of the learning cycle is heavily influenced on the stimulus of emotions and its influence on motivation, attitude, and behavior. The emotions felt during each phase of the cycle allows us to change and influences what happens next, whether we want to improve on something or stop doing
Learning is a process that individuals face every day, whether it is in classroom, at work, or surfing the Internet, but each person has a particular style in which they prefer to accomplish this learning. An individual’s learning style is the manner in which that person finds learning to be the easiest for them, and while many individuals have a primary style, everyone uses all the learning styles in various combinations throughout their day and life.
Feist, G. J., & Rosenberg, E. L. (2012). Learning. In Psychology: Perspectives & connections (2nd ed., p. 310). New York, NY: McGraw-Hill Higher Education.
pp. 164-71. LeDoux, J. E. (2002). "The 'Path How Our Brains Become Who We Are. New York: Viking Books, Inc. M. M. Merzenich, J. K. (1983).
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.
...e in my daily writings such as, e-mails, letters, notes and discussion board responses to practice what I have learned.
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.
Electrical and chemical. As a child, more and more neurons are formed, and they are create links to one another, or synapses. So as kids grow older, the neurons branch out to make new connections. If neurons don’t form connections with each other and with other structures in the brain, they eventually die off. We are fortunate that we have many more neurons at birth than we need, so it is natural that some of the neurons die off. There is no way to replace neurons once they die off, but the neurons we do have can continue to grow our whole lives. Meaning that they can form new branches and connections with other neurons through new experiences. Although as people age, the connection between neurons weaken, by learning new things, new connections between neurons form and the synapse can change. So, as we practice a new skill, we actually stimulate a pattern of electrical signals through our neurons. In order to learn a new skill, it takes doing it over and over again so that the same nerve impulses create the correct and desired result. That is why it is important to not only have hours and hours of practice to perfect a skill, but practicing it correctly will also impact your success with the skill. If we practice something incorrectly a whole bunch of times, we will only increase our chances of doing it wrong. Although it may seems easier to learn how to do something