INDIVIDUAL LEARNING

Dr. K. Sivapalan.

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Learning

Teaching and Learning

What is learning?What is teaching?

Acquiring knowledge, skills and attitude

Learning results in change of behavior

Done by the student and the student only

Starts at 35 weeks of gestation and never ends

Wisdom is acquired

Trying to impart knowledge, skills and attitude.

Teaching may result in learning or not.

Done by the teacher, books, other students, etc.

Starts on admission and ends with certification

Can we teach wisdom ?

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Learning

Teaching Methods.

Lectures. Practicals Tutorials Giving objectives. Examination.

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HOW WE LEARN.ehk; fw;Fk; tpjk;

1 % THROUGH TASTE – Rit. 2% THROUGH TOUCH – njhLif. 3% THROUGH SMELL – kzk;. 11% THROUGH HEARING – Nfl;ly;. 83% THROUGH SIGHT – ghu;it.

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Learning

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FUNCTIONAL AREAS IN BRAIN

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Processing after Learning REM sleep stimulates the brain regions

used in learning. This would explain why infants spend

much more time in REM sleep than adults.

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Reward and Punishment in Learning and Memory

Stimuli that cause neither of these are not remembered.

The limbic system has much to do with selecting the information to be learnt and thrown away.

About 99% of the input is thrown away and only 1% is learnt.

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Reward and Punishment

Also described as satisfaction or aversion. Stimulation of the reward centre satisfies

the animal. Stimulation of punishment centers cause

terror, pain, fear, defense, or escape reactions.

Excessive stimulation of reward centers can generate sense of punishment.

Excessive stimulation of punishment centers can make the animal sick and even lead to death.

? Teacher’s Pressure, ?parental pressure at 5th ,11th and 13th standards.

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Conditioned Reflexes.

Salivation on placement of food is a normal reflex.[meat is unconditioned stimulus- US]

In Pavlov’s experiment, bell is conditioned stimulus [CS].

Several stimuli can be conditioned. If CS is repeated without US, extinction

or internal inhibition occurs. If it is disturbed by external stimuli,

external inhibition occurs. Reinforcing the CS from time to time

can keep the reflex indefinitely.

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Operant Conditioning.

Animal is trained to “operate” in order to obtain reward or avoid punishment.

US is reward or punishment. CS is the stimulus that signals and

alerts the animal to perform the task. If eating is coupled with unpleasant

feeling by injection or electrical stimulus conditioning occurs which can be very strong. [food aversion]

Survival value of this is avoidance of poisoning.

Why learn?

? To obtain certificate for jobs ?Financial benefits ?social recognition ?self benefits ?social benefits ?[justifying dominant persons needs] ?natural instinctual behaviour

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Learn what?

Cognitive- such as learning to recall facts, to analyze, and to solve a problem

Psychomotor- such as learning to perform the correct steps in a dance, learning to swim, learning to ride a bicycle, or drive a car

Affective- such as learning how to like someone, "to hate sin", to love one's country (patriotism), to worship God, or to move on after a failed relationship.

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Learning

Attitudes

It is a tendency to respond to various aspects

Directional- favourable direction Based in knowledge component Linked to feelings or emotion Linked to stable [core] factors Enduring character over a period of

time Susceptible to change

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Learning Methods.

Listening actively – lectures, tutorials etc.

Reading. Writing notes. Discussions- tutorials, approach

teachers, peer groups, seniors. Answering. Experimenting and reasoning. Experience and participation. Dealing with patients and people. Port folioing

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Learning

Assist learning Lecture Tutorial Practical Library Facilitate discussion Facilitate self learning Are the above enough to fulfill the

vision and mission of the university? Do the examinations signify

satisfactory fulfilment of the objectives

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WHAT WE REMEMBER.ehk; epidtpy; itj;jpUg;gJ

10% OF WHAT WE READ – thrpg;gJ. 20% OF WHAT WE HEAR – Nfl;gJ. 30% OF WHAT WE SEE – ghu;g;gJ. 50% OF WHAT WE SEE AND HEAR –

ghu;g;gJk; Nfl;gJk;. 80% OF WHAT WE SAY – nrhy;tJ 90% OF WHAT WE SAY AND DO –

nrhy;tJk; nra;tJk;.

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Learning

LEARNING AND RETENTION- QA council

Teach others / immediate use of learning – 90%

Practice by doing- 75%Discussion group- 50%

Demonstration- 30%Audio-visual- 20%

Reading- 10%

Lecture- 5%

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Learning

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Learning

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Memory

A study in rats showed that certain nerve-signaling patterns which the rats generated during the day were repeated during deep sleep.

This pattern repetition may help encode memories and improve learning.

A napping study that involved 33 undergraduate students revealed that a nap resulted in waking up with sharper memory

Some research findings suggest that REM sleep facilitates proliferation of granule cells in the Hippocampus – [organ that processes memory]

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Activating Memory Gene in Sleep

Exposure to a "memorable" environment turns on a gene called zif-268 that is associated with synapses between nerve cells.

Zif-268 turned off during NREM sleep in all rats. During REM sleep, zif-268 turned on in the cerebral

cortex and hippocampus of exposed to enriched environments and not in controls.

This retrieval of zif-268 activity during REM sleep may couple with other reactivated brain mechanisms to "process" memories of novel experiences.

Such processing may in turn prove important for cementing the memories acquired while awake.

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Basis of Memory. The key to memory is

the strength of selected synapses.

It involves protein synthesis during conversion of short term memory into long term memory.

Protein deficiency is associated with poor memory.

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Forms of Memory

Short-term memory Working memory Long term memory Explicit memory Implicit memory

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Short-term Memory and Working Memory Lasts for seconds to hours during

which processing in hippocampus or elsewhere lays down long term memory.

Memory traces are subject to disruption by trauma and drugs.

Working memory is a form of short term memory.

It keeps information for very short periods while the individual plans actions on it.

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Long term Memory

Involves changes in synaptic strength.

Stores memories for years or sometimes for life.

Memory traces are remarkably resistant to disruption.

Involves protein systhesis. Importance of good nutrition for

good learning and memory.

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Explicit Memory

Also called declarative and recognition memory.

It is associated with consciousness or at least awareness.

Events [episodic], rules, words and language [semantic]

Dependant on hippocampus and parts of temporal lobe.

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Implicit Memory

Does not involve awareness Also called nondeclarative or

reflexive memory. Includes skills, habits, and

conditioned reflexes. [? Attitudes] It does not involve hippocampus. [?

where] Explicit memory can become implicit

once it is learnt thoroughly.

Remembering

Repetition. Association.[ mnemonics] Reasoning.

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Learning

Principles of learning

Learning is individual matter Degree and speed of learning are

related to motivation Learning is more efficient when

experience has meaning [relevent] Learning is more efficient with

feedback

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Ways of learning

Trial and error Intuition Conditioning Social modelling Scientific method

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Types of learning

Simple non-associative learning- Habituation, Sensitization

Associative learning- Operant conditioning, Classical conditioning

Imprinting Observational

learning Play

Enculturation Multimedia

learning e-Learning and

Augmented Learning

Rote learning Informal learning Formal learning Nonformal learning Tangential Learning Dialogic Learning04/19/2023 Learning

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Learning Skills

Performance and performance only

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Learning attitudes

Observation Group pressure Select people who want to do the

same Reward and punishment

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For effective Learning [and remembering] The student should, Engage in learning actively Should used a variety of learning

methods depending on the aspect to be developed.

Should develop own notes or data base on all learnt activities, practise skills and express attitudes.

Express the learnt aspects and get feed back from teachers, peers, patients, public etc depending on the application.

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