Reply to this post: 300 words. Spa and 2 cites no older than 4 years. Question 1: According to the Guthrie’s Contiguity theory, learning is a result of association between a stimulus and a response

Reply to this post: 300 words. Spa and 2 cites no older than 4 years.  

Question 1:

According to the Guthrie’s Contiguity theory, learning is a result of association between a stimulus and a response (Akasheh, Solomon, Hamilton, Nayak, Chitra, & Viswanathan. 2018). For this association to happen the stimulus and response should occur one after another. An example of this would be a teacher teaching a class how to respond to when asked a particular question, then the teacher gives the students an assignment with those types of questions.

The principle of repetition refers to learning materials and their expected outcomes needing to be repeated multiple times for improved learning and retention (Akasheh, Solomon, Hamilton, Nayak, Chitra, & Viswanathan. 2018).  Depending on the situation the number of times an action must be repeated can vary.  An example of repetition would be a student learning French repeating the pronunciation of word that a student is pronouncing incorrectly until the student is able to say it properly.

Reinforcement refers to the enhancement of learning a new task through rewarding learner for his or her performance (Akasheh, Solomon, Hamilton, Nayak, Chitra, & Viswanathan. 2018).  The reward itself can be either internal or external.  An internal reward would be a fun lesson where the student enjoyed what they learned.  An external reward would be to give praise or tangible reward for a success grade on a test.

The Sociocultural Learning Theory takes into account the students’ peers impact their learning and how social scenarios impact their ability to acquire information (Akasheh, Solomon, Hamilton, Nayak, Chitra, & Viswanathan. 2018).  Instructor who use Sociocultural Learning Theory can become aware of how their students can impact each other as well as how the student’s cultural background may influence their learning.

Question 2:

Verbal information referred to in Bloom’s Taxonomy as declarative knowledge, the students define or describe concepts or words (Gagne’s Learning Outcomes).  This would be useful in vocabulary lessons having students being able to verbal define the meaning and spelling of words.

Intellectual skills refer to recalling information as well as applying that information to new situations that may not have been covered in instruction (Gagne’s Learning Outcomes).  This can be used in a variety but in a vocabulary lesson after the students learn the definition the students will then apply their knowledge of words with creating a story using the words. 

Cognitive skills refer to the student’s ability to problem solve (Gagne’s Learning Outcomes).  This is useful for high level thinking students’ assignments should have them create, adopt, and organize.

Attitudes are developed by the environments that people live in because each environment is different do are people’s attitude towards objects, people, and situations (Gagne’s Learning Outcomes).  These attitudes are useful for a teacher to gauge which students will be more or less receptive to certain lessons.

Motor skills refer to physical movements paired with mental activities (Gagne’s Learning Outcomes).  This can useful in an auto mechanics class pair the motion of fixing fuel injector with the knowledge of why that part goes in the tank as well as what it does in relation to the function of the vehicle.

References:

Akasheh, F. Solomon, J. T., Hamilton, E. Nayak, C. R., & Viswanathan K. V. (2018) Application of brain-based learning principles to engineering mechanics education: Implementation and preliminary analysis of connections between employed strategies and improved student engagement.  American Society for Engineering Education PP. 1-12

(Gagne’s Learning Outcomes) (n.d.) Weber State University retrieved from: https://weber.instructure.com/courses/351142/pages/gagnes-learning-outcomes?module_item_id=2642036