Unit 3

• Learning


  Change in behavior potentiality
• Performance


  Translation of learning potentiality into behavior
• Low degree of stress


  Associated with low performance
• High stress


  Leads to less brain activity in cortical areas where higher-level learning happens
• Moderate levels of cortisol

  Tend to correlate with the highest performance on tasks
• Learning Types


  • Rote Learning
  • Rational Learning
  • Motor Learning
  • Associational Learning
  • Appreciational Learning
• Rote Learning


  Learning without understanding, e.g. memorization
• Rational Learning


  Learning with understanding
• Motor Learning


  Adaptation of movement to stimuli relating to speed and precision of performance
• Associational Learning


  Learning through establishing relationships
• Appreciational Learning


  Process of acquiring attitudes, ideas, satisfaction and judgment concerning values as well as the recognition of worth and importance which learner gains from activities
• Basic Principles of Learning

  • Recency
  • Frequency
  • Vividness
  • Exercise
  • Readiness
• Recency


  Most recent impression or association is more likely to be recalled
• Frequency


  Knowledge encountered most often is more likely to be recalled
• Vividness


  Learning is proportional to vividness of the process
• Exercise


  Using what has been learned will help its likelihood to be recalled
• Readiness


  Readiness to learn is proportional to the efficiency of learning
• Goals


  Observable and measurable end result of several objectives that are to be accomplished in a given time frame
• Vision


  An idea of what you want to be or what you want to do
• Goals are more specific: "what do I need to do to reach my vision"
• Importance of Goals


  • Guide to act
  • Motivate behavior
  • Indicate direction and effort required
• Goal Setting Theory


  Developed by Edwin Locke and Gary Latham
• Six "W" questions for goal setting

  • Who
  • What
  • Where
  • When
  • Which
  • Why
• SMART Goals


  • Specific
  • Measurable
  • Action Plan
  • Relevant
  • Time Bound
• Specific


  Setting measurable goals is important to track progress and stay motivated
• Measurable


  Goals need to be measurable to determine if they are accomplished
• Action Plan


  Goals need to be realistic and achievable to be successful
• Relevant


  Goals must be applicable to the present situation and aligned to the vision
• Time Bound


  Every goal needs a deadline to motivate and help focus
• Maslow's Hierarchy of Needs


  Arranged in a hierarchy of prepotency, with physiological needs at the bottom
• Prepotent Needs


  Must be satisfied or mostly satisfied before higher level needs become activated
• Maslow's Hierarchy of Needs

  • Physiological
  • Safety
  • Love/Belonging
  • Esteem
  • Self-Actualization
• Maslow's Hierarchy of Needs

  • Deficiency Needs
  • Growth Needs
• Social Cognitive Theory


  Emphasizes how cognitive, behavioral, personal, and environmental factors interact to determine motivation and behavior
• Self-Efficacy


  The belief we have in our own abilities to meet challenges and complete tasks successfully
• Growth Mindset Theory


  Developed by Carol Dweck, individuals can have a growth mindset or a fixed mindset
• Fixed Mindset


  Believe abilities are mostly innate and interpret failure as lack of necessary basic abilities
• Growth Mindset


  Believe abilities can be acquired through effort and study