Learning theory (education)

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appropriately to new things and information people come across, or have recently been taught. Mindfulness is important to the process of learning in many aspects. Being mindful means to be present with and engaged in whatever you are doing at a specific moment in time. Being mindful can aid in helping us to more critically think, feel and understand the new information we are in the process of absorbing. The formal discipline approach seeks to develop causation between the advancement of the mind by exercising it through exposure to abstract school subjects such as science, language and mathematics. With student's repetitive exposure to these particular subjects, some scholars feel that the acquisition of knowledge pertaining to science, language and math is of "secondary importance", and believe that the strengthening and further development of the mind that this curriculum provides holds far greater significance to the progressing learner in the long haul. D.C. Phillips and Jonas F. Soltis provide some skepticism to this notion. Their skepticism stems largely in part from feeling that the relationship between formal discipline and the overall advancement of the mind is not as strong as some would say. They illustrate their skepticism by opining that it is foolish to blindly assume that people are better off in life, or at performing certain tasks, because of taking particular, yet unrelated courses.

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lawn to how much it costs to varnish a table, they have different surface structures, but the steps for getting the answers are the same. However, many people are more influenced by the surface structure. In reality, the surface structure is unimportant. Nonetheless, people are concerned with it because they believe that it provides background knowledge on how to do the problem. Consequently, this interferes with their understanding of the deep structure of the problem. Even if somebody tries to concentrate on the deep structure, transfer still may be unsuccessful because the deep structure is not usually obvious. Therefore, surface structure gets in the way of people's ability to see the deep structure of the problem and transfer the

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motion when there is no motion at all. For example: a powered sign used at a convenience store to indicate that the store is open or closed might be seen as a sign with "constant light". However, the lights are actually flashing. Each light has been programmed to blink rapidly at their own individual pace. Perceived as a whole however, the sign appears fully lit without flashes. If perceived individually, the lights turn off and on at designated times. Another example of this would be a brick house: As a whole, it is viewed as a standing structure. However, it is actually composed of many smaller parts, which are individual bricks. People tend to see things from a holistic point of view rather than breaking it down into sub units.

129:. This answer could be further justified by a paradox: If a person knows something, they don't need to question it, and if a person does not know something, they don't know to question it. Plato says that if one did not previously know something, then they cannot learn it. He describes learning as a passive process, where information and knowledge are ironed into the soul over time. However, Plato's theory elicits even more questions about knowledge: If we can only learn something when we already had the knowledge impressed onto our souls, then how did our souls gain that knowledge in the first place? Plato's theory can seem convoluted; however, his classical theory can still help us understand knowledge today. 532:

abstract syntax of math problems can be transformed by placing a traditional math problem within a practical story problem. This presents an opportunity to meet that appropriate balance between situated and transferable knowledge. Lampert (1987) successfully did this by having students explore mathematical concepts that are continuous with their background knowledge. She does so by using money, which all students are familiar with, and then develops the lesson to include more complex stories that allow for students to see various solutions as well as create their own. In this way, knowledge becomes active, evolving as students participate and negotiate their way through new situations.

612:, are harder to change than points of view. Habits of mind influence our point of view and the resulting thoughts or feelings associated with them, but points of view may change over time as a result of influences such as reflection, appropriation and feedback. Transformative learning takes place by discussing with others the "reasons presented in support of competing interpretations, by critically examining evidence, arguments, and alternative points of view". When circumstances permit, transformative learners move toward a frame of reference that is more inclusive, discriminating, self-reflective, and integrative of experience. 868:, an informal curriculum promotes the use of prior knowledge to help students gain a broad understanding of concepts. New knowledge cannot be told to students, it believes, but rather the students' current knowledge must be challenged. In this way, students adjust their ideas to more closely resemble actual theories or concepts. By using this method students gain the broad understanding they're taught and later are more willing to learn and keep the specifics of the concept or theory. This theory further aligns with the idea that teaching the concepts and the language of a subject should be split into multiple steps. 550:, constructivism emphasizes the importance of the active involvement of learners in constructing knowledge for themselves. Students are thought to use background knowledge and concepts to assist them in their acquisition of novel information. On approaching such new information, the learner faces a loss of equilibrium with their previous understanding, and this demands a change in cognitive structure. This change effectively combines previous and novel information to form an improved cognitive schema. Constructivism can be both subjectively and contextually based. Under the theory of radical constructivism, coined by 906:, an early influence on the field, deemed human nature to be "rational animality," wherein humans are closely related to other animals but still set apart by their ability to form rational thought. Philosophical anthropology expanded upon these ideas by clarifying that rationality is, "determined by the biological and social conditions in which the lives of human beings are embedded." Fully developed learning theories address some of the "basic problems of mankind" by examining these biological and social conditions to understand and manipulate the rationality of humanity in the context of learning. 125:(428 BC–347 BC) proposed the question: "How does an individual learn something new when the topic is brand new to that person?", This question may seem trivial; however, think of a human-like a computer. The question would then become: How does a computer take in any factual information without previous programming? Plato answered his own question by stating that knowledge is present at birth and all information learned by a person is merely a recollection of something the soul has already learned previously, which is called the Theory of Recollection or 590:, but all versions promote a student's free exploration within a given framework or structure. The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working answering open-ended questions and solving real-world problems. To do this, a teacher should encourage curiosity and discussion among his/her students as well as promoting their autonomy. In scientific areas in the classroom, constructivist teachers provide raw data and physical materials for the students to work with and analyze. 456:. Two key assumptions underlie this cognitive approach: that the memory system is an active organized processor of information and that prior knowledge plays an important role in learning. Gestalt theorists believe that for learning to occur, prior knowledge must exist on the topic. When the learner applies their prior knowledge to the advanced topic, the learner can understand the meaning in the advanced topic, and learning can occur. Cognitive theories look beyond behavior to consider how human memory works to promote learning, and an understanding of 769: 146:(1632–1704) offered an answer to Plato's question as well. Locke offered the "blank slate" theory where humans are born into the world with no innate knowledge and are ready to be written on and influenced by the environment. The thinker maintained that knowledge and ideas originate from two sources, which are sensation and reflection. The former provides insights regarding external objects (including their properties) while the latter provides the ideas about one's mental faculties (volition and understanding). In the theory of 365:

problem-based learning, and knowledge and skills for implementing new plans. The features of learners include their ability to reflect on past experiences, their ability to participate in group discussions, practice skills, and participate in written discussions. All the unique features contribute to a student's ability to use transfer of learning. There are structural techniques that can aid learning transfer in the classroom. These structural strategies include hugging and bridging.

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question then arises: can the results of neuro-scientific studies of brains as they are learning usefully inform practice in this area? The neuroscience field is young. Researchers expected that new technologies and ways of observing will produce new scientific evidence that helps refine the paradigms of what students need and how they learn best. In particular, it may bring more informed strategies for teaching students with learning disabilities.

31: 5563: 4571: 4581: 3793: 669: 298:. Edward Lee Thorndike was a pioneer in transfer research. He found that though transfer is extremely important for learning, it is a rarely occurring phenomenon. In fact, he held an experiment where he had the subjects estimate the size of a specific shape and then he would switch the shape. He found that the prior information did not help the subjects; instead it impeded their 5573: 635:

situations best help the brain store and retain new information via the linking of neurons—and best keep the dendrites from being reabsorbed, losing the information. The 1990s were designated "The Decade of the Brain", and advances took place in neuroscience at an especially rapid pace. The three dominant methods for measuring brain activities are

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language through an online game, there is a strong relationship between the learner's prior knowledge of that language and their cognitive learning outcomes. For the people with prior knowledge of the language, the learning effectiveness of the games is much more than those with none or less knowledge of the language.

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Bridging is when instruction encourages thinking abstractly by helping to identify connections between ideas and to analyze those connections. An example is when a teacher lets the student analyze their past test results and the way they got those results. This includes amount of study time and study

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One explanation of why transfer does not occur often involves surface structure and deep structure. The surface structure is the way a problem is framed. The deep structure is the steps for the solution. For example, when a math story problem changes contexts from asking how much it costs to reseed a

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and emphasizes the whole of human experience. Over the years, the Gestalt psychologists provided demonstrations and described principles to explain the way we organize our sensations into perceptions. Max Wertheimer, one of the founding fathers of Gestalt Theory, observed that sometimes we interpret

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Hugging uses the technique of simulating an activity to encourage reflexive learning. An example of the hugging strategy is when a student practices teaching a lesson or when a student role plays with another student. These examples encourage critical thinking that engages the student and helps them

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discovered classical conditioning. He observed that if dogs come to associate the delivery of food with a white lab coat or the ringing of a bell, they produce saliva, even when there is no sight or smell of food. Classical conditioning considers this form of learning the same, whether in dogs or in

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Locke recognized that something had to be present, however. This something, to Locke, seemed to be "mental powers". Locke viewed these powers as a biological ability the baby is born with, similar to how a baby knows how to biologically function when born. So as soon as the baby enters the world,

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An awareness and understanding of philosophical anthropology contributes to a greater comprehension and practice of any learning theory. In some cases, philosophy can be used to further explore and define uncertain terms within the field of education. Philosophy can also be a vehicle to explore the

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Many educators and researchers believe that information technology could bring innovation on traditional educational instructions. Teachers and technologists are searching for new and innovative ways to design learner-centered learning environments effectively, trying to engage learners more in the

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The auditory channel deals with information that is heard, and the visual channel processes information that is seen. The visual channel holds less information than the auditory channel. If both the visual and auditory channels are presented with information, more knowledge is retained. However, if

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stated: "It is vital that we identify what science tells us about how people learn in order to improve the education curriculum." What is exciting about this new field in education is that modern brain imaging techniques now make it possible, in some sense, to watch the brain as it learns, and the

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in the first decade of the twenty-first century. Such studies seek to link an understanding of brain processes with classroom instruction and experiences. Neuroeducation analyzes biological changes in the brain from processing new information. It looks at what environmental, emotional, and social

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Constructivism asks why students do not learn deeply by listening to a teacher, or reading from a textbook. To design effective teaching environments, it believes one needs a good understanding of what children already know when they come into the classroom. The curriculum should be designed in a

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There are many benefits of transfer of learning in the classroom. One of the main benefits is the ability to quickly learn a new task. This has many real-life applications such as language and speech processing. Transfer of learning is also very useful in teaching students to use higher cognitive

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Learning style theories propose that individuals learn in different ways, that there are distinct learning styles and that knowledge of a learner's preferred learning style leads to faster and more satisfactory improvement. However, the current research has not been able to find solid scientific

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There has been a lot of research done in identifying the learning effectiveness in game based learning. Learner characteristics and cognitive learning outcomes have been identified as the key factors in research on the implementation of games in educational settings. In the process of learning a

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All individuals have the ability to develop mental discipline and the skill of mindfulness, the two go hand in hand. Mental discipline is huge in shaping what people do, say, think and feel. It's critical in terms of the processing of information and involves the ability to recognize and respond

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Transformative learning theory seeks to explain how humans revise and reinterpret meaning. Transformative learning is the cognitive process of effecting change in a frame of reference. A frame of reference defines our view of the world. The emotions are often involved. Adults have a tendency to

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may create a more self-regulated learner, yet schools undermine intrinsic motivation. Critics argue that the average student learning in isolation performs significantly less well than those learning with collaboration and mediation. Students learn through talk, discussion, and argumentation.

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students receive is limited to the culture of schools, without consideration for authentic cultures outside of education. Curricula framed by situated cognition can bring knowledge to life by embedding the learned material within the culture students are familiar with. For example, formal and

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There are many different conditions that influence transfer of learning in the classroom. These conditions include features of the task, features of the learner, features of the organization and social context of the activity. The features of the task include practicing through simulations,

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it immediately has experiences with its surroundings and all of those experiences are being transcribed to the baby's "slate". All of the experiences then eventually culminate into complex and abstract ideas. This theory can still help teachers understand their students' learning today.

92:, where learning is seen as the interaction between dozens of different functional areas in the brain each with their own individual strengths and weaknesses in any particular human learner, has also been proposed, but empirical research has found the theory to be unsupported by evidence. 197:, he stated that, "Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness." 350:

in an active way. Students don't simply carry over knowledge from the classroom, but they construct the knowledge in a way that they can understand it themselves. The learner changes the information they have learned to make it best adapt to the changing contexts that they use the

833:, which focuses on learning as making connections. The Learning as a Network (LaaN) theory builds upon connectivism, complexity theory, and double-loop learning. It starts from the learner and views learning as the continuous creation of a personal knowledge network (PKN). 901:

According to Theodora Polito, "every well-constructed theory of education at center a philosophical anthropology," which is "a philosophical reflection on some basic problems of mankind." Philosophical anthropology is an exploration of human nature and humanity.

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too much information is delivered it is inadequately processed, and long-term memory is not acquired. Multimedia learning seeks to give instructors the ability to stimulate both the visual and auditory channels of the learner, resulting in better progress.

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Gestalt psychologists criticize behaviorists for being too dependent on overt behavior to explain learning. They propose looking at the patterns rather than isolated events. Gestalt views of learning have been incorporated into what have come to be labeled

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that recognized current learning as primarily the transfer of decontextualized and formal knowledge. Bredo (1994) depicts situated cognition as "shifting the focus from individual in environment to individual and environment". In other words, individual

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Some theorists argue that transfer does not even occur at all. They believe that students transform what they have learned into the new context. They say that transfer is too much of a passive notion. They believe students, instead, transform their

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antecedents and consequences to change behavior without acknowledging the conceptual analysis; analyzing the function of behavior and teaching of new behaviors that would serve the same function was never relevant in behavior modification.

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reinforces this behavior with a reward or a punishment. A reward increases the likelihood of the behavior recurring, a punishment decreases its likelihood. Social learning theory observes behavior and is followed with modeling.

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learning process. Claims have been made that online games have the potential to teach, train and educate and they are effective means for learning skills and attitudes that are not so easy to learn by rote memorization.

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in. This transformation process can occur when a learner feels motivated to use the knowledge—however, if the student does not find the transformation necessary, it is less likely that the knowledge will ever transform.

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across contextual boundaries becomes impossible. There must be a balance between situating knowledge while also grasping the deep structure of material, or the understanding of how one arrives to know such information.

208:, or the conceptual analysis of behavior, which is based on the theory of also explaining private events; particularly, thinking and feelings. Radical behaviorism forms the conceptual piece of behavior analysis. 1648:

Harris, S., Lowery-Moore, H., & Farrow, V. (2008). Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership. Theory Into Practice, 47(4), 318-326.

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theory focuses on the often-necessary change required in a learner's preconceptions and worldview. Geographical learning theory focuses on the ways that contexts and environments shape the learning process.

786:. Multimedia learning theory focuses on the principles that determine the effective use of multimedia in learning, with emphasis on using both the visual and auditory channels for information processing. 443:

from what's in front of us, we often learn by making sense of the relationship between what's new and old. Because we have a unique perspective of the world, humans have the ability to generate their own

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Padilla, G. J. (2013). Philosophical anthropology: An introduction. In Padilla, G. J. (Ed.), Aporia: Philosophical anthropology: Wittgenstein's perspective (pp. 7-14). Munchen, DEU: Walter de Gruyter.

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strategies. Looking at their past study strategies can help them come up with strategies to improve performance. These are some of the ideas important to successful to hugging and bridging practices.

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Wilson, Brent G., and Karen M. Myers. "Situated Cognition in Theoretical and Practical context." Theoretical Foundations of Learning Environments(1999): n. pag. Situated Cognition. Web. 24 Mar. 2015.

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way that builds on the pupil's background knowledge and is allowed to develop with them. Begin with complex problems and teach basic skills while solving these problems. The learning theories of

45:. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained. 921:

theories operate with the assumption that humans are rational creatures capable of examining and redefining perspectives, something that is heavily considered within philosophical anthropology.

913:, which requires an understanding of humanity and human nature in order to assert that the similarities between humans and other animals are critical and influential to the process of learning. 294:

is the idea that what one learns in school somehow carries over to situations different from that particular time and that particular setting. Transfer was amongst the first phenomena tested in

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believe that a learner's ability to learn relies largely on what they already know and understand, and the acquisition of knowledge should be an individually tailored process of construction.

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Polito, Theodora. (2005). Educational theory as theory of culture: A Vichian perspective on the educational theories of John Dewey and Kieran Egan. Educational Philosophy and Theory, 37(4).

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claim that there is no need for such theories; that the attempt to comprehend the process of learning through the construction of theories creates problems and inhibits personal freedom.

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focuses on how humans interact with each other and their environments, which would be considered the "social conditions" explored within the field of philosophical anthropology.

191:(1878–1959). Watson believed the behaviorist view is a purely objective experimental branch of natural science with a goal to predict and control behavior. In an article in the 2453: 56:

believe that the definition of learning as a change in behaviour is too narrow, and study the learner rather than their environment—and in particular the complexities of human

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Mohamed Amine Chatti: The LaaN Theory. In: Personalization in Technology Enhanced Learning: A Social Software Perspective. Aachen, Germany: Shaker Verlag, 2010, pp. 19-42.

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Behaviorists view the learning process as a change in behavior, and arrange the environment to elicit desired responses through such devices as behavioral objectives,

262:, replacement behavior strategies, and often data collection and reinforcement to change behavior. The old practice was called behavior modification, which only used 5877: 5822: 5241: 5602: 2500: 321:, independent of the context that gives it meaning. Because of this, students often struggle to transfer this stand-alone information into other aspects of their 2349:

Yang, Jie Chi; Hsu, Hui Fen (2013). "Effects of prior knowledge on cognitive learning outcomes within an English learning multiplayer online role-playing game".

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and culturally constructed meaning. Learning through this perspective, in which knowing and doing become inseparable, becomes both applicable and whole.

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76. Teaching for Transfer of Learning. Thomas, Ruth; National Center for Research in Vocational Education, Berkeley, CA.. 93 NCRVE, December 1992.

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Brown, John S., Allan Collins, and Paul Duguid. "Situated Cognition and the Culture of Learning." Educational Researcher 18.1 (1989): 32-42. Web.

472:) where the educator focuses on building intelligence and cognitive development. The individual learner is more important than the environment. 5882: 5524: 3901: 554:, understanding relies on one's subjective interpretation of experience as opposed to objective "reality". Similarly, William Cobern's idea of 4460: 2691:

Koterski, Joseph W. (2013). Anthropology, Philosophical. In New Catholic Encyclopedia Supplement 20122013. (Vol. 1, pp. 7679). Detroit: Gale.

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American Universities such as Harvard, Johns Hopkins, and University of Southern California began offering majors and degrees dedicated to

492:, new cognitive frameworks of learning began to emerge during the 1970s, 80s, and 90s. Today, researchers are concentrating on topics like 1658:

Yang, L., Hanneke, S., & Carbonell, J. A Theory of Transfer Learning with Applications to Active Learning. Carnegie Mellon University.

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Hirst, Paul H. (Nov. 1963). Philosophy and Educational Theory. British Journal of Educational Studies, 12(1), 51-64. Retrieved from

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Multimedia learning refers to the use of visual and auditory teaching materials that may include video, computer and other

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Cormier, S.M. and Hagman, J.D. eds., 2014. Transfer of learning: Contemporary research and applications. Academic Press.

946: 822: 748:, who suggests that different kinds of intelligence exists in human beings. It is a theory that has been fashionable in 275: 5342: 2900: 2895: 464:

is important to educators influenced by cognitive theory. They view learning as an internal mental process (including

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77. Perkins, D. (1992). Transfer of Learning. International Encyclopedia of Education, 2. Retrieved March 23, 2015.

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Phillips, D.C. & Soltis, J.F. (2009). Perspectives on Learning (Fifth). New York: Teachers College Press. p. 22.

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Our frames of reference are composed of two dimensions: habits of mind and points of view. Habits of mind, such as

337:. Critics of situated cognition, however, would argue that by discrediting stand-alone information, the transfer of 5833: 5519: 5347: 5174: 4740: 4541: 4195: 3956: 3095: 2963: 2953: 896: 752:(CPD) training courses for teachers. However, the theory of multiple intelligences is often cited as an example of 5286: 2111:

Rowland (2010). "The brain that changes itself: Stories of personal triumph from the frontiers of brain science".

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The integration and application to education of what we know about the brain was strengthened in 2000 when the

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In behavior analysis, learning is the acquisition of a new behavior through conditioning and social learning.

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Methodological behaviorism is based on the theory of only explaining public events, or observable behavior.

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People remember how things made them feel, and use those emotional imprints to create memories on demand.

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Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice

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reject any ideas that do not correspond to their particular values, associations and concepts.

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serve as the foundation of the application of constructivist learning theory in the classroom.

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Other learning theories have also been developed for more specific purposes. For example,

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experiences and interpret information that may or may not be the same for someone else.

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understand what they are learning—one of the goals of transfer of learning and

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purpose of education, which can greatly influence an educational theory.

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thinking by applying their background knowledge to new situations.

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evidence to support the main premises of learning styles theory.

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should be considered as intimately related with the context of

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In Gestalt theory, psychologists say that instead of obtaining

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they have learned to come up with a solution to a new problem.

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encompasses the effects of culture and society on experience.

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that is practiced in the context of authentic activity and

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About learning theories related to classroom learning

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model were established as a theoretical framework in

1630: 1628: 1618: 1616: 1354:"Plato's Middle Period Metaphysics and Epistemology" 1347: 1345: 5891: 5868: 5831: 5778: 5757: 5686: 5625: 5500: 5427: 5333: 5310: 5229: 5103: 4977: 4950: 4902: 4864: 4606: 4524: 4484: 4226: 4140: 4115: 3834: 3462: 3292: 3239: 3061: 2914: 2886: 933:Critics of learning theories that seek to displace 219:The three main types of conditioning and learning: 2238:Digital Turn in Schools—Research, Policy, Practice 1644: 1642: 1640: 2452:: CS1 maint: bot: original URL status unknown ( 1949:Books, Jacqueline G.; Brooks, Martin G. (1999). 1904:. Nashville: Broadman & Holman. p. 202. 1697:. Nashville: Broadman & Holman. p. 192. 254:These three learning theories form the basis of 5878:List of standardized tests in the United States 5823:Principles and Standards for School Mathematics 2424:. London: Learning and Skills Research Centre. 1985: 1983: 1981: 1979: 1977: 1975: 360:Techniques and benefits of transfer of learning 2678: 2676: 2674: 1375:. Cheltenham: Nelson Thornes. pp. 56–57. 1317: 1315: 1313: 1311: 1309: 1307: 204:introduced another type of behaviorism called 48:Behaviorists look at learning as an aspect of 5603: 2853: 1510: 1508: 825:is the art and science to help adults learn. 8: 5526:South Georgia and the South Sandwich Islands 2785:(3rd ed.). San Francisco: Jossey-Bass. 2699: 2697: 1773:: CS1 maint: multiple names: authors list ( 1423:John Locke: Philosopher of the Enlightenment 1398:Theory and Practice in Education (RLE Edu K) 1253:Psychological Science in the Public Interest 2783:Learning in adulthood a comprehensive guide 2442:. Archived from the original on 2016-03-04. 2059:Cambridge Handbook of the Learning Sciences 697:. Unsourced material may be challenged and 5610: 5596: 5588: 5417: 5219: 4967: 4594: 4214: 3822: 3811: 3742: 3737: 3708: 3703: 3667: 3662: 3649: 3644: 3610: 3605: 3592: 3587: 3558: 3553: 3527: 3513: 2876: 2860: 2846: 2838: 2499:: CS1 maint: location missing publisher ( 1791:; Hitch, G.J.L. (1974). G.A. Bower (ed.). 1371:Brain, Christine; Mukherji, Penny (2005). 2607: 2113:Journal of Academic Language and Learning 1823: 1761:The psychology of learning and motivation 1712:. New York, New York: Worth. p. 163. 1501:. New York, New York: Worth. p. 222. 1486:. New York, New York: Worth. p. 223. 1265: 909:Philosophical anthropology is evident in 717:Learn how and when to remove this message 2403:http://www.infed.org/biblio/b-explrn.htm 2144:Allen, I. E., J. Seaman, et al. (2007). 1888:http://www.infed.org/thinkers/bruner.htm 1519:. the encyclopedia of informal education 1245:"Learning styles: concepts and evidence" 2538:Journal of Research in Science Teaching 1358:The Stanford Encyclopedia of Philosophy 1322:D.C. Phillips; Jonas F. Soltis (2009). 1137: 1018:About accelerating the learning process 756:because it lacks empirical evidence or 5883:Standardized testing and public policy 2492: 2445: 2148:. Needham, M.A., The Sloan Consortium. 2074: 2064: 1766: 419:is roughly equivalent to the English " 407:. Gestalt psychology was developed in 2467:Shackleton-Jones, Nick (2019-05-03). 641:functional magnetic resonance imaging 468:, information processing, memory and 82:functional magnetic resonance imaging 7: 5808:National Science Education Standards 5714:Developmentally appropriate practice 2705:https://www.jstor.org/stable/3118921 2328:. Muska & Lipman/Premier-Trade. 2162:. Taylor & Francis. p. 35. 1590:(1998, March). On two metaphors for 1555:The Struggle for American Curriculum 695:adding citations to reliable sources 5572: 2008:Journal of Transformative Education 750:continuous professional development 317:pedagogies focus on conveying rote 5860:High school graduation examination 25: 2806:Social Science Research Network. 2185:"Intelligence: Instant Expert 13" 1838:Bredo, E. (1994). Reconstructing 1174:(6th ed.). Boston: Pearson. 1149:. Malabar, Fla: Krieger Pub. Co. 935:traditional educational practices 860:Informal and post-modern theories 5619:Standards-based education reform 5571: 5562: 5561: 5549: 5085:Saint Vincent and the Grenadines 4579: 4570: 4569: 4127:Sahrawi Arab Democratic Republic 3897:Democratic Republic of the Congo 3791: 2302:10.1111/j.1744-6570.2011.01190.x 2209:Mayer, Richard E. (2009-01-12). 2057:ed. by Sawyer, R. Keith (2006). 1352:Silverman, Allan (9 June 2003). 1267:10.1111/j.1539-6053.2009.01038.x 1147:The three dimensions of learning 962:Constructivism (learning theory) 740:Theory of multiple intelligences 667: 542:Constructivism (learning theory) 90:theory of multiple intelligences 2281:Sitzmann, Traci (27 May 2011). 1400:. Oxon: Routledge. p. 71. 794:Using online games for learning 652:American Federation of Teachers 507:In the late twentieth century, 5813:National Skill Standards Board 5793:Certificate of Initial Mastery 5242:Federated States of Micronesia 4537:British Indian Ocean Territory 2763:. Westport, Conn: Oryx Press. 2322:Michael, D.; Chen, S. (2006). 2215:. Cambridge University Press. 1373:Understanding Child Psychology 967:Cultural-historical psychology 957:Connectivism (learning theory) 594:Transformative learning theory 482:Atkinson–Shiffrin memory model 480:Once memory theories like the 415:in the 1920s. The German word 282:have emerged from this model. 1: 2127:Cultivating Mental Discipline 1994:. Jossey-bass. pp. 5–12. 1968:. Jossey-Bass. pp. 5–15. 1875:Journal of Chemical Education 1748:. San Francisco: Jossey-Bass. 1649:doi:10.1080/00405840802329318 952:Cognitivism (learning theory) 864:In theories that make use of 329:; they need to be exposed to 5210:United States Virgin Islands 1356:. In Edward N. Zalta (ed.). 947:Andragogical learning theory 659:Formal and mental discipline 276:curriculum-based measurement 5979:Learning theory (education) 4972:Education in North America 2658:. Cambridge, Ma: MIT Press. 2198:(2819): i–viii (a pullout). 2158:Howard-Jones, Paul (2010). 578:has many varieties such as 6005: 5422:Education in South America 2643:. Boston: Allyn and Bacon. 2583:. New York: Putnam's Sons. 2471:. London, United Kingdom. 1900:Yount, William R. (1996). 1693:Yount, William R. (1996). 1539:The Behavior Analyst Today 897:Philosophical anthropology 894: 891:Philosophical anthropology 883: 840: 797: 775: 737: 619: 597: 539: 423:(of a form-as in the game 388: 176: 165: 136: 115: 99: 5850:Criterion-referenced test 5543: 5185:Saint Pierre and Miquelon 4565: 3821: 3810: 3786: 3740: 3706: 3665: 3647: 3608: 3590: 3556: 3532:Early childhood education 3525: 3512: 2875: 2761:Learning theories, A to Z 2733:Daniel Greenberg (1987), 2241:. Springer. Jun 4, 2019. 1825:10.1007/s11251-009-9110-0 1421:Sherman, Patrice (2012). 556:contextual constructivism 272:Competency-based learning 256:applied behavior analysis 215:Learning and conditioning 183:Applied behavior analysis 5818:No Child Left Behind Act 5788:Adequate Yearly Progress 5393:Northern Mariana Islands 5205:Turks and Caicos Islands 4286:East Timor (Timor-Leste) 3882:Central African Republic 2359:10.1109/IIAI-AAI.2013.10 2021:10.1177/1541344603262315 1708:Myers, David G. (2008). 1670:Perspectives on Learning 1497:Myers, David G. (2008). 1325:Perspectives on Learning 1214:10.1177/0098628315589505 1045:About the mechanisms of 972:Evidence-based education 880:Educational anthropology 804:Video games in education 628:educational neuroscience 622:Educational neuroscience 616:Educational neuroscience 476:Other cognitive theories 391:Cognitivism (psychology) 86:educational neuroscience 5953:Traditional mathematics 5739:Outcome-based education 5358:Cocos (Keeling) Islands 4547:Cocos (Keeling) Islands 2831:Learning theories Wiki 2759:Leonard, David (2002). 1915:Lombardi, S.M. (2011). 1396:Dearden, R. F. (2012). 1170:Ormrod, Jeanne (2012). 919:Transformative learning 886:Philosophy of education 866:cognitive restructuring 852:Affective Context Model 837:Learning style theories 817:Other learning theories 637:event-related potential 600:Transformative learning 102:Philosophy of education 78:event-related potential 66:Transformative learning 5984:Psychological theories 5803:National Reading Panel 5749:Small schools movement 5744:Problem-based learning 5729:Inquiry-based learning 5135:British Virgin Islands 4649:Bosnia and Herzegovina 2736:A New Look at Learning 1932:Educational Leadership 1840:educational psychology 1668:Soltis, Jonas (2004). 1607:63:S1. Retrieved from 1201:Teaching of Psychology 1145:Illeris, Knud (2004). 1093:Desirable difficulties 1039:Forward testing effect 1024:Cognitive acceleration 1007:Psychology of learning 829:is a recent theory of 784:information technology 773: 734:Multiple intelligences 645:magnetoencephalography 498:information processing 371:desirable difficulties 296:educational psychology 236:Social learning theory 224:Classical conditioning 168:Educational psychology 162:Educational psychology 96:Educational philosophy 74:educational psychology 35: 5948:Traditional education 5336:and other territories 5075:Saint Kitts and Nevis 4042:São Tomé and Príncipe 3902:Republic of the Congo 2825:Instructional Design 1964:Taylor, E.W. (2008). 1812:Instructional Science 1746:Learning In Adulthood 1360:(Fall 2014 ed.). 1196:Willingham, Daniel T. 798:Further information: 771: 552:Ernst von Glasersfeld 403:theories grew out of 127:Platonic epistemology 72:Outside the realm of 60:. Those who advocate 34:A classroom in Norway 33: 5943:Tracking (education) 5855:Norm-referenced test 5845:Authentic assessment 5224:Education in Oceania 4600:Education in Europe 4461:United Arab Emirates 3828:Education in Africa 3051:Instructional design 2656:Thought and language 2654:Vygotsky, L (1986). 2641:A vision of Vygotsky 2353:. pp. 166–171. 2290:Personnel Psychology 2183:Gottfredson, Linda. 1728:"Gestalt Psychology" 1710:Exploring Psychology 1499:Exploring Psychology 1484:Exploring Psychology 1074:Memory consolidation 997:Learning environment 992:Learning by teaching 987:Kinesthetic learning 982:Instructional design 977:Instructional theory 873:Intrinsic motivation 691:improve this section 502:instructional design 490:cognitive psychology 286:Transfer of learning 248:Operant conditioning 230:Operant conditioning 194:Psychological Review 5938:Standard algorithms 5090:Trinidad and Tobago 4985:Antigua and Barbuda 4865:States with limited 4488:limited recognition 4117:States with limited 3816:Education by region 3542:Secondary education 3454:Teaching philosophy 3357:Pedagogical pattern 3300:21st century skills 3279:Religious education 2922:Aims and objectives 2579:Deci, E.L. (1995). 2550:2008JRScT..45..529B 2212:Multimedia Learning 1990:Mezirow, J (1997). 1806:deJong, T. (2010). 1034:Incremental reading 778:Multimedia learning 764:Multimedia learning 522:social interactions 260:functional analysis 206:radical behaviorism 107:Classical theorists 5908:Direct instruction 5870:Standardized tests 5780:Learning standards 5770:Educational equity 5719:Discovery learning 5556:Schools portal 5025:Dominican Republic 4220:Education in Asia 3547:Tertiary education 3485:Learning resources 2976:Education sciences 2819:2017-03-07 at the 2519:Journal of Reading 2268:2013-08-20 at the 2132:2015-04-07 at the 2077:has generic name ( 1742:Merriam, Sharan B. 1457:Realistic Approach 1455:Good and Brophey. 1098:Declarative memory 1064:Sleep and learning 915:Situated cognition 831:networked learning 774: 588:knowledge building 584:discovery learning 509:situated cognition 454:cognitive theories 405:Gestalt psychology 280:direct instruction 36: 5966: 5965: 5734:Open-space school 5585: 5584: 5539: 5538: 5535: 5534: 5507:other territories 5416: 5415: 5408:Wallis and Futuna 5353:Clipperton Island 5311:Associated states 5218: 5217: 5107:other territories 4966: 4965: 4593: 4592: 4530:other territories 4213: 4212: 4144:other territories 3917:Equatorial Guinea 3806: 3805: 3781: 3780: 3777: 3776: 3772: 3771: 3768: 3767: 3763: 3762: 3700: 3699: 3695: 3694: 3691: 3690: 3686: 3685: 3641: 3640: 3636: 3635: 3632: 3631: 3627: 3626: 3584: 3583: 3579: 3578: 3537:Primary education 3508: 3507: 3397:Dialogic learning 3367:Teacher retention 3320:Critical thinking 3315:Class arrangement 3284:Special education 2959:Standardized test 2942:Course evaluation 2833:Learning theories 2827:Learning theories 2639:Wink, J. (2002). 2618:10.1159/000106414 2596:Human Development 2558:10.1002/tea.20255 2368:978-0-7695-5071-8 2169:978-0-415-47200-5 2042:Wolf, P. (2010). 1679:978-0-8077-4447-5 1432:978-1-4333-5014-6 1407:978-0-415-69722-4 1335:978-0-8077-7120-4 1243:(December 2008). 1235:Pashler, Harold; 1102:procedural memory 1079:Short-term memory 1029:Spaced repetition 727: 726: 719: 458:short-term memory 173:Behavior analysis 18:Learning theories 16:(Redirected from 5996: 5989:Education theory 5699:Block scheduling 5658:Maria Montessori 5612: 5605: 5598: 5589: 5575: 5574: 5565: 5564: 5554: 5553: 5552: 5527: 5515:Falkland Islands 5429:Sovereign states 5418: 5398:Pitcairn Islands 5368:French Polynesia 5348:Christmas Island 5277:Papua New Guinea 5257:Marshall Islands 5230:Sovereign states 5220: 5175:Saint Barthélemy 5105:Dependencies and 4978:Sovereign states 4968: 4903:Dependencies and 4607:Sovereign states 4595: 4583: 4573: 4572: 4542:Christmas Island 4228:Sovereign states 4215: 4205: 4204:(United Kingdom) 4200:Tristan da Cunha 4196:Ascension Island 4188: 4175: 4166: 4142:Dependencies and 3835:Sovereign states 3823: 3812: 3795: 3743: 3738: 3713:Higher education 3709: 3704: 3668: 3663: 3654:Secondary school 3650: 3645: 3611: 3606: 3593: 3588: 3559: 3554: 3528: 3514: 3442:Student-centered 3427:Phenomenon-based 3417:Peer instruction 3382:Blended learning 3305:Bloom's taxonomy 3269:Gifted education 3264:Education reform 3096:Computer science 2877: 2862: 2855: 2848: 2839: 2796: 2774: 2740: 2731: 2725: 2713: 2707: 2701: 2692: 2689: 2683: 2680: 2669: 2666: 2660: 2659: 2651: 2645: 2644: 2636: 2630: 2629: 2611: 2591: 2585: 2584: 2576: 2570: 2569: 2533: 2527: 2526: 2514: 2505: 2504: 2498: 2490: 2464: 2458: 2457: 2451: 2443: 2423: 2412: 2406: 2399: 2393: 2387: 2381: 2380: 2346: 2340: 2339: 2319: 2313: 2312: 2310: 2308: 2287: 2278: 2272: 2259: 2253: 2252: 2233: 2227: 2226: 2206: 2200: 2199: 2189: 2180: 2174: 2173: 2155: 2149: 2142: 2136: 2123: 2117: 2116: 2108: 2102: 2101: 2089: 2083: 2082: 2076: 2072: 2070: 2062: 2054: 2048: 2047: 2039: 2033: 2032: 2002: 1996: 1995: 1987: 1970: 1969: 1961: 1955: 1954: 1946: 1940: 1939: 1927: 1921: 1920: 1912: 1906: 1905: 1902:Created to Learn 1897: 1891: 1884: 1878: 1877:, 78, 1107-1134. 1871: 1865: 1862: 1856: 1853: 1847: 1836: 1830: 1829: 1827: 1803: 1797: 1796: 1785: 1779: 1778: 1772: 1764: 1756: 1750: 1749: 1738: 1732: 1731: 1726:Boeree, George. 1723: 1714: 1713: 1705: 1699: 1698: 1695:Created to Learn 1690: 1684: 1683: 1665: 1659: 1656: 1650: 1646: 1635: 1632: 1623: 1620: 1611: 1601: 1595: 1585: 1579: 1576: 1570: 1567: 1558: 1551: 1542: 1535: 1529: 1528: 1526: 1524: 1512: 1503: 1502: 1494: 1488: 1487: 1476: 1470: 1467: 1461: 1460: 1452: 1446: 1443: 1437: 1436: 1418: 1412: 1411: 1393: 1387: 1386: 1368: 1362: 1361: 1349: 1340: 1339: 1319: 1302: 1301: 1299: 1298: 1292: 1286:. Archived from 1269: 1249: 1241:Bjork, Robert A. 1239:; Rohrer, Doug; 1232: 1226: 1225: 1192: 1186: 1185: 1167: 1161: 1160: 1142: 1088:Long-term memory 800:Educational game 722: 715: 711: 708: 702: 671: 663: 568:Maria Montessori 462:long-term memory 54:cognitive theory 21: 6004: 6003: 5999: 5998: 5997: 5995: 5994: 5993: 5969: 5968: 5967: 5962: 5896: 5894: 5887: 5864: 5838: 5835: 5834:Standards-based 5827: 5774: 5765:Achievement gap 5753: 5694:Active learning 5682: 5653:Constance Kamii 5621: 5616: 5586: 5581: 5550: 5548: 5531: 5525: 5508: 5506: 5496: 5423: 5412: 5335: 5329: 5312: 5306: 5287:Solomon Islands 5225: 5214: 5108: 5106: 5099: 4973: 4962: 4946: 4904: 4898: 4884:Northern Cyprus 4866: 4860: 4781:North Macedonia 4602: 4589: 4561: 4529: 4520: 4501:Northern Cyprus 4487: 4480: 4222: 4209: 4208: 4203: 4186: 4173: 4164: 4145: 4143: 4136: 4120: 4118: 4111: 3830: 3817: 3802: 3801: 3782: 3773: 3764: 3756: 3749: 3727: 3715: 3696: 3687: 3679: 3674: 3656: 3637: 3628: 3620: 3615: 3599: 3580: 3572: 3565: 3521: 3504: 3458: 3377:Active learning 3372:Teaching method 3347:Learning theory 3288: 3254:Autodidacticism 3249:Adult education 3235: 3176:Performing arts 3057: 2964:Teacher quality 2954:Standards-based 2910: 2882: 2871: 2866: 2821:Wayback Machine 2803: 2793: 2779:Merriam, Sharan 2777: 2771: 2758: 2755: 2753:Further reading 2744: 2743: 2732: 2728: 2714: 2710: 2702: 2695: 2690: 2686: 2681: 2672: 2667: 2663: 2653: 2652: 2648: 2638: 2637: 2633: 2609:10.1.1.506.7763 2593: 2592: 2588: 2578: 2577: 2573: 2535: 2534: 2530: 2516: 2515: 2508: 2491: 2479: 2466: 2465: 2461: 2444: 2432: 2421: 2414: 2413: 2409: 2400: 2396: 2388: 2384: 2369: 2348: 2347: 2343: 2336: 2321: 2320: 2316: 2306: 2304: 2285: 2280: 2279: 2275: 2270:Wayback Machine 2260: 2256: 2249: 2235: 2234: 2230: 2223: 2208: 2207: 2203: 2187: 2182: 2181: 2177: 2170: 2157: 2156: 2152: 2143: 2139: 2134:Wayback Machine 2124: 2120: 2110: 2109: 2105: 2091: 2090: 2086: 2073: 2063: 2056: 2055: 2051: 2041: 2040: 2036: 2004: 2003: 1999: 1989: 1988: 1973: 1963: 1962: 1958: 1948: 1947: 1943: 1929: 1928: 1924: 1914: 1913: 1909: 1899: 1898: 1894: 1885: 1881: 1872: 1868: 1863: 1859: 1854: 1850: 1837: 1833: 1805: 1804: 1800: 1787: 1786: 1782: 1765: 1758: 1757: 1753: 1740: 1739: 1735: 1725: 1724: 1717: 1707: 1706: 1702: 1692: 1691: 1687: 1680: 1667: 1666: 1662: 1657: 1653: 1647: 1638: 1633: 1626: 1621: 1614: 1602: 1598: 1586: 1582: 1577: 1573: 1568: 1561: 1552: 1545: 1541:, 6.(2), p. 111 1536: 1532: 1522: 1520: 1514: 1513: 1506: 1496: 1495: 1491: 1480:Myers, David G. 1478: 1477: 1473: 1468: 1464: 1454: 1453: 1449: 1444: 1440: 1433: 1420: 1419: 1415: 1408: 1395: 1394: 1390: 1383: 1370: 1369: 1365: 1351: 1350: 1343: 1336: 1321: 1320: 1305: 1296: 1294: 1290: 1247: 1234: 1233: 1229: 1194: 1193: 1189: 1182: 1169: 1168: 1164: 1157: 1144: 1143: 1139: 1134: 1069:Latent learning 1055:Neural networks 943: 931: 899: 893: 888: 882: 862: 854: 845: 843:Learning styles 839: 819: 806: 796: 780: 766: 742: 736: 723: 712: 706: 703: 688: 672: 661: 624: 618: 602: 596: 580:active learning 544: 538: 484:and Baddeley's 478: 398: 393: 387: 362: 288: 217: 185: 177:Main articles: 175: 170: 164: 141: 135: 120: 114: 109: 104: 98: 39:Learning theory 28: 23: 22: 15: 12: 11: 5: 6002: 6000: 5992: 5991: 5986: 5981: 5971: 5970: 5964: 5963: 5961: 5960: 5958:Whole language 5955: 5950: 5945: 5940: 5935: 5930: 5925: 5920: 5918:Guided reading 5915: 5910: 5905: 5903:Decodable text 5899: 5897: 5892: 5889: 5888: 5886: 5885: 5880: 5874: 5872: 5866: 5865: 5863: 5862: 5857: 5852: 5847: 5841: 5839: 5832: 5829: 5828: 5826: 5825: 5820: 5815: 5810: 5805: 5800: 5795: 5790: 5784: 5782: 5776: 5775: 5773: 5772: 5767: 5761: 5759: 5755: 5754: 5752: 5751: 5746: 5741: 5736: 5731: 5726: 5721: 5716: 5711: 5709:Constructivism 5706: 5704:Cognitive load 5701: 5696: 5690: 5688: 5684: 5683: 5681: 5680: 5675: 5670: 5665: 5660: 5655: 5650: 5648:Caleb Gattegno 5645: 5640: 5635: 5633:Benjamin Bloom 5629: 5627: 5623: 5622: 5617: 5615: 5614: 5607: 5600: 5592: 5583: 5582: 5580: 5579: 5569: 5559: 5544: 5541: 5540: 5537: 5536: 5533: 5532: 5530: 5529: 5522: 5517: 5511: 5509: 5501: 5498: 5497: 5495: 5494: 5489: 5484: 5479: 5474: 5469: 5464: 5459: 5454: 5449: 5444: 5439: 5433: 5431: 5425: 5424: 5421: 5414: 5413: 5411: 5410: 5405: 5400: 5395: 5390: 5388:Norfolk Island 5385: 5380: 5375: 5370: 5365: 5360: 5355: 5350: 5345: 5343:American Samoa 5339: 5337: 5331: 5330: 5328: 5327: 5322: 5316: 5314: 5313:of New Zealand 5308: 5307: 5305: 5304: 5299: 5294: 5289: 5284: 5279: 5274: 5269: 5264: 5259: 5254: 5249: 5244: 5239: 5233: 5231: 5227: 5226: 5223: 5216: 5215: 5213: 5212: 5207: 5202: 5197: 5195:Sint Eustatius 5192: 5187: 5182: 5177: 5172: 5167: 5162: 5157: 5152: 5147: 5142: 5140:Cayman Islands 5137: 5132: 5127: 5122: 5117: 5111: 5109: 5104: 5101: 5100: 5098: 5097: 5092: 5087: 5082: 5077: 5072: 5067: 5062: 5057: 5052: 5047: 5042: 5037: 5032: 5027: 5022: 5017: 5012: 5007: 5002: 4997: 4992: 4987: 4981: 4979: 4975: 4974: 4971: 4964: 4963: 4961: 4960: 4958:European Union 4954: 4952: 4951:Other entities 4948: 4947: 4945: 4944: 4939: 4934: 4929: 4924: 4919: 4914: 4908: 4906: 4905:other entities 4900: 4899: 4897: 4896: 4891: 4886: 4881: 4876: 4870: 4868: 4862: 4861: 4859: 4858: 4856:United Kingdom 4853: 4848: 4843: 4838: 4833: 4828: 4823: 4818: 4813: 4808: 4803: 4798: 4793: 4788: 4783: 4778: 4773: 4768: 4763: 4758: 4753: 4748: 4743: 4738: 4733: 4728: 4723: 4721: 4716: 4711: 4706: 4701: 4696: 4691: 4686: 4681: 4676: 4671: 4669:Czech Republic 4666: 4661: 4656: 4651: 4646: 4641: 4636: 4631: 4626: 4621: 4616: 4610: 4608: 4604: 4603: 4598: 4591: 4590: 4588: 4587: 4577: 4566: 4563: 4562: 4560: 4559: 4554: 4549: 4544: 4539: 4533: 4531: 4522: 4521: 4519: 4518: 4513: 4508: 4503: 4498: 4492: 4490: 4482: 4481: 4479: 4478: 4473: 4468: 4463: 4458: 4453: 4448: 4443: 4438: 4433: 4428: 4423: 4418: 4413: 4408: 4403: 4398: 4393: 4388: 4383: 4378: 4373: 4368: 4363: 4358: 4353: 4348: 4343: 4338: 4333: 4328: 4323: 4318: 4313: 4308: 4303: 4298: 4293: 4288: 4283: 4278: 4273: 4268: 4263: 4258: 4253: 4248: 4243: 4238: 4232: 4230: 4224: 4223: 4218: 4211: 4210: 4207: 4206: 4189: 4176: 4167: 4153:Canary Islands 4149: 4148: 4146: 4141: 4138: 4137: 4135: 4134: 4129: 4123: 4121: 4116: 4113: 4112: 4110: 4109: 4104: 4099: 4094: 4089: 4084: 4079: 4074: 4069: 4064: 4059: 4054: 4049: 4044: 4039: 4034: 4029: 4024: 4019: 4014: 4009: 4004: 3999: 3994: 3989: 3984: 3979: 3974: 3969: 3964: 3959: 3954: 3949: 3944: 3939: 3934: 3929: 3924: 3919: 3914: 3909: 3904: 3899: 3894: 3889: 3884: 3879: 3874: 3869: 3864: 3859: 3854: 3849: 3844: 3838: 3836: 3832: 3831: 3826: 3819: 3818: 3815: 3808: 3807: 3804: 3803: 3800: 3799: 3788: 3787: 3784: 3783: 3779: 3778: 3775: 3774: 3770: 3769: 3766: 3765: 3761: 3759: 3758: 3751: 3741: 3734: 3733: 3722: 3717: 3707: 3701: 3698: 3697: 3693: 3692: 3689: 3688: 3684: 3682: 3681: 3676: 3666: 3659: 3658: 3648: 3642: 3639: 3638: 3634: 3633: 3630: 3629: 3625: 3623: 3622: 3617: 3609: 3602: 3601: 3597:Primary school 3591: 3585: 3582: 3581: 3577: 3575: 3574: 3567: 3557: 3550: 3549: 3544: 3539: 3534: 3526: 3523: 3522: 3517: 3510: 3509: 3506: 3505: 3503: 3502: 3497: 3492: 3487: 3482: 3477: 3472: 3466: 3464: 3460: 3459: 3457: 3456: 3451: 3450: 3449: 3444: 3439: 3434: 3429: 3424: 3419: 3414: 3409: 3404: 3399: 3394: 3389: 3384: 3379: 3369: 3364: 3359: 3354: 3349: 3344: 3343: 3342: 3337: 3332: 3322: 3317: 3312: 3310:Cognitive load 3307: 3302: 3296: 3294: 3290: 3289: 3287: 3286: 3281: 3276: 3271: 3266: 3261: 3256: 3251: 3245: 3243: 3237: 3236: 3234: 3233: 3228: 3223: 3218: 3213: 3208: 3203: 3198: 3193: 3188: 3183: 3178: 3173: 3168: 3163: 3158: 3153: 3148: 3143: 3138: 3133: 3128: 3123: 3118: 3113: 3108: 3103: 3098: 3093: 3088: 3083: 3078: 3073: 3067: 3065: 3059: 3058: 3056: 3055: 3054: 3053: 3043: 3038: 3033: 3028: 3023: 3018: 3013: 3008: 3003: 2998: 2993: 2988: 2983: 2981:Evidence-based 2978: 2973: 2968: 2967: 2966: 2961: 2956: 2951: 2946: 2945: 2944: 2929: 2924: 2918: 2916: 2915:By perspective 2912: 2911: 2909: 2908: 2903: 2898: 2892: 2890: 2884: 2883: 2880: 2873: 2872: 2867: 2865: 2864: 2857: 2850: 2842: 2836: 2835: 2829: 2823: 2810: 2802: 2801:External links 2799: 2798: 2797: 2791: 2775: 2770:978-1573564137 2769: 2754: 2751: 2742: 2741: 2726: 2708: 2693: 2684: 2670: 2661: 2646: 2631: 2586: 2571: 2528: 2506: 2477: 2459: 2431:978-1853389184 2430: 2407: 2394: 2382: 2367: 2341: 2334: 2314: 2296:(2): 489–528. 2273: 2254: 2247: 2228: 2221: 2201: 2175: 2168: 2150: 2137: 2118: 2103: 2084: 2049: 2034: 1997: 1971: 1956: 1941: 1922: 1907: 1892: 1879: 1866: 1857: 1848: 1831: 1798: 1789:Baddeley, A.D. 1780: 1751: 1733: 1715: 1700: 1685: 1678: 1660: 1651: 1636: 1624: 1612: 1596: 1580: 1571: 1559: 1543: 1530: 1504: 1489: 1471: 1462: 1459:. p. 155. 1447: 1438: 1431: 1413: 1406: 1388: 1381: 1363: 1341: 1334: 1303: 1260:(3): 105–119. 1237:McDaniel, Mark 1227: 1208:(3): 266–271. 1187: 1180: 1172:Human learning 1162: 1155: 1136: 1135: 1133: 1130: 1129: 1128: 1122: 1121: 1119: 1115: 1114: 1112:motor learning 1104: 1095: 1090: 1085: 1083:working memory 1076: 1071: 1066: 1061: 1051: 1050: 1042: 1041: 1036: 1031: 1026: 1020: 1019: 1015: 1014: 1009: 1004: 1002:Learning space 999: 994: 989: 984: 979: 974: 969: 964: 959: 954: 949: 942: 939: 930: 927: 895:Main article: 892: 889: 884:Main article: 881: 878: 861: 858: 853: 850: 841:Main article: 838: 835: 818: 815: 795: 792: 776:Main article: 765: 762: 758:falsifiability 746:Howard Gardner 738:Main article: 735: 732: 725: 724: 675: 673: 666: 660: 657: 632:neuroeducation 620:Main article: 617: 614: 598:Main article: 595: 592: 576:Constructivism 540:Main article: 537: 536:Constructivism 534: 494:cognitive load 486:working memory 477: 474: 397: 396:Gestalt theory 394: 389:Main article: 386: 383: 361: 358: 287: 284: 240: 239: 233: 227: 216: 213: 174: 171: 166:Main article: 163: 160: 137:Main article: 134: 131: 116:Main article: 113: 110: 108: 105: 100:Main article: 97: 94: 84:, are used in 62:constructivism 26: 24: 14: 13: 10: 9: 6: 4: 3: 2: 6001: 5990: 5987: 5985: 5982: 5980: 5977: 5976: 5974: 5959: 5956: 5954: 5951: 5949: 5946: 5944: 5941: 5939: 5936: 5934: 5933:Rote learning 5931: 5929: 5926: 5924: 5921: 5919: 5916: 5914: 5911: 5909: 5906: 5904: 5901: 5900: 5898: 5890: 5884: 5881: 5879: 5876: 5875: 5873: 5871: 5867: 5861: 5858: 5856: 5853: 5851: 5848: 5846: 5843: 5842: 5840: 5837: 5830: 5824: 5821: 5819: 5816: 5814: 5811: 5809: 5806: 5804: 5801: 5799: 5796: 5794: 5791: 5789: 5786: 5785: 5783: 5781: 5777: 5771: 5768: 5766: 5763: 5762: 5760: 5756: 5750: 5747: 5745: 5742: 5740: 5737: 5735: 5732: 5730: 5727: 5725: 5722: 5720: 5717: 5715: 5712: 5710: 5707: 5705: 5702: 5700: 5697: 5695: 5692: 5691: 5689: 5685: 5679: 5676: 5674: 5671: 5669: 5668:William Spady 5666: 5664: 5661: 5659: 5656: 5654: 5651: 5649: 5646: 5644: 5643:Rheta DeVries 5641: 5639: 5638:Jerome Bruner 5636: 5634: 5631: 5630: 5628: 5624: 5620: 5613: 5608: 5606: 5601: 5599: 5594: 5593: 5590: 5578: 5570: 5568: 5560: 5558: 5557: 5546: 5545: 5542: 5528: 5523: 5521: 5520:French Guiana 5518: 5516: 5513: 5512: 5510: 5504: 5499: 5493: 5490: 5488: 5485: 5483: 5480: 5478: 5475: 5473: 5470: 5468: 5465: 5463: 5460: 5458: 5455: 5453: 5450: 5448: 5445: 5443: 5440: 5438: 5435: 5434: 5432: 5430: 5426: 5419: 5409: 5406: 5404: 5401: 5399: 5396: 5394: 5391: 5389: 5386: 5384: 5383:New Caledonia 5381: 5379: 5376: 5374: 5371: 5369: 5366: 5364: 5363:Easter Island 5361: 5359: 5356: 5354: 5351: 5349: 5346: 5344: 5341: 5340: 5338: 5332: 5326: 5323: 5321: 5318: 5317: 5315: 5309: 5303: 5300: 5298: 5295: 5293: 5290: 5288: 5285: 5283: 5280: 5278: 5275: 5273: 5270: 5268: 5265: 5263: 5260: 5258: 5255: 5253: 5250: 5248: 5245: 5243: 5240: 5238: 5235: 5234: 5232: 5228: 5221: 5211: 5208: 5206: 5203: 5201: 5198: 5196: 5193: 5191: 5188: 5186: 5183: 5181: 5178: 5176: 5173: 5171: 5168: 5166: 5163: 5161: 5158: 5156: 5153: 5151: 5148: 5146: 5143: 5141: 5138: 5136: 5133: 5131: 5128: 5126: 5123: 5121: 5118: 5116: 5113: 5112: 5110: 5102: 5096: 5095:United States 5093: 5091: 5088: 5086: 5083: 5081: 5078: 5076: 5073: 5071: 5068: 5066: 5063: 5061: 5058: 5056: 5053: 5051: 5048: 5046: 5043: 5041: 5038: 5036: 5033: 5031: 5028: 5026: 5023: 5021: 5018: 5016: 5013: 5011: 5008: 5006: 5003: 5001: 4998: 4996: 4993: 4991: 4988: 4986: 4983: 4982: 4980: 4976: 4969: 4959: 4956: 4955: 4953: 4949: 4943: 4940: 4938: 4935: 4933: 4930: 4928: 4925: 4923: 4920: 4918: 4917:Faroe Islands 4915: 4913: 4910: 4909: 4907: 4901: 4895: 4892: 4890: 4889:South Ossetia 4887: 4885: 4882: 4880: 4877: 4875: 4872: 4871: 4869: 4863: 4857: 4854: 4852: 4849: 4847: 4844: 4842: 4839: 4837: 4834: 4832: 4829: 4827: 4824: 4822: 4819: 4817: 4814: 4812: 4809: 4807: 4804: 4802: 4799: 4797: 4794: 4792: 4789: 4787: 4784: 4782: 4779: 4777: 4774: 4772: 4769: 4767: 4764: 4762: 4759: 4757: 4754: 4752: 4749: 4747: 4744: 4742: 4741:Liechtenstein 4739: 4737: 4734: 4732: 4729: 4727: 4724: 4722: 4720: 4717: 4715: 4712: 4710: 4707: 4705: 4702: 4700: 4697: 4695: 4692: 4690: 4687: 4685: 4682: 4680: 4677: 4675: 4672: 4670: 4667: 4665: 4662: 4660: 4657: 4655: 4652: 4650: 4647: 4645: 4642: 4640: 4637: 4635: 4632: 4630: 4627: 4625: 4622: 4620: 4617: 4615: 4612: 4611: 4609: 4605: 4601: 4596: 4586: 4582: 4578: 4576: 4568: 4567: 4564: 4558: 4555: 4553: 4550: 4548: 4545: 4543: 4540: 4538: 4535: 4534: 4532: 4527: 4523: 4517: 4514: 4512: 4511:South Ossetia 4509: 4507: 4504: 4502: 4499: 4497: 4494: 4493: 4491: 4489: 4483: 4477: 4474: 4472: 4469: 4467: 4464: 4462: 4459: 4457: 4454: 4452: 4449: 4447: 4444: 4442: 4439: 4437: 4434: 4432: 4429: 4427: 4424: 4422: 4419: 4417: 4414: 4412: 4409: 4407: 4404: 4402: 4399: 4397: 4394: 4392: 4389: 4387: 4384: 4382: 4379: 4377: 4374: 4372: 4369: 4367: 4364: 4362: 4359: 4357: 4354: 4352: 4349: 4347: 4344: 4342: 4339: 4337: 4334: 4332: 4329: 4327: 4324: 4322: 4319: 4317: 4314: 4312: 4309: 4307: 4304: 4302: 4299: 4297: 4294: 4292: 4289: 4287: 4284: 4282: 4279: 4277: 4274: 4272: 4269: 4267: 4264: 4262: 4259: 4257: 4254: 4252: 4249: 4247: 4244: 4242: 4239: 4237: 4234: 4233: 4231: 4229: 4225: 4221: 4216: 4201: 4197: 4193: 4190: 4184: 4180: 4177: 4171: 4168: 4162: 4158: 4154: 4151: 4150: 4147: 4139: 4133: 4130: 4128: 4125: 4124: 4122: 4114: 4108: 4105: 4103: 4100: 4098: 4095: 4093: 4090: 4088: 4085: 4083: 4080: 4078: 4075: 4073: 4070: 4068: 4065: 4063: 4060: 4058: 4055: 4053: 4050: 4048: 4045: 4043: 4040: 4038: 4035: 4033: 4030: 4028: 4025: 4023: 4020: 4018: 4015: 4013: 4010: 4008: 4005: 4003: 4000: 3998: 3995: 3993: 3990: 3988: 3985: 3983: 3980: 3978: 3975: 3973: 3970: 3968: 3965: 3963: 3960: 3958: 3957:Guinea-Bissau 3955: 3953: 3950: 3948: 3945: 3943: 3940: 3938: 3935: 3933: 3930: 3928: 3925: 3923: 3920: 3918: 3915: 3913: 3910: 3908: 3905: 3903: 3900: 3898: 3895: 3893: 3890: 3888: 3885: 3883: 3880: 3878: 3875: 3873: 3870: 3868: 3865: 3863: 3860: 3858: 3855: 3853: 3850: 3848: 3845: 3843: 3840: 3839: 3837: 3833: 3829: 3824: 3820: 3813: 3809: 3798: 3794: 3790: 3789: 3785: 3760: 3755: 3752: 3748: 3747:Undergraduate 3745: 3744: 3739: 3736: 3735: 3731: 3726: 3723: 3721: 3718: 3714: 3711: 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