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EducationA Learners' View (ALV)Principles of Learning Lecture Notes

Principles of Learning Lecture Notes


Principles of Learning Lecture Notes

Classic Education at EduClassics.com describes behavior patterns people use to learn and uses of these descriptions to increase contributions of Classic Education in the 21st Century. This page includes lecture notes for describing principles of learning from a Learners’ view.

PRINCIPLES OF LEARNING: (ER) a. Elementary facts derived from empirical experimental behavioral research that describe how people learn. b. Used to describe other facts of learning. c. Indicates part of how to plan and instruct as well as what to observe in order to monitor learning as it occurs. d. Maxims of learning.


Learning occurs in one step. All other behavior related to a lesson is trial-and-error.

Learners meet a learning criterion in these ways. They progress:

1. From concrete to abstract tasks;

2. From known to unknown tasks;

3. From specifics to generalizations;

4. From easy to hard tasks; and

5. From simple to complex tasks.

Principles of Learning Lecture Notes

Educators and instructional materials developers considered principles of learning common sense derived from observing learners in classrooms and from intelligence and standardized achievement tests. They commonly used these principles from at least the middle 1930s through the 1970s.

Formal descriptions of these principles were generalized from results of multiple empirical experimental behavioral studies of two-choice visual discrimination attention by Zeaman and House in the 1960s. They plotted data in backward learning curves to derive these descriptions.

Gold (1960s and 1970s) and colleagues demonstrated the validity of these principles to increase learning rates promptly and dramatically in various real world settings, including in habilitation and rehabilitation facilities, higher education, community service organizations, and pre and in-service professional development programs with human service workers, including educators.

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Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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