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A Learners’ View Is Of Choices On The Shortest And Fastest Path To Learning, The Oxygen Of Social Life.

Definition: 1. a To make choices that adapt, adopt, and apply a new social pattern to resolve a problem in ways other people accept. b To expand and refine vocabulary and logic that make up a person’s social action repertoire.

2. To change a social pattern by implicitly using an integrated set of principles derived from uncounted thousands of experimental empirical studies during more than a century; to apply as near to a set of laws of changing social patterns as available.

3. To resolve a problem and those similar to it in an observed, repeated, and measured way.

4. To demonstrate a way accepted by others to solve one or more of five generic problems used to measure problem solving by learners: What is it? What is it not? What is like it? What comes next? and What is missing? [

5. To continue and to change the culture and society of a group of people.

Synonyms: APPLIED BEHAVIOR ANALYSIS, previously called behavior modification, refers to the use of behavior analysis to change behavior patterns. BEHAVIORISM, in opposition to mentalism, refers to that category of studies, without necessarily referring to social processes or institutions, that describes what observers can sense people doing to learn. BEHAVIOR MODIFICATION gives priority to changing an unacceptable behavior pattern to an acceptable one; an intentional interruption of the routine(s) of a person; a technical process grounded in experimental analysis of behavior. EXPERIMENTAL ANALYSIS OF BEHAVIOR uses the central principle of inductive, data-driven examination of useful relationships among environmental variables. LEARNING, from a learners’ view, features the social process of changing behavior patterns of people in ways that influence the stability of society. OPERANT CONDITIONING, an extensive vocabulary of technical social skills grounded in experimental analysis of behavior, addresses the modification of voluntary behavior (operant behavior). PRINCIPLES OF LEARNING refers to those propositions (social-environmental patterns) that are most likely to result in behavior pattern changes of learners. REINFORCEMENT LEARNING refers to machine learning in computer science. RESPONSE CONTINGENT REINFORCEMENT refers to the action which occurs immediately after a behavior pattern that increases the probability of that pattern occurring or not occurring again. SOCIAL CHANGE is another name for adoption (to learn) of different behavior patterns by members of that society. SOCIALIZATION emphasizes the category of behavior pattern changes that account for a person becoming a member in good standing of a group or society.

Antonyms: HYPOTHETICAL-DEDUCTIVE THEORIES OF LEARNING refer to models of the acquisition of knowledge rather than to descriptions of observable social actions people use to learn (to change behavior patterns). MENTALISM (PSYCHOLOGY) concentrates on thought (cognitive) processes. THOUGHT refers to private introspection assumed to occur by observers from self-reports of thinkers.

Comment: A learners’ view (ALV) of learning refers to observable choices learners make while learning, such as responding to something that moves before something that does not. This view includes features from synonyms, such as experimental analysis of behavior (EAB), and it arranges these features into their place in the learning process as EAB study results describe. ALV addresses human behavior as social activity that occurs through interaction with people or their symbols; it does not emphasize behavior as a function of a person, such as some attribute to a person’s so called disability.

Related Reading

  1. Noam Chomsky
  2. B.F. Skinner
  3. Terman, L. & Merrill, M. (1960). Stanford-Binet Intelligence Scale: Manual for the Third Revision form L-M. Boston: Houghton Mifflin.

Related Resources

  1. Ford, A. & Peat, F.D. (1988). The role of language in science. Foundations of Physics, Vol 18, 1233.
  2. Links to Major Journals that feature Experimental Analysis of Behavior including Journal of Applied Behavior Analysis

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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