LEARNING

Robert gagne- us educational psychologist

Gave 7 stages of learning

Brain Areas
Memory Type Functions
Involved

Short-Term Temporarily holds and processes immediate information (e.g.,

Prefrontal Cortex
Memory remembering a number briefly).

Supports attention and focus required to maintain information in

Parietal Cortex
short-term memory.

Coordinates with the prefrontal cortex to encode short-term

Hippocampus
memories for potential storage.

Long-Term Plays a central role in consolidating information into long-term

Hippocampus
Memory memory.

Stores explicit memories (e.g., facts, experiences) across various

Cerebral Cortex
regions based on modality.

Processes emotional memories and attaches emotional

Amygdala
significance to events.

Basal Ganglia Involved in procedural memory (e.g., skills like riding a bike).

Cerebellum Stores motor skills and fine-tunes procedural memories.

Weshlar intelligence scale

Edward L. Thorndike, is a significant contribution to the field of educational psychology. Thorndike

was an early 20th-century American psychologist…….SAC- social, abstract and concrete

Concrete intelligence- solving real world problems Work with object

Following map and receipe

Using screwdriver with objects

Social intelligence- Understand, manage and interact with people in various social setting

Empathy, communication and navigating relationship

Eg: Resolving conflict with friend

Abstract intelligence- Solve problems without relying on physical objects

Make connections btw ideas

Eg: Rojalin planning a strategy to beat some team in badminton

Understanding poem
 Gardner's Multiple Intelligences Theory - Overview

Howard Gardner, a developmental psychologist, in 1983.

Main Idea: Intelligence is not a single, fixed attribute measured by IQ tests, but rather a variety of
distinct intelligences that people possess in different degrees.

Book: "Frames of Mind: The Theory of Multiple Intelligences."

The Eight Types of Intelligences

1. Linguistic Intelligence ("Word Smart")

o Speech, poetry, debate, analysinf literature

o Abilities: Reading, writing

o Examples: J K Rowling, Martin Luther King, Shakespear

o Educational Strategies: Incorporating reading, writing assignments

2. Musical Intelligence ("Music Smart")

o Snap fingers to rhythm

o Abilities: Learning musical instrument

o Recognizing rhythms, sounds.

o Examples: Ludwig van Beethoven, Beyoncé, A R REHMAN

o Educational Strategies: Incorporating songs, instruments, rhythmic patterns

3. Spatial Intelligence ("Picture Smart")

o Abilities: Good organizing skill, map using, jigsaw puzzle, painting,Visualizing,

designing

o Examples: Leonardo da Vinci, Frank Lloyd Wright.

o Educational Strategies: Using diagrams, models

4. Logical-Mathematical Intelligence ("Number/Reasoning Smart")

o Abilities: Budgeting, curiosity for patterns, Logical reasoning, problem-solving

o Examples: Albert Einstein

o Educational Strategies: Puzzles, experiments.

5. Bodily-Kinaesthetic Intelligence ("Body Smart")

o Abilities: Physical coordination, dexterity, using body language effectively.

o Examples: Michael Jordan, Misty Copeland.

o Educational Strategies: Hands-on learning, role-playing

6. Interpersonal Intelligence ("People Smart")

 o Abilities: Understanding others' emotions, motivations, and intentions;

o Examples: Mahatma Gandhi, Oprah Winfrey.

o Educational Strategies: Group projects, peer mentoring

7. Intrapersonal Intelligence ("Self Smart")

o Abilities: Journelling Self-awareness, self-reflection, understanding one's emotions

and motivations.

o Examples: Sigmund Freud, Virginia Woolf.

o Educational Strategies: Journaling, self-assessment exercises

8. Naturalistic Intelligence ("Nature Smart")

o Abilities: Recognizing patterns in nature, understanding natural environments,

sensitivity to the environment.

o Careers: Biologists, conservationists, gardeners, ecologists, wildlife photographers.

o Examples: Charles Darwin, Jane Goodall.

o Educational Strategies: Field trips, nature walks, environmental projects, and

outdoor learning activities.

Applications of Multiple Intelligences in Education

 Differentiated Instruction: Tailoring teaching methods to accommodate different

intelligences.

 Project-Based Learning: Using projects that allow students to explore their strengths.

 Assessment: Moving beyond traditional exams to include portfolios, presentations, and

practical tasks.

Classroom Activities: Incorporating a mix of lectures, hands-on experiments, creative projects, and
social activities to engage diverse learners

Criticism and Support of Gardner's Theory

 Support:

o Encourages a more personalized and inclusive approach to education.

o Recognizes talents and strengths often overlooked by traditional IQ tests.

o Helps educators design more engaging and effective learning experiences.

 Criticism:

o Lack of empirical evidence to support the existence of independent intelligences.

o Difficulty in measuring some types of intelligences objectively.

 STUDY

The research examines the impact of leveraging different types of intelligences—outlined by

Gardner’s MI theory—on the effectiveness of language learning. The study aims to understand
whether adapting teaching methods to match learners' unique intelligences can enhance language
acquisition.

● Methodology

● The study typically involves applying various teaching strategies that correspond to these
different intelligences in a language learning context. Examples include:

• Role-plays for Bodily-Kinesthetic learners.

• Group discussions for Interpersonal learners.

• Songs and music for Musical learners.

• Visual aids for Spatial learners.

Personalized Learning: Tailoring language teaching to align with learners’ dominant intelligences can
significantly boost engagement and effectiveness.

Enhanced Motivation: Students tend to be more motivated and enthusiastic when their preferred
learning styles are incorporated into lessons.

Skill Diversification: Using a variety of intelligence-based activities helps improve different aspects of
language skills, such as speaking, listening, reading, and writing. This approach can be especially
beneficial in multilingual and multicultural classrooms where learners come with varied backgrounds
and strengths.

Based on Thorndike

The Three Components of Sternberg's Triarchic Theory:

1. Analytical (Componential) Intelligence:

o Often referred to as "book smarts," this type of intelligence is what traditional IQ

tests measure.

o It involves problem-solving abilities, logical reasoning, and critical thinking.

o This component focuses on how individuals analyze, evaluate, and break down
information to solve problems.

o It includes skills like:

 Metacognition (awareness of one's own thought processes)

 Performance components (strategies used to solve problems)

 Knowledge acquisition components (the ability to learn and store new

information)
Role in Learning: Analytical intelligence helps students excel in subjects that require problem-
solving, such as mathematics, science, and logic-based tasks. It also aids in understanding
complex concepts, conducting research, and making data-driven decisions

2. Creative (Experiential) Intelligence:

o Known as "thinking outside the box," this aspect of intelligence involves the ability
to deal with new and novel situations.

o It is about imagination, innovation, and adapting to change.

o People with high creative intelligence can think in original ways, come up with new
ideas, and apply their knowledge creatively.

o It includes:

 Novelty: The ability to come up with new solutions to unfamiliar problems.

Role in Learning: Creative intelligence fosters innovative thinking, helping students excel in
arts, literature, and activities that involve brainstorming, storytelling, and project-based
learning. It enhances the ability to connect seemingly unrelated ideas and apply knowledge
in creative ways.

3. Practical (Contextual) Intelligence:

o Often referred to as "street smarts," this type of intelligence is about applying

knowledge to real-world contexts.

o It focuses on the ability to adapt, shape, and select environments to achieve one's
goals.

o It involves social intelligence, common sense, and the ability to handle everyday
tasks effectively.

o People with high practical intelligence are skilled at:

 Adapting to different situations.

 Shaping their environment to fit their needs.

 Selecting the best environments where they can thrive.

Role in Learning: Practical intelligence is essential for hands-on learning, social interactions,
and adapting to new environments. It enables students to use their knowledge in real-world
contexts, solve practical problems, and navigate social situations effectively.
Learning Style Description Example Activities Professions

Observes situations, explores ideas, and Brainstorming, creative Artists,

Diverging
reflects. projects Counselors

Prefers structured, logical Attending lectures, writing Scientists,

Assimilating
presentations. reports Analysts

Solves problems and applies Experiments, hands-on problem- Engineers,

Converging
theories. solving Technicians

Learns by doing, enjoys new Role-playing, group Entrepreneurs,

Accommodating
challenges. projects Salespeople
 Personality in Learning

"Personality is the dynamic organization within the individual of those psychophysical systems

that determine his characteristics behaviour and thought" (Allport, 1961, p. 28).

“The characteristics or blend of characteristics that make a person unique” (Weinberg & Gould,

1999)

Introduction to Personality Theories

 Definition: Personality theories explain the patterns in thoughts, feelings, and behaviors that
make a person unique.

 Importance: Helps understand human nature, predict behaviors, and guide therapeutic
interventions.

1. Psychodynamic Theory

 Founder: Sigmund Freud

 Key Concepts:

o Id, Ego, Superego: Structure of the mind.

o Defense Mechanisms: Strategies to reduce anxiety.

o Psychosexual Stages: Developmental phases impacting personality.

 Critique: Lack of empirical evidence.

2. . Humanistic Theory

 Key Figures: Carl Rogers, Abraham Maslow

 Key Concepts:

o Self-Actualization: Striving to reach one's potential.

o Unconditional Positive Regard: Acceptance without conditions.

o Hierarchy of Needs: Pyramid of human needs from basic (food) to self-fulfillment.

 Critique: Overly positive view of human nature.

3. Trait Theory

 Focus: Identifying consistent characteristics across time

and situations.
  Notable Theorists:

o Gordon Allport: Cardinal, central, and secondary traits.

o Raymond Cattell: 16 Personality Factors.

o The Big Five: Openness, Conscientiousness,

corn she en cious .Extraversion, Agreeableness, Neuroticism.

 Application: Personality assessments like the Big Five Inventory.

The Big Five Personality Traits

The Big Five Personality Traits (Five Factor Model)

1. Extraversion (E):

o Definition: Measures the quality and intensity of interpersonal interactions.

o High scorers:

 Sociable, outgoing, talkative, active, energetic.

 Enjoys being the center of attention, optimistic, and affectionate.

o Low scorers:

 Reserved, quiet, independent, and task-focused.

  Prefers solitude, introspective, and tends to avoid social gatherings.

2. Neuroticism (N):

o Definition: Assesses emotional stability vs. instability.

o High scorers:

 Prone to anxiety, moodiness, irritability, and emotional distress.

 Often experiences negative emotions like anger, insecurity, and self-

consciousness.

o Low scorers:

 Calm, emotionally stable, resilient, and secure.

 Less prone to stress, generally relaxed, and content.

3. Conscientiousness (C):

o Definition: Reflects a person's degree of organization, persistence, and goal

orientation.

o High scorers:

 Organized, thorough, reliable, and disciplined.

 Known for being hardworking, responsible, and focused on achievement.

o Low scorers:

 Impulsive, careless, disorganized, and unreliable.

 May struggle with maintaining focus and meeting deadlines.

4. Agreeableness (A):

o Definition: Indicates the quality of interpersonal orientation, ranging from

compassion to antagonism.

o High scorers:

 Friendly, compassionate, trusting, and cooperative.

 Displays empathy, altruism, and a willingness to help others.

o Low scorers:

 Critical, skeptical, uncooperative, and competitive.

 Can be cynical, manipulative, and prone to conflict.

5. Openness to Experience (O):

o Definition: Measures the appreciation for new experiences and ideas.

o High scorers:

 Imaginative, curious, creative, and open to new experiences.

  Enjoys exploring new ideas, cultures, and artistic pursuits.

o Low scorers:

 Conventional, practical, and prefers routine.

 More cautious, down-to-earth, and resistant to change.

STUDY

Personality Traits, Learning Strategies, and Performance

G. Blickle (1996)

Published in: European Journal of Personality

How do personality traits relate to learning strategies?

Do learning strategies mediate the relationship between personality traits and performance?

Which traits are most predictive of academic success?

METHOD

Personality: Big Five Traits.Learning Strategies: Self-report scales assessing cognitive and
metacognitive strategies.Performance: Academic grades. Design: Quantitative analysis using
correlational and regression models.

corn she en cious

Practical Implications:Tailoring learning interventions to individual personality profiles can enhance

academic outcomes.

• Encouraging strategic and deep learning approaches can mitigate disadvantages linked to
less favorable traits.
1. Which intelligence involves the ability to understand and interact effectively with others?
a) Logical-Mathematical
b) Interpersonal
c) Intrapersonal
d) Naturalistic
(Answer: b)

2. What profession best suits someone with high Bodily-Kinesthetic Intelligence?

a) Surgeon
b) Poet
c) Architect
d) Historian
(Answer: a)

3. Visual-Spatial Intelligence involves the ability to visualize objects and create mental
images.
(True)

4. Who proposed the Theory of Multiple Intelligences?

a) Robert Sternberg
b) Edward Thorndike
c) Howard Gardner
d) Alfred Binet
(Answer: c)

5. Someone with high Intrapersonal Intelligence may excel in meditation and self-awareness
activities.
(True)

6. According to Edward L Thorndike, there are 3 types of intelligence. They are: Concete,
social and abstract

7. Who defined intelligence as the ability to judge well, understand well, and reason well?
Alfred Binet

8. Which theory focuses on personal growth and self-actualization? Humanistic theory

9. What does the Big Five Model’s 'Openness' trait measure? Imagination and curiosity

10. According to Trait Theory, what are Cardinal Traits? Dominant trait