Brain Research [microform] : Implications for Learning / Louise M. Soares and Anthony T. Soares.
Brain research has illuminated several areas of the learning process: (1) learning as association; (2) learning as reinforcement; (3) learning as perception; (4) learning as imitation; (5) learning as organization; (6) learning as individual style; and (7) learning as brain activity. The classic con...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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| 100 | 1 | |a Soares, Louise M. | |
| 245 | 1 | 0 | |a Brain Research |h [microform] : |b Implications for Learning / |c Louise M. Soares and Anthony T. Soares. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1982. | ||
| 300 | |a 13 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Congress of Applied Psychology (20th, Edinburgh, Scotland, July 25-31, 1982). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED217042. | ||
| 520 | |a Brain research has illuminated several areas of the learning process: (1) learning as association; (2) learning as reinforcement; (3) learning as perception; (4) learning as imitation; (5) learning as organization; (6) learning as individual style; and (7) learning as brain activity. The classic conditioning model developed by Pavlov advanced knowledge of learning by association. Research into learning as reinforcement is focused on the response of the individual to repeated similar situations. Problem solving capabilities and perception of environment are factors in perceptual research. Research into imitation and organization as learning tools has resulted in increased knowledge of accepted behavior and "cognitive maps." Individualized learning style has been the focus of much classroom research and has resulted in having an impact on practices related to learning structure and materials. Recent research into brain growth and brain activity has produced numerous findings. Implications for education are developing from research into memory, physiological development, and hemispheric dominance. (FG) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 20490101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Brain. |2 ericd. |
| 650 | 0 | 7 | |a Cerebral Dominance. |2 ericd. |
| 650 | 1 | 7 | |a Cognitive Development. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Style. |2 ericd. |
| 650 | 0 | 7 | |a Developmental Stages. |2 ericd. |
| 650 | 1 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Learning Processes. |2 ericd. |
| 650 | 0 | 7 | |a Learning Readiness. |2 ericd. |
| 650 | 1 | 7 | |a Medical Research. |2 ericd. |
| 650 | 1 | 7 | |a Neurological Organization. |2 ericd. |
| 700 | 1 | |a Soares, Anthony T. | |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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