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Fuerstein's Mediated Learning Experience Case Study

1106 Words5 Pages

Feuerstein’s Mediated Learning Experience (a learning theory) In the theory of Feuerstein’s Medicated Learning Experience (1980), intelligence is not fixed from birth or static but is variable and dynamic. Skillsets can be altered and modified through suitable environmental stimulation or a coach mediator. Though it involves mediating commitment’s deeper levels and efforts, Feuerstein’s theory encourages lasting cognitive learning development (Ben-Hur, 1998). Gardner’s Multiple Intelligences (a learning style) Three categories such as instructional and multi-dimensional preferences-based, personality-based and process information-based can be defined as part of Gardener’s Multiple Intelligences (Yeap et al., 2005, pp. 35-42). According to Gardner’s multiple …show more content…

It is also important to the individual to ensure his/her best personal interest by establishing dynamic success structure (Dries et al., 2008). Under profitability theory by Martin (2001), it suggests that one’s and others’ abilities and strengths are capitalised by the individual to compensate for self-weaknesses, and achieve overall organisational profitability and productivity as a whole through teamwork through goals accomplishments. To enhance authentic feelings, it is important to encourage individuals to view career success in broader linear progression in personal and work roles. It enhance the individual’s satisfaction by merging self with work through motivation and well-being (Sullivan and Mainiero, 2008) and support (Van Buren,

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Dwecks 'Brainology: Transforming Students' Motivation To Learn

283 Words | 2 Pages

"Brainology: Transforming Students ' Motivation to Learn" is collection of informative text by Carol S. Dwecks, covering the concept of Fixed and Growth mindsets, along with the cause and effect for each. Dwecks opens the text with a researched idea that our brains are constantly changing throughout our lives, while learning and experiencing, followed by a question "Does this learning have implications for students ' motivation and learning?". Later showing that what students believe about their brains and source of intelligence, whether sought as being fixed or having the ability to grow and change, does have effects on their motivation and will to learn. Another question is asked, how do said mindsets work, and how might we be able to

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Analysis Of The Outliers By Malcolm Gladwell

1538 Words | 7 Pages

The different types of intelligence Gladwell describes in chapters 3 and 4 are analytical and practical intelligence. According to Gladwell, analytical intelligence is your ability to solve problems and complete academic tasks. A person’s analytical intelligence can also be measured by IQ tests. In the other hand Gladwell, states that practical intelligence in part comes from your genes. Is the intelligence you gained from exposure to experiences and situations that allow a person to gain knowledge of how to act.

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Serena Williams Eight Intelligences

390 Words | 2 Pages

Although, Gardner seemed to be somewhat correct with his theory of multiple intelligences, some critics have argued against it. Critics say that Gardner’s model is vague and difficult to test. There could also be many other types of intelligences like “humor” or “romantic.” Intelligence is a big topic in psychology that has greatly expanded over the

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Analysis Of The Perils And Promise Of Praise Carol Dweck

255 Words | 2 Pages

In her article, “The Perils and Promise of Praise,” Carol S. Dweck discusses the outcome of different types of praise has on students’ motivation and ability to learn. She reveals the parallel between praise and students’ opinions on their intelligence. The author writes about two kinds of students, those who think their intelligence is not able to be increased, and those who recognize that their intelligence can be developed. Dweck also writes on how psychology and neuroscience support the student that believes they can strengthen their cognitive skills. She states that, through research in these areas, we’re can see that our minds are able to grow and mold if we initiate it.

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Analysis Of Barry Schwartz's Article Rethinking Work

946 Words | 4 Pages

By examining the negative consequences of depersonalized and routinized work, he highlights the importance of valuing and engaging employees to foster fulfillment and organizational success. Schwartz emphasizes that individuals desire meaningful and engaging experiences within the realm of work, yearning for challenges, discretion, personal growth, and purpose. When organizations recognize and honor these fundamental human aspirations, they create work environments that promote engagement, fulfillment, and personal growth. Furthermore, Schwartz establishes a positive connection between purposeful work, employee performance, and company profitability, emphasizing that workplaces that offer meaningful tasks and autonomy tend to be more profitable. By aligning work with employees' abilities and interests, organizations tap into intrinsic motivation and commitment, leading to improved performance and job satisfaction.

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The Theory Of Multiple Intelligences

1493 Words | 6 Pages

Schools and some universities use generalized IQ testing to determine placement of any given student. Teachers may assume that this will help students to recognize their level of potential within the university or school. Instructors might generalize students with low IQ scores with those students who are truly incompetent. Howard Gardner himself, almost twenty years ago, has conducted a number of studies and researched in his work “A Rounded Version: The Theory of Multiple Intelligences” (1999) that IQ tests do not measure our intellect accurately enough. His work can point out the fact that there are seven kinds of intellect and IQ is a measurement of only two of them.

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Internalization: Institutionalized Or Assisted Performance?

772 Words | 4 Pages

SCT, as Ellis (2008) notes, distinguishes ‘learning,’ which is the assisted performance, from ‘development’ which constitutes self-regulated mental activity resulting from having internalized an assisted performance. According to Vygotsky (1978) “learning is not development” but “properly organized learning results in mental development and sets in motion a variety of developmental processes that would be impossible apart from learning” (p. 90, cited in Ellis 2008, p. 534). Internalization, according to Lantolf (2000), does not wholly transfer from external mediation to what already exists internally. This means that, external mediations are not something existing out there and when we acquire it everyone would use it the same way as others.

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Personal Narrative: I Am Gloria Alter

397 Words | 2 Pages

My learning style is Auditory Learner and knowing that can help me know what can help me as a learner. Like when I 'm studying to expand my notes or to read my summary out loud. My first one of the 3 main intelligence is Musical, even if I don 't play any instruments I still enjoy listening to music. My second one is intrapersonal even tho when I 'm with my close friends in very social/loud.

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Bodily-Kinesthetics: The Theories Of Howard Gardner

791 Words | 4 Pages

Howard Gardner created a theory in which each person has at least one of seven distinct intelligences. According to his theory, the seven distinct intelligences that a person can inhabit as visual-special, bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Linguistic, and Logical-Mathematical Intelligence. Gardner believes that each person learns best according to his/her most prominent intelligence. This theory has thus challenged the educational system, which assumes that everyone can learn at the same rate and the same way: in a uniformed manner. With the Visual-

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Early Childhood Education: Theoretical Perspectives

1165 Words | 5 Pages

Early Childhood Education: Theoretical Perspectives Abstract Studies confirm that high-quality education early in a child’s life leads to continued success in school, at work, and results in a healthier well-rounded student who is emotionally and socially strong. In most early childhood programs and schools, technology will be part of the learning background of the future. To make sure this new technology is used effectively, we must confirm that teachers are fully trained and supported. In this paper, theoretical perspectives of child development are discussed with the basic elements of learning program.

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Charles Spearman's Theory Of Intelligence

754 Words | 4 Pages

THEORIES OF INTELLIGENCE INTRODUCTION Throughout history, numerous researchers have suggested different definitions regarding intelligence and that it is a single, general ability, while other researchers believed that the definition of intelligence includes a range of skills. Spearman (general intelligence), Gardner (multiple intelligence) and Goleman (emotional intelligence) have all looked into further research regarding intelligence, where 3 different theories were formed regarding what intelligence is and how it should be defined. Since then, Binet, Simon and Terman have all contributed to intelligence testing. Although, there is still controversy over intelligence testing.

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An Evaluation Of Jean Piaget's Cognitive Development Theory

1985 Words | 8 Pages

An evaluation of Jean Piaget’s Cognitive Development Theory and its implications for Caribbean classrooms. By: Christopher C.Cox Course Code & Title: EDPS 1010 The Psychology of Teaching & Learning Lecturer: Dr.J.Deanne Ford PhD. Assignment Due Date: Wednesday, October 15th, 2014 The concept of Learning as a process of Cognitive Development, has intrigued Psychologists for many years. Learning, as defined by Schacter, Gilbert & Wegner (2011) is “the acquisition of new knowledge, skills or responses from experience that result in a relatively permanent change in the state of the learner”.

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The Humanistic Theory Of The Multiple Intelligence Theory

793 Words | 4 Pages

Likewise, the Multiple Intelligence (MI) theory is also a very useful model for developing any systematic approach for nurturing and training learners and respecting their individual needs and strengths within a classroom setting. According to Emmer and Evertson (2009) multiple intelligence aids teachers in easily creating more personalized and diversified instructional experiences. It offers the teachers to help students become empowered by extending and promoting cognitive bridging techniques based on the seven intelligences, by fostering in them a deep metacognitive understanding and advancing suggestions for a broad array of skills and techniques to deal with different types of learners. This theory is summarized by Howard Gardner in his book Frames of Mind (2006) namely: Linguistcs, Logical Mathematical, Spatial, Musical, Bodily Kinesthetic, Interpersonal, and Intrapersonal. Using these techniques can help create ‘instructional bridges’ into difficult concepts.

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Multiple Intelligence In Nursing

867 Words | 4 Pages

Gardner’s effort on multiple intelligences from past two decades has been quite significant. It was identified that intelligence is basically the ability for solving issues that are actually valued with in the cultural practice. According to Meunier (2003), when adults are able to learn from their lives from multiple intelligence models, they are able to find liberation in inspecting potentials which were never developed or highlighted. Programs for self-development from hobbies, programs and courses can mainly re-integrate the native intelligences of an individual in a way that can be satisfying from personal perspective. Discussion When it comes to multiple intelligence types and factors involved in clinical practices, we often realize

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Instrumental Learning Vs Instrumental Learning

1585 Words | 7 Pages

Instrumental learning is a way of learning, which occurs through reinforcements and punishments. Classical theories of instrumental learning emphasized the relationship between stimulus and response (Thorndike, 1911). Classical theories however failed to account for the individual’s current needs and motivation. Instrumental learning can be controlled by a goal-directed or a habitual system (Staddon and Cerutti, 2003). In the initial learnings, instrumental actions are goal-directed, but as the learning progresses, actions become more habitual, stimulus driven and independent of the action-outcome contingency (Dickinson, 1985).

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