Varieties of learning and developmental theories of memory : neurophysiological evidence and its relevance for researchers and educators
Gespeichert in:
| Deutscher übersetzter Titel: | Varianten des Lernens und Entwicklungstheorien des Gedächtnisses : neurophysiologische Evidenz und ihre Relevanz für Forscher und Pädagogen |
|---|---|
| Autor: | Tomporowski, Phillip; Pendleton, Daniel M.; McCullick, Bryan A. |
| Erschienen in: | Physical activity and educational achievement : insights from exercise neuroscience |
| Veröffentlicht: | London: Routledge (Verlag), 2018, S. 32-62, Lit. |
| Format: | Literatur (SPOLIT) |
| Publikationstyp: | Sammelwerksbeitrag |
| Medienart: | Elektronische Ressource (online) Gedruckte Ressource |
| Sprache: | Englisch |
| Schlagworte: | |
| Online Zugang: | |
| Erfassungsnummer: | PU201807004919 |
| Quelle: | BISp |
Abstract des Autors
Learning has been defined as a set of internal processes associated with practice or experience that lead to relatively permanent changes in the potential to behave. Several assumptions are central to this definition; learning is: (1) an internal process that cannot be seen directly but is inferred from observations of behaviour; (2) related to experience and is not a function of maturation or development; (3) relatively permanent and expressed in behaviours performed following delays in time or in multiple contexts; and (4) sometimes obscured by environmental conditions, such as fatigue or motivation. (geändert)