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1、LearningStylesLearningstylesarecharacteristiccognitive,affective,andphysiologicalbehaviorsthatserveasrelativelystableindicatorsofhowlearnersperceive,interactwith,andrespondtothelearningenvironment.Keefe,"LearningStyles:AnOverview"1.Thecomponentsoflearningstyles:twoworkingmod
2、elsJamesW.KeefeAlanMiller("LearningStyle:AnOverview")(PersonalityTypes)Toooftenthefocushasbeenpurelyonthecognitive,asifthoughtherewerenoothercomponentsoflearning.Wehaveallhad'baddays',moreoftenthannotmediatedbyourbadmoodsratherthanbadcognitivestylesorabilities!2.Thesequenceo
3、flearningFollowingtheworkofLewin,Dewey,andPiaget,manyhavenotedthatlearningfollowsacycleinwhichwemoveinaseriesofstepsfromexperiencesomethingtounderstandingittoapplyingitinnewexperiences.Thismaybediagrammed(adaptedfromGaw,"ProcessingQuestions",p.148;forasummaryofsixdifferentmo
4、delsofexperientiallearning,seePalmer,"LearningCycles").LearningStyles--Page23.Cognitivecomponentsoflearning:a.Modalitypreferences:N.B.Inadults,allthreefunction,butthereisusuallyapreferenceforonechannelovertheothers.b.Componentsofperception:abird'seyeviewfromAlanMilleri.Patte
5、rnrecognition:themeansbywhichthingsareidentifiedvsFeatureAnalysisPrototypeMatchingTheprocesswherebystimuliarerecog-Thecomparisonofwholestimuliwithstorednizedintermsoftheirdistinctiveelemen-templatesormentalcopiesoftheobject.taryfeaturesandtherelationshipbetweenCurrentlythedi
6、scussioniswhetherthisisthem(ananalyticprocess).matchingofprototypesofexamplars(bothstillconcreteratherthanabstract;seeSchneider,"SocialCognition,"533-4)LearningStyles--Page3N.B.Itappearsthateveryoneusesbothtypesofpatternrecognition,butwedifferinourpreferencefor,orskillintheu
7、seof,oneortheother.Cooper'sresearch(reportedinMiller,PersonalityTypes,39)indicatesthatprototypematchersaremoreabletoswitchstylethanfeatureanalysismatchers.ii.Attentivecomponents(theprocesswherebycertainperceptsarebroughtintoconsciousawarenessandsubjectedtofurtherconsideratio
8、n)(1)Scanning:theextenttowhichpeoplereleaseonefocusofattentionandestablisha
