læring hermundur sigmundsson department of psychology,
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Læring Hermundur Sigmundsson Department of Psychology, Norwegian University of Science and Technology. Learning from a biological perspective. Development. ’Development is about creating something more from something less’ (Smith & Thelen, 2003 p. 343. The lecture. Theories - PowerPoint PPT PresentationTRANSCRIPT
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Læring Læring
Hermundur SigmundssonHermundur SigmundssonDepartment of Psychology, Department of Psychology,
Norwegian University of Science and Norwegian University of Science and TechnologyTechnology
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Learning from a biological perspective Learning from a biological perspective
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Development
’Development is about creating something more from something less’
(Smith & Thelen, 2003 p. 343
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The lecture • Theories
– Begavelsen (Giftedness)– Skill/ability– White matter/grey matter– Probabilistic Epigenesis – Neural Darwinism
• Which consequences has this theories for our understanding of giftedness
• Conclusion
–
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Begavelsen (Giftedness) • 2% med høyest IQ• Different from a skill?• Innate? Like a talent• Mathematic, language• Gifted with learning difficulties• Perform a skill at a level usually not
reached until later years• Three year-old reading
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Begavelsen (Giftedness)
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Begavelsen (Giftedness)Reynir Petur - savant
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Begavelsen (Giftedness) • Francis Galton (1869) used the term
first • Exceptional talent in some areas.
Gifted person is one with a gift, a special talent
• Lewis Terman, early 1900, high IQ. Long term study of gifted children
• Leta Hollingwood, believed that the potential to be gifted was inherited. She felt that providing a nurturing home and school environment were also important
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Begavelsen (Giftedness) • Mange begavede barn og savante har
en forsterket utvikling av høyre hjernehalvdel, språkrelaterte problemer og autoimmune forstyrrelser
• Intens motivasjon – mye sterkere indre driv enn gjennomsnittsbarnet
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Begavelsen (Giftedness)
• Begavede barn rapporter vanligvis at familien spilte en positiv, og ikke en negativ rolle I deres utvikling
• Kontrollgrupper?• Familier med begavede barn er
barnesentrerte, familielivet ofte fullt og helt konsentrert om barnets behov
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Begavelsen (Giftedness)
• Det er sannsynlig at foreldrene først ser et tegn på usedvanlige evner, og deretter responderer ved å vie sin tid til utviklingen av barnets ekstraordinære evner
• Ressurssterke barn vokser typisk opp I et ressurssterkt familiemiljø med et høyt nivå av intellektuell eller kunstnerisk stimulering(Winner, 2005)
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Begavelsen (Giftedness) • Winner (2005). I vår kultur vil de
fleste forsvare det nativistiske synet på begavlse dvs. at begavelse anses som et produkt av medfødte, eksepsjonelle evner
• Erickson m.fl. (1993) hevder at begavelse (på alle områder) er et produkt av målrettet, hardt arbeid, eller bevisst øvelse og trening
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Begavelsen (Giftedness) • Winner (2005). • Vi bør bruke større ressurser på å
utdanne våre aller mest begavede elever• Vi bør gripe inn for å sikre de begavede
elevene et lykkelig og mentalt sunt liv• For at elvene skal sikres emsjonell
velvære, trenger de utfordringer som er tilpasset deres nivå
• Ellers vil de ikke bare kjede seg (som kan føre til at de underpresterer), men også bli sosialt isolert og føle seg forskjellig fra de andre
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Skill • Skill refers to an action or a task that
is carried out voluntary – with a clear goal or intentions
• The term skill refers to the level of proficiency on a specific task or limited group of tasks (Fleishman, 1966, p. 148)
• Action capacities (Csikszentmihalyi, 2008)
• Quantitative changes – new skills• Qualitative changes - being better at
specific skill
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Ability • Ability refers to a more general trait of
the individual which has been inferred from certain response consistencies (e.g. correlations) on certain kinds of tasks (Fleishman, 1966, p.147/148)
• Schmidt (1991) argue that abilities are underlying, inherent, relative stable properties, while skills are trainable
• One example – the visual system (Stein &
Walsh, 1997) – developmental disorder
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Sjakk – Magnus Carlsen
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Musikk – Arve Tellefsen
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Probabilistic Epigenesis
MaturationGrowth, ExperienceLearning
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Edelman
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Sebastian SeungSebastian Seung`I am my `I am my
connectome`connectome`Guys` brain are like Guys` brain are like waffles – they keep their waffles – they keep their lives compartmentalized lives compartmentalized in boxesin boxes
Girls` brains are like Girls` brains are like spaghetti – everything in spaghetti – everything in their life is connected to their life is connected to everything elseeverything else
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The anatomical asymmetry in planum temporale of musicans
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Edelmans theory • Edelmans theory on ‘neural
Darwinism’ argues that the process of learning can be explained as a process of selection that takes place inside the neural system. The theory emphasizes how stimuli and practice increase connections within specific areas of the brain
• Practice of a task strengthens the neural network that are used for that particular task
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Task specificity• It is possible to argue that Edelman’s
theory supports the perspectives of ‘task specificity’ of learning (Sigmundsson, 2005; Haga, 2008)
• By saying that training is specific, we mean that every particular skill is specific and should be trained specifically (Larkin & Hoare, 2002)
• Motor skill learning- by training specific tasks – neuro-motor and perceptual – motor subsystems involved in that specific task may be tuned in (Sporns & Edelman, 1993)
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Learningprocess Learningprocess
Understanding the skillUnderstanding the skill
Acquiring and refining the skillAcquiring and refining the skill
AutomatisationAutomatisation
GeneralisationGeneralisation
Repetition Repetition
Motivation Motivation
Trying Trying and and
practisingpractisingCopyinCopyin
g g
ImplicationsImplications
(Henderson & Sugden, 1992; Haga et al. (Henderson & Sugden, 1992; Haga et al. 2008)2008)
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Generality and SpecificityGenerality and Specificity
Generality:Generality:Concentration, Concentration, focus, interestfocus, interest
How do we create How do we create that?that?
Specificity:Specificity:You develop what you You develop what you train train
How do we learn/train How do we learn/train in the best way?in the best way?
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GiftednessGiftedness
AbilityAbility- Neural network- Neural network-ConcentrationConcentration-Focus, interestFocus, interest-MotivationMotivation
Action capacityAction capacity- Specificity:- Specificity:You develop what you train You develop what you train
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Conclusion
• Gottliebs theory
• Edelmans theory
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Conclusion
• Skill development
• Task specificity– Empirical support for task specificity
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Conclusion
• Giftedness – ability or skill
• Task specificity
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Conclusion – learning principles
The level of difficulty is set so that the child can manage the task, and the difficulty of the task is gradually increased as a results of the child success
(Csikszentmihalyi, 2008)