6 Human learning 人类语言学.ppt

HumanLearning,吕旸陈莹王理娜孔韶辉郝亦佳费小玉,Maincontentsofthischapter,FourdifferenttheoriesoflearninginthefieldofpsychologyEighttypesoflearningThreephenomenainsecondlanguageacquisitionandtheirmeaningsInductiveanddeductivereasoningandsecondlanguageacquisitionIntelligenceandsecondlanguagelearning,1.1Fourdifferenttheoriesoflearninginthefieldofpsychology,1)classicalbehaviorism;2)neo-behaviorism;3)meaningfullearningtheory;4)humanisticpsychology,Frombehavioristicside,Fromcognitiveside,Classicalbehaviorism,TheRussianpsychologistIvanPavlov.Thelearningprocessconsistsoftheformationofassociationsbetweenstimuliandreflexiveresponses.ClassicalorRespondentconditioning,ClassicalconditioningisStimulus(S)elicitsResponse(R)conditioning,WhereclassicalconditioningillustratesS-Rlearning,operantconditioningisoftenviewedasR-Slearning,Inthisclassicalexperiment,Pavlovtrainedadog,byrepeatedoccurrencestoassociatethesoundofthebellwithsalivationuntilthedogacquiredaconditionedresponse:salivationatthesoundofthebell.Apreviouslyneutralstimulushadacquiredthepowertoelicitaresponsethatwasoriginallyelicitedbyanotherstimulus.,Neo-behaviorism,B.F.SkinnerOperantconditioningOperantbehaviorisbehaviorinwhichone“operates”ontheenvironment,withinthismodeltheimportanceofstimuliisdeemphasized.,1.Whenaneventthatfollowsabehaviorresultsinthebehaviorhavingalowerprobabilityofhappeninginthefuturetheprocessthatisatworkisknownas:a.punishmentb.reinforcement,2.Anyeventorstimulusthatincreasesthefrequencyofthebehavioritfollowsiscalled:apunisherb.areinforcer,a,b,1.Respondentsaresetsofresponsesthatareelicitedbyidentifiablestimuli.2.Operantsaresetsofresponsesthatareemittedandgovernedbytheconsequencestheyproduce.,e.g.:crying,ababygetshurt,Hecries,acryingbabyhegetsfed,Inclassicalconditioning,theimportanceofstimuliisemphasized(imitation,practice,habitformation),whileinoperantconditioning,theconsequencesofourbehaviorisemphasized（rewardsandnopunishment).,R,O,Meaningfullearningtheory,DavidAusubelLearningisameaningfulprocessofrelatingneweventsoritemstoalreadyexistingcognitiveconceptsorpropositions.Rotelearningandmeaningfullearning.Systematicforgetting,Rotelearninginvolvesverbatimmemorization.Rememberingphonenumbers,anddates,andnamesareexamplesofrotelearning.Repeatingthistypeofmaterialhelpsalearnerrecallitexactlyasitwaspresented.Stuffthatdoesntrelatetoanythingelseislearnedbyrote.,Meaningfullearning,ontheotherhand,istiedandrelatedandintegratedtopreviouslearning.Needlesstosay,meaningfullearningisgenerallymorepowerfulandinteresting.,imagineyouwereaskedtotake30secondstomemorizethefollowingcodesymbolsforthenumbers1-9:,But.withonesimplechangetothewayinwhichthesymbolsarepresented-andwithoutchangingthesymbols:,Systematicforgetting,Forgettingissystematic.Forgettingisreallyasecondstageofsubsumption(归入整合过程)foraneconomicalreasonthroughcognitivepruning（认知删除）whereasingleinclusive/global(广泛全面的)conceptthanalargenumberofmorespecificitemsisretained（记忆）.,Meaningfullearningtheory,Anylearningsituationcanbemeaningfuliflearnershaveameaningfullearningsetandthelearningtaskitselfispotentiallymeaningfultothelearners.Ameaningfullylearned,subsumeditemhasgreaterpotentialforretention.,Humanisticpsychology,CarlRogersshumanisticpsychologyhasmoreofanaffectivefocusthanacognitiveone.Rogersstudiedthe“wholeperson”asaphysical,cognitive,butprimarilyemotionalbeing,thatis,learnersshouldberespectedashumanbeings.Whatisneededisrealfacilitatorsoflearning,onecanonlyfacilitatebyestablishinganinterpersonalrelationshipwiththelearners.,Learninghowtolearnismoreimportantthanwhatistaught.,Teachersasfacilitatorsmustprovidethenurturingcontextforlearningandnotseetheirmissionasoneofratherprogrammaticallyfeedingstudentsquantitiesofknowledgewhichtheysubsequentlydevourandteachersmustestablishaclimateofnondefensivelearningempowermentofstudents(studentsareallowedtonegotiatelearning),Eighttypesoflearning,1)signallearning2)stimulusresponselearning3)chaining4)verbalassociation5)multiplediscrimination6)conceptlearning7)principlelearning8)problemsolving,behavioristic,cognitive,1)Signallearninggenerallyoccursinthetotallanguageprocess.2)Stimulusresponselearningisquiteevidentintheacquisitionofthesoundsystemofaforeignlanguage.3)chainingisevidentintheacquisitionofphonologicalsequencesandsyntacticpatterns.4)verbalassociationisnotreallyaseparatetypeoflanguagelearning.5)multiplediscriminationsarenecessaryinSLLwhere,forexample,awordhastotakeonseveralmeanings.,6)Conceptlearningisintheacquisitionoflinguisticconceptssuchasrulesofsyntax.7)Principlelearningistheextensionofconceptlearningtotheformationofalinguisticsystem.8)Problemsolvingoccurswhenthelearnermeetsproblemstobesolved.,ThreephenomenainSLL,transfer1)Transferisageneraltermdescribingthecarryoverofpreviousknowledgetosubsequentlearning.2)transferpositiveandnegative3)positivetransfer:thepriorknowledgebenefitsthelearningtask4)negativetransfer:thepreviousknowledgedisruptsthelearningtask,Interference,Interference:previouslylearnedmaterialinterfereswithsubsequentmaterial.Examples:Goodgoodstudy,daydayup.（好好学习，天天向上）Youreallyhavetwodownsons.（你真有两下子）Openthedoorseemountain（开门见山）Fiveflowerseightdoors（五花八门）Peoplemountainpeoplesea（人山人海）,Overgeneralization,Overgeneralization:itistheuseofpreviouslyavailablestrategiesinnewsituations.InSLLovergeneralizationisaprocessthatoccursasthesecondlanguagelearneractswithinthetargetlanguage,generalizingaparticularruleoriteminthesecondlanguagebeyondlegitimatebounds.,Example：1)Headvisedmetogiveupsmoking.2)Hetoldmetogiveupsmoking.3)*Hesuggestedmetogiveupsmoking.,InductiveandDeductive,Inductivereasoning:onestoresanumberofspecificinstancesandinducesagenerallaworconclusionthatgovernsthespecificinstances.Deductivereasoning:isamovementfromgeneralizationtospecificinstances.,Inductive:fromspecifictogeneralDeductive:fromgeneraltospecific,DeductiveReasoning(top-down),Wemightbeginwiththinkingupatheoryaboutourtopicofinterest.Wethennarrowthatdownintomorespecifichypothesesthatwecantest.Wenarrowdownevenfurtherwhenwecollectobservationstoaddressthehypotheses.Thisultimatelyleadsustobeabletotestthehypotheseswithspecificdata-aconfirmation(ornot)ofouroriginaltheories.,InductiveReasoning(bottom-up),Ininductivereasoning,webeginwithspecificobservationsandmeasures,begintodetectpatternsandregularities,formulatesometentativehypothesesthatwecanexplore,andfinallyendupdevelopingsomegeneralconclusionsortheories.,5.IntelligenceandSLL,HowardGardnerstheoryofintelligenceLinguisticintelligence(语言智能)Logical-mathemat