Learning and Performance

Introduction The concept of learning was extensively discussed by Bruner, a prominent scholar in the psychological field. However, several intellectuals considerably contributed to the subject, by employing several experiments and research projects, thus modifying the concept (Kellogg, 2002). They studied the theories of learning beginning from immaturity stage until the adult periods. Ultimately, they represented their findings in writing, which was later published for other educational purposes.Advertising We will write a custom essay sample on Learning and Performance specifically for you for only $16.05 $11/page Learn More Describe the concept of learning Concept learning begins at a child’s birth and proceeds all through its lifetime period. It is further noted that concept learning only happens in the following ways, i.e., concept formation and assimilation. Concept formation entails how an infant struggles to learn and recognize shapes, col or, and names of things. For instance, under normal circumstances, a child should be able to learn all these, by the age of three. Concept acquisition often results from what we bump into such as new words, thus learning them. For instance, one may encounter a new word from a dictionary thus finding out its meaning. There are specific issues associated with concept learning, for instance, determining whether there are single or numerous mechanisms and the problem of determining what was done before an individual attain the knowledge. Concept learning is extensively influenced by certain types of knowledge, i.e., the casual and the schemas (Eysenck Keane, 2005). Several problems also characterize concept learning; for instance, lack of knowledge theories that may assist in inferring knowledge impacts. Additionally, it is tricky to have an extensive conceptualization of the factors that led to the attainment of knowledge. Distinguish between learning and performance There exist a con siderable difference between learning and performance. Learning is influenced by factors such as training, rewards, partial reinforcement, and interstimulus time; whereas, performance is influenced by motivations and individual effort (Benjamin, 2007). Tolman, prominent psychology, contributed to the difference by insisting that learning is unobservable, and it’s exclusively evaluated and deduced by performance. Tolman also mentioned that learning is an internal process; whereas, on the contrary, he regarded performance as a behavior (external).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Comparing and contrasting the conceptual approaches There exist two types of theoretical approaches, which noted as ecological and nonecological approaches. These approaches are directly linked to the study of learning, with different extensive explanations from several psychologists. It is noted that th ese two approaches consist of certain qualities; some of them are common to both methods, while others are not. The Ecological approach to the study of learning An ecological approach is considered as a product of traditional learning theory; in other words, the conventional learning theories played a vital role in developing the approach. However, despite its traditional origin, it is essential to acknowledge that, this theory approaches learning from a nontraditional perspective. The ecological approach also stresses that learning has certain features, which are decided by either two of the following reasons, i.e., previous happenings during the development period or by preontogenic factors that existed in their ancestors. The environment is one of the primary factors considered in defining and explaining the ecological factor. It plays a fundamental role in influencing the investigation and scrutiny of the learning process. Conclusively, the ecological approach connects learning with behavior, which is also extensively influenced by the environment. Nonecological approach to the study of learning The nonecological approach assumes a different position regarding the hitches of environmental explanations. It describes the environment as a collection of several stimuli and reinforcers. The application of stimuli on the approach utterly renders it nonecological, since it is unspecific to a particular person. It is noted that nonecological approach pilots the formation of several theories, although they are exclusively nonecological. Ultimately, it is also imperative, not to forget that tradition plays an extensive role in supporting the nonecological approach. Conclusion Bruner initially discussed the concept of learning, and then followed by several modifications by different scholars. The two concepts, i.e., learning and performance are dissimilar in various capacities, despite the extreme associations between them. There exist two types of conceptual approac hes, i.e., concerning learning; therefore, it is extraordinarily significant to understand the dissimilarity and the similarity within the terms, for a compelling understanding of the topic.Advertising We will write a custom essay sample on Learning and Performance specifically for you for only $16.05 $11/page Learn More References Benjamin, T. L. (2007). A brief history of modern psychology. Oxford: Wiley-Blackwell. Eysenck, W. M. Keane, M. T. (2005). Cognitive psychology: a student’s handbook. New York: Taylor and Francis. Kellogg, T. R. (2002). Cognitive psychology. California: Sage. This essay on Learning and Performance was written and submitted by user Ally Branch to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

20 Words That Contain mn

20 Words That Contain mn 20 Words That Contain â€Å"mn† 20 Words That Contain â€Å"mn† By Mark Nichol While looking stuff up, I became curious about how many words include the unusual pairing of m and n, and I discovered more than I had expected. Many more than twenty exist, but I’ve listed only that number (along with their definitions), choosing to exclude several categories of words. (See below for details.) Words ultimately derive from Latin by way of an earlier form of English or French unless otherwise indicated. 1. alumnus: a former student of a particular school (from a Latin root word meaning â€Å"to nourish†) 2. amnesia: loss of memory, a gap in memory, or, informally, selective memory (from a Greek word meaning â€Å"forgetfulness†) 3. amnesty: pardon or freedom for a group of people (related to amnesia) 4. amnion: a membrane around an embryo or fetus (best known in the adjectival form amniotic) (from the Greek word for â€Å"lamb†) 5. autumn: the season also known as fall, or a late stage of life or existence 6. calumny: slander 7. chimney: the part of a building that includes one or more flues for discharging smoke, or a similar-looking rock formation 8. column: a long vertical building support, a similar-looking structure, a vertical arrangement of text, a statistical category, or a long row of marching people 9. condemn: convict, doom, or sentence, or declare something wrong (the root word is related to damn) 10. contemn: treat with contempt 11. damn: condemn, or send to hell, or used as an oath or an intensifier 12. gymnast: an athlete who competes in exercise routines on a floor mat or on specialized equipment (from Greek) 13. hymn: a religious song (ultimately from Greek) 14. insomnia: inability to sleep 15. limn: describe, delineate, draw, or paint 16. mnemonic: relating to memory, or intended to assist in memory (from Greek) 17. omnibus: a large passenger vehicle (the full word from which bus is derived), or an anthology 18. remnant: a part left over from a whole 19. solemn: sad and or serious, or sincere 20. somnolent: sleepy, or causing one to feel sleepy (related to insomnia) I’ve excluded the following categories of words: variations and inflectional endings, the dozen other words beginning with the prefix omni-, the nine words that end with m followed by the suffix -ness (such as calmness), obsolete words, proper names like the Native American place name Tuolumne, and obscure, little-used terms like simnel (referring to a crisp bread or a fruitcake) that no one but a serious Scrabble competitor would know. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesStory Writing 101Neither... or?

Housing and Benefits for Asylum Seekers in UK Essay

Housing and Benefits for Asylum Seekers in UK - Essay Example Housing is at the very cornerstone of reception and resettlement (BRC 1987, 96-99; Carey-Wood etal. 1995, 66-72; Majke 1991, 267- 283; Refugee Council 1997; Robinson 1993, 170-186) and controlling access to housing has become an increasingly important part of the government's asylum and immigration strategy. Without adequate shelter, few other opportunities exist for those unfortunate enough to be destitute. With no permanent address, there is little chance of establishing the minimum rights of citizenship, which offer inclusion into the host society. Social exclusion has been a reality for many thousands of asylum seekers over a prolonged period of time. This was true even before the more draconian measures introduced in the Immigration and Asylum Act 1999. The prevailing environment of competition, performance review and value for money has had the effect of increasingly marginalising the most vulnerable groups in British society. In all but a few notable exceptions, the needs of asylum seekers have been inadequately addressed by either public or private sectors (Zetter and Pearl 1999a, 24-27). This has been due to a combination of institutional inertia and political sensitivity - both cock-up and conspiracy. The most recent legislative measures have further exacerbated the process of exclusion, generating additional hardship for an already overburdened group by extending uncertainty and increasing dependency. In reality, the rights and entitlements of refugees are little changed by the Immigration and Asylum Act 1999. They remain eligible to receive support and assistance in terms of both benefits and housing from the public sector. This is an important distinction from asylum seekers. Refugees are individuals or households whose status under the 1951 Geneva Convention has been approved by the UK government: that is, their 'well founded fear of persecution' has been accepted. They are likely to have either permanent or long-term status of residence in the UK and generally share in the usual rights of citizenship. (Duke, 1995, 12-18) Those with refugee status are eligible for assistance under the homelessness legislation and qualify for the housing register. To a large extent, such households have fewer institutional barriers to overcome than asylum seekers. Asylum seekers have no such clarity of outcome, for which they depend on the result of their pending application. While in this state of limbo, they are disqualified from access to employment, benefits or permanent housing, and are thus placed at the very margins of society. Indeed, at certain times within the mid-1990s, large numbers of single asylum seekers were actually destitute. (Joly, 1996, 121-128) The political reality behind the asylum legislation appears, therefore, to indicate a reliance on two cardinal principles above all other considerations: 1. the control and limitation of public expenditure, particularly personal benefits 2. the maintenance of an image of political toughness. (Robinson, 1985, 305- 330) It seems likely that excessive zeal in investigating applications and a