什么是学习
对既有的知识、技术、习惯或性向,透过经验、实践或练习而取得修正的过程。学习包括结合过程(参阅association、conditioning)、感觉基料判别(discrimination of sense-data)、精神与感官学习(psychomotor and perceptual learning)(参阅perception)、模仿、概念形成、问题解决、内在学习等。动物的学习是由动物行为学家和比较心理学家在研究,比较心理学家多认为人类的学习与动物的学习是完全不同的平行线(参阅comparative psychology)。俄国的帕夫洛夫(Ivan Pavlov)及美国的桑代克(Edward L. Thorndike)是最早对结合学习行为进行实验的心理学家。对这种早期「剌激﹣反射」理论(stimulus-response,S-R)的批评者,例如托曼(Edward C. Tolman),则指责剌激反射论者化约并且忽略了主体的内在行为;完形心理学(Gestalt-psychology)研究者则较注重知觉与学习的类型及形态之重要性;至於结构语言学则认为语言的学习是立基於一种发生学式习来的「文法」(grammar);而发展心理学家,例如皮亚杰(Jean Piaget),则强调学习的成长阶段。近年来,认知科学则揭示学习是一种资讯处理(information processing)的形式,然而研究人脑的科学家,例如艾德曼(Gerald Maurice Edelman),则认为思考与学习是大脑路径持续建立的过程。相关的研究主题还包括注意(attention)、理解(comprehension)、动机(motivation)、训练移转(transfer of training)。亦请参阅behavior genetics、behaviourism、educational psychology、imprinting、instinct、intelligence。
learning
Process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise. Learning includes associative processes (see association, conditioning), discrimination of sense-data, psychomotor and perceptual learning (see perception), imitation, concept formation, problem solving, and insight learning. Animal learning has been studied by ethologists and comparative psychologists, the latter often drawing explicit parallels to human learning (see comparative psychology, ethology). The first experiments concerning associative learning were conducted by Ivan Pavlov in Russia and Edward L. Thorndike in the U.S. Critics of the early stimulus-response (S-R) theories, such as Edward C. Tolman, claimed they were overly reductive and ignored a subject's inner activities. Gestalt-psychology researchers drew attention to the importance of pattern and form in perception and learning, while structural linguists argued that language learning was grounded in a genetically inherited “grammar.” Developmental psychologists, such as Jean Piaget, highlighted stages of growth in learning. More recently, cognitive scientists have explored learning as a form of information processing, while some brain researchers, such as Gerald Maurice Edelman, have proposed that thinking and learning involve an ongoing process of cerebral pathway building. Related topics of research include attention, comprehension, motivation, and transfer of training. See also behavior genetics, behaviorism, educational psychology, imprinting, instinct, intelligence.
-
一斗米养个恩人,一石米养个仇人是什么意思?
意思是:送一斗米救人,人会怀感恩。送一石米给人会使人贪得无厌而反目成仇。指对人帮助要看时机与对象成语名字:一斗米养个恩人,一石米养个仇人成语发音:yīdǒumǐyǎnggèēnrén,yīdànmǐyǎnggèchóurén成语解释:送一斗米救人,人会怀感恩。送一石米给人会使人贪...
-
严以律己,宽以字人是什么意思?
意思是:对自己要求严格,待别人则很宽厚成语名字:严以律己,宽以字人成语发音:yányǐlǜjǐ,kuānyǐzìrén成语解释:对自己要求严格,待别人则很宽厚成语出处:清·汪琬《送张牖如之任南宁序》:“严以律己,宽以字人。”感情色彩:中性成语成语用法:作谓语、定语、分句;指为人处...
-
人无貌相,水无斗量是什么意思?
意思是:相:估量,评价。指不能以貌取人就像海水不能用斗来量一样成语名字:人无貌相,水无斗量成语发音:rénwúmàoxiàng,shuǐwúdǒuliáng成语解释:相:估量,评价。指不能以貌取人就像海水不能用斗来量一样成语出处:《慈禧太后演义》第三回:“人无貌相,水无斗量,西子向业浣...
-
战无不胜,攻无不取是什么意思?
意思是:形容军队力量强大,百战百胜。或比喻做任何事情都能成功。成语名字:战无不胜,攻无不取成语发音:zhànwúbùshèng,gōngwúbùqǔ成语解释:形容军队力量强大,百战百胜。或比喻做任何事情都能成功。成语出处:语本《战国策秦策二》:“是知秦战未尝不胜,攻未尝不取,所...