CHARACTERISTICS OF

LEARNING

Purposive
Selective
Transferable
Self-active
Unitary
Social
Individual
Creative

LEARNING PROPOSITIONS
AGREED UPON BY
PSYCHOLOGISTS

 Behaviors which are reinforced are more

likely to occur.

 Sheer repetition without indications of

improvement of any kind of reinforcement
is a poor way to attempt to learn.

 Threat and punishment have variable and

uncertain effects upon learning.

 Reinforcement, to be most effective in

learning, must follow immediately after a
desired behavior and be clearly connected
with the behavior in the mind of the
learner.

 Learners progress in any area of learning

only as far as they need to in order to
achieve their purpose.

 Forgetting proceed rapidly at first, then

more and more slowly. Doing recall shortly
after learning reduces the amount of
forgotten information.

 Learning from reading is facilitated more

by the time spent recalling what has been
read than by rereading.

 The best way to help pupils form a general

concept is to present the concept in
numerous ways and varied situations.

 When children or adults experience too

much frustration, their behavior ceases to
be integrated, purposeful, and rational.

 No school subject is more markedly

superior to others for strengthening mental
powers.

 What is learned is most likely to be

available for use if it is learned in a
situation much like that in which it is used
and immediately preceding the time when
it is needed.

 Children remember new information which

confirms their previous attitudes better
than they remember new information
which run counter to their previous
attitudes.

 Adults need to know why they need to

learn something before undertaken to
learn it.