I had not expected it to be that popular of a topic. And many of those are comparing intentional learning against other kinds of learning. The most popular comparison seemed to be between Intentional learning and Incidental learning. As the name implies, Incidental learning happens as you are working or doing something else and you just happen to learn something additional as a bonus.
For example, as a child you probably learned how to play Candyland. You had to learn the rules and how to play the game, but you were also learning lessons about how to follow directions and take turns. You were intentionally learning to play the game, but incidentally were learning other important lessons. Each plays an important role in how we learn and depending on the situation, both can be very useful. Received: May 08, Published: January 17, J Psychol Clin Psychiatry 7 1 : Download PDF.
This study is conducted to demonstrate the knowledge of intentional learning and incidental learning. Hypothesis of this experiment is intentional learning is better than incidental learning, participants were demonstrated and were asked to learn the 10 non sense syllables in a specific sequence from the colored cards in the end they were asked to recall the background color of each card instead of non-sense syllables.
Independent variables of the experiment are the colored cards containing non-sense syllables which are to be memorized by the participant; dependent variables are the number of correct response made by the participant. The findings of the experiment concluded that intentional learning is better than incidental learning, hence hypothesis is proved.
Keywords: Intentional learning; Incidental learning; Non-sense syllable cards colored and uncolored ; Score-sheet.
This study was conducted to show that intentional learning is better than incidental learning and to highlight the idea that incidental learning an automatic existence.
Learning is the attainment of knowledge or skills that we gain via experiences, studies or when we are taught. There are many different types of learning in psychology but the ones the relevant ones to be discussed in detail are incidental learning and accidental learning. Incidental learning is the learning of one stimulus feature while concentrating on another stimulus feature too. A little more specific connotation of incidental learning is that it involves the learning of formal aspects through a center of attention on semantic aspects.
Incidental learning can occur in many modes inclusive of observations, communications with colleagues about tasks or projects, experiencing mistakes, assumptions and adapting to new situations. A reactive component of incidental learning occurs in the middle of a task completion action when there is little time to think. Incidental learning has also been portrayed as implicit when knowledge is acquired independent of conscious attempts to learn [1]. A little broader meaning of incidental learning is taken in a pessimistic way as it is the learning without the intent to learn.
Whereas, intentional learning is described as the having the intention to learn the material and to commit it to ones memory. It explains the study conditions where participants are forewarned that they will be tested on material to which they are exposed. Participants in an intentional learning task are told in advance that they will be tested in after the learning phase; they will try to store the word information that is to be learned in a form perceived as a transferable to the test situation.
And processing instructions during the learning phase in an incidental learning setting may or may not be conducive to successful transfer to the test situation [2]. Although learning in everyday life is both incidental and intentional but intentional learning instructions produce better recall and recognition performance than incidental learning instructions.
Incidental and intentional learning refers, strictly speaking, only to absence or presence of an announcement to participants in a psychological experiment as to whether they will be tested after the experiment task [2]. In other words guessing from the context does not necessarily result in long-term retention. This finding verifies the study of Parry , Mondria and Wit As a result even if they happen to acquire a word incidentally from reading passage, it is likely that they will be quickly forgotten after a week.
Another factor which plays an important role is method of Anticipation. It is defined as an experiment paradigm in learnt and memory research in which a timid sequence of stimuli like a list of words is proposed to the subject to be memorized. After a gap the sequence is represented and the subject is requested to guess the following stimuli at each stage of the sequence so that each stimulus is a cue for the following response. In an anticipation procedure item is first presented while subject attempts to give the associated response, and is followed immediately by the presentation of the correct response, usually paired with its stimulus [3].
Trial and Error models encourage a useful exploratory side of learning. Trial and Error learning is a fundamental method of solving, it is characterized by repeated, varied attempts which are continued until success or until the agent stop trying. Thorndike performed an experiment in lab in which an animal comes to associate particular behaviors with the consequences they produce. This tends to reinforce the behavior. Evidence from lower species and even infants primates suggests that learning may occur through the repeated pairing under conditions of reinforcement of particular stimulus and response combinations [4].
In a problem solving task, the agent is repeatedly presented with instances of the task a series of trials. In each trial the agent is presented with an instance of the problem to be solved i. When the goal is achieved the agent receives a positive reward and the trail ends.
The difference lies in the intention behind it. Deliberate learning is what happens when we have a particular aim. It happens when we set out to memorise a list of irregular verbs, for example. For example, when you spend time in a country where people speak a language that is different from your own, you learn random vocabulary from the various situations you find yourself in.
The three features that make incidental learning different from deliberate learning are:. The two types of learning complement each other.
However, the rapid rise of new technologies has brought with it endless opportunities to promote and encourage incidental learning in the classroom. Video games and educational apps, for example, are gaining prominence among educational resources. Knowledge is imparted easily in a flexible, fun, and immersive environment, and this means that players learn more quickly.
Which is why Wibbu has put all of their energy behind the development of bold new language learning tools. Play as Ruby on an engaging language acquisition adventure where the learning is entirely secondary to fun.
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