澳洲代写assignment:学习风格

2017-05-27 00:38

需要学习风格来识别人们如何吸收和记忆事物。同样，学习理论有助于确定人们如何通过行为、环境和目标的变化来学习。行为主义者的方法措施在长期学习行为相对永久性的变化。这就像环境控制学习。巴甫洛夫的作品（犬）和Skinner（大鼠）认为，学习是在经验或行为的基础上，在刺激和反应之间的新连接的形成是积极的或消极的增强。因此，一个组织的教练应该考虑学员的行为，使特定的培训计划的时候。想象一下客户关怀的工作角色，如果实习生不喜欢社交或与他人交谈，他/她就是沉默的人。在这种情况下，为了避免这种情况或改变学员的行为，培训师必须制定一个培训计划有关的行为。否则培训费用和时间将被浪费。使培训师能够反馈给受训者，提高士气。每个人都有一个目标，人类的行为是朝着一个目标。许多人都没有教育背景，但这并不意味着他/她没有任何信息，以达到他/她的目标，利用他们的经验。因此，目标或目标将导致收集的数据或信息，因此没有任何类型的信息是很难达到的目标。同样，认知方法被定义为一个相对持久的认知变化发生的经验的结果。
澳洲代写assignment:学习风格
Learning styles are needed to identify how the people can absorb and remember things. Likewise learning theories are help to identify how people learn through changes in behaviour, environment and goals. The behaviourist approach measures learning in term of relative permanent changes in behaviour. This is like the environmental control learning. The work of Pavlov (on dogs) and Skinner (on rats) suggested that learning is the formation of new connection between stimulus and response on the basis of experience or behaviour is positively or negatively reinforced.Therefore in an organization trainer should always think about their trainees' behaviour, when making the particular training programme. Imagine job role for customer care, if the trainee is not like to be social or talk with others anymore, he/she is silence character. In this situation to avoid this or change the behaviour of trainee, trainer has to make a training programme relate to the behaviour. Otherwise training cost and time will be wasted. To minimum that trainer can give the feedback to the trainee, and increase the morale. Every person has a goal; human behaviour is towards a goal. Many be some person does not have education background ,but that does not mean that he/she does not have any information to reach to him/her goals using their experience. Therefore having aim or goal will lead to gather the data or information, hence without any kind of information is hard to reaching to the goals. Likewise the Cognitive Approach is defining as a relatively permanent change in cognition occurring as a result of experience.

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