Nov
26
2020

Government

A. learning representations: occurs when equal in meaning arbitrary symbols with their referents (objects, events, concepts) and mean any meaning that its references allude to the student (Ausubel, 1983 cited by Palomino, N), for example when the child acquires the vocabulary. First learn words that represent real-world objects that have meaning for him; However no identifies them as categories. (Maldonado, M.). B. learning concepts: concepts are defined as objects, events, situations or properties that has attributes of common criteria and that are designated by signs or some symbol (Ausubel, 1983 cited by Palomino, N), these concepts are acquired through two processes: training and assimilation. In the formation of concepts, criteria (characteristics) of the concept attributes are acquired through direct experience, in successive stages of formulation and testing of hypotheses (Palomino, b.).

Learning concepts by assimilation occurs as the child extends his vocabulary, because concepts criteria attributes can be defined using the combinations available in the cognitive structure therefore child can distinguish different colors and sizes (Palomino, N.) the child, from concrete experiences, understands that the word MOM can also be used by other people referring to their mothers. It occurs also when preschool-age children undergo learning contexts by reception or discovery and understand abstract concepts such as Government, country, mammal (Maldonado, s.f.) C. learning of propositions: this kind of learning goes beyond simple assimilation of representing words, combined or isolated, since it requires to capture the meaning of the ideas expressed in the form of propositions. Learning of propositions imply combination and ratio of several words each of which constitutes a reference unit, then these are combined in such a way that the resulting idea is more than the simple sum of the meanings of the words individual components, producing a new meaning which is assimilated to the cognitive structure. I.e., that a potentially meaningful proposition, expressed verbally, as a statement that owns denotative meaning (characteristics evoked to hear concepts) and connotative (emotional load, attitudinal and ideosincratica caused by the concepts) involved concepts, interacts with the relevant ideas already established in the cognitive structure and emerge from this interaction, the meanings of the new proposition.

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