scholarly journals Social Learning and Teaching

2021 ◽  
pp. 441-558
Keyword(s):  
Social Learning ◽  
Learning And Teaching

Social learning and teaching in chimpanzees

2013 ◽  
Vol 28 (6) ◽  
pp. 879-901 ◽  
Author(s):  
Richard Moore
Keyword(s):  
Social Learning ◽  
Learning And Teaching

scholarly journals Autism and the mirror neuron system: insights from learning and teaching

2014 ◽  
Vol 369 (1644) ◽  
pp. 20130184 ◽  
Author(s):  
Giacomo Vivanti ◽  
Sally J. Rogers
Keyword(s):  
Social Learning ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Neuron System ◽  
Learning And Teaching ◽  
Positive Treatment ◽  
Learning From Others

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.

scholarly journals Cognitive foundations of distinctively human social learning and teaching

2021 ◽  
Author(s):  
Hyowon Gweon
Keyword(s):  
Social Learning ◽  
Young Children ◽  
Distinctive Feature ◽  
Developmental Research ◽  
Learning And Teaching ◽  
Abstract Knowledge ◽  
Cognitive Foundations ◽  
Widespread View

A widespread view of social learning is that humans, especially children, learn by copying what others do and trusting what others say. This learner-centric perspective, however, fails to capture a distinctive feature of human social learning: We learn from those who help us learn, and eventually become helpful teachers ourselves. Recent computational and developmental research suggests that young children are not only powerful social learners but also helpful teachers, and their abilities as learners and as teachers have common cognitive roots: Domain-general probabilistic inferences guided by an intuitive understanding of how others think, plan, and act. Rather than studying social learning and teaching as two distinct capacities, inferential social learning paints an integrated picture of how humans acquire and communicate abstract knowledge.

scholarly journals Brain Based Teaching Model as Transformation of Learning Paradigm in Higher Education

AL-TA LIM ◽  
2015 ◽  
Vol 22 (3) ◽  
pp. 266-275
Author(s):  
Zulfani Sesmiarni
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Theory ◽  
Cognitive Learning ◽  
Teaching Model ◽  
New Paradigm ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Key Word ◽  
The Brain

Brain -based teaching model is a new paradigm that can facilitate students in optimizing student learning by the functioning the brain as a whole. Lessons are held today assume that all students equally so that learning provide the same services to each student in the class. With this model, the students are given different stimulation according to their abilities and needs. Base on brain learning theory -based teaching, the learning should pay attention to the five needs of the brain in general. The fifth factor is the need for a sense of comfort, the need for interaction, the need for knowledge, the need for the activity and the need for self-reflection. All these needs will be connected if the lecturers able to present emotional learning, social learning, cognitive learning, physical learning and teaching reflection. Key Word : Instrucetional, Brain Based teaching, Learning.Copyright © 2015 by Al-Ta'lim All right reserved

scholarly journals Learning and teaching as communicative actions: A mixed-methods Twitter study

2011 ◽  
pp. 563-584
Keyword(s):  
Mixed Methods ◽  
Social Learning ◽  
Learning Community ◽  
Student Perceptions ◽  
Learning Experience ◽  
Male Students ◽  
Time On Task ◽  
Learning And Teaching ◽  
Active Communication ◽  
Communicative Actions

Our paper examines the design of a course that utilized the real-time information network Twitter to spark reflective thinking and communication based on classroom topics. A major goal was to increase discourse amongst students and enhance learning through encouraging student time on task. The innovation followed guidelines set forth in the Learning and Teaching as Communicative Actions theory to augment student learning experience via more active communication and increased content sharing among students, towards a goal of building a social learning community. In this mixed methods study, we found diverse student perceptions of the use of Twitter; both very positive views of the tool as a means of supporting discourse and those views of the tool having little benefit to student’s own learning. The female students in this study, perceived the tool to significantly more support the social learning community in the interactive environment than did male students.

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