TEHORIES OF CONNECTIONS – PRACTICAL IMPLICATIONS IN ACQUIRING MOTOR SKILLS
Theories of learning which are classified in two broad schools as theories of connections and cognitive theories, differ among themselves according to specific interaction relationships between external stimulus (S), reaction and behavior and organism (R), i.e. particular learner (O). In relation to...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Montenegrin Sports Academy and Faculty for Sport and Physical Education
2010-03-01
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| Series: | Sport Mont |
| Subjects: | |
| Online Access: | http://www.sportmont.ucg.ac.me/clanci/SportMont_Mart_2010_Milosevic_322-329.pdf |
| Summary: | Theories of learning which are classified in two broad schools as theories of connections and cognitive theories, differ among themselves according to specific interaction relationships between external stimulus (S), reaction and behavior and organism (R), i.e. particular learner (O). In relation to pedagogical practices, predominance of a certain school is not rare, often without any objective insight into their potentials related to age, sex, learning contents and other determinants. Supporters of the theories of connections treat behavior as a result of relations or associations, whereas learning occurs when these relations are strengthened by repetition or when new relations are formed. These theories are usually classified as theories of stimulus-reaction (S-R), whereas associating in this sense is used to stress the concept most theories usually agree upon: that learning consists of relations and link between stimuli (S-S), between stimuli and reactions (S-R), or between reaction and impulse (R-P). Well-known approaches within the theories of relations include classical Pavlov reflex, Guthry’s close conditioning, associating of Thorndyke, and Skinner’s efficient conditioning. Practical implications of these theories in acquiring motor skills are related to an active learner’s approach, significance of repetition – exercising, supporting, and rewarding correct answers, as well as strengthening a new behavior by imitation of a sample – modeling. |
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| ISSN: | 1451-7485 2337-0351 |