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Python is an easy to learn, powerful programming language. It has efficient high-level data structures and a simple but effective approach to object-oriented programming. The same site also contains distributions of and pointers to many free third party Python modules, programs and tools, and additional documentation. Python is also suitable as an extension language for customizable applications. This tutorial introduces the reader informally to the basic concepts and features of the Python language and system. It helps to have a Python interpreter handy for hands-on experience, but all examples are self-contained, so the tutorial can be read off-line as well. For a description of standard objects and modules, see The Python Standard Library. The Python Language Reference gives a more formal definition of the language. There are also several books covering Python in depth. Definitions of Learning Styles

Learning is the process of acquiring new understandingknowledgebehaviorsskillsvaluesattitudes, and preferences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved.

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Human learning starts at birth it might even Definitions of Learning Styles before [4] Stylws continues until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many fields, including educational psychologyneuropsychologyexperimental psychologyand pedagogy.

Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituationor classical conditioningoperant conditioning or as a result of more complex activities such as playseen only in relatively intelligent animals. Learning that an aversive event can't be avoided nor escaped may result in a condition called learned helplessness.

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Play has been approached by several theorists as the first form of learning. Lev Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through playing educational games. For Vygotsky, however, play is the first form of learning language and communication and the stage where a child begins https://amazonia.fiocruz.br/scdp/blog/purpose-of-case-study-in-psychology/affirmative-action-a-right-and-a-theory.php understand rules and symbols.

Non-associative learning refers to "a relatively permanent change in the strength of response Definitions of Learning Styles a single stimulus due to repeated exposure to that stimulus. Non-associative learning can be divided into habituation and sensitization.

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Habituation is an example of non-associative learning in which one or more components of https://amazonia.fiocruz.br/scdp/blog/work-experience-programme/qatar-airways-case-study.php innate response e. Thus, habituation must be distinguished from extinctionwhich is an associative process. In operant extinction, for example, a response declines because it is no longer followed by a reward. An example of habituation can be seen in small song birds—if a stuffed owl or similar predator is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced or the same one removed and re-introducedthe birds Definitions of Learning Styles to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to namely, one particular unmoving owl in one place.

The habituation process is faster for stimuli that occur at a high rather than for stimuli that occur at a low rate as Definitions of Learning Styles as for the weak and strong stimuli, respectively. Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus Bell et al. After a while, this stimulation creates a warm sensation that eventually turns painful. The pain results from the progressively amplified synaptic response of the peripheral nerves warning that the stimulation is harmful.

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Since understanding information is the key aspect of learning, it is important for learners to recognize what they understand and what they do not. By doing so, they can monitor their own mastery of subjects. Active learning encourages learners to have an internal dialogue in which they verbalize understandings. This and other meta-cognitive strategies can be taught to a child over time.

Studies within metacognition have proven the value in active learning, Definitions of Learning Styles that the learning is usually at a stronger level as a result. Conversely, passive learning and direct instruction are characteristics of teacher-centered learning or traditional education. Definitionss learning is the process by which a person or animal learns an association between two Definitions of Learning Styles or events. In operant conditioning, a behavior that is reinforced or punished in the presence of a stimulus becomes more or less likely to occur in the presence of that stimulus. The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus which unfailingly evokes a oc response with another previously neutral stimulus which does not normally evoke the response. Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus now referred to as the "conditioned stimulus".

The response to the conditioned stimulus is termed a conditioned response.

The classic example is Ivan Pavlov and his dogs. Meat powder is the unconditioned stimulus US and the salivation is the unconditioned response UR. Pavlov rang a bell before presenting the meat powder. The first time Pavlov rang the link, Definitions of Learning Styles neutral stimulus, the dogs did not salivate, but once he put the meat powder in their mouths they began to salivate. After numerous pairings of bell and food, the dogs learned that the bell signaled that food was about to come, and began to salivate when they heard the bell.

Once this occurred, the bell became the conditioned stimulus CS and the salivation to the bell became the conditioned response CR. Classical conditioning has been demonstrated in many species.]