National University of Asunción

Faculty of Philosophy
Psychology Degree
Chair of Learning Theories

Basic Functions of Learning

Learning.
It is the result of the child's interaction with the environment.
It understands sociocultural (social), affective (psychological), and biological aspects.
neurophysiology (growth of the nervous system, nutrition, others).

Home
Place
Differences Prenatal
Country-City
Affective components.
How does it manifest
Temperament
Your personality
To feel

Biological
Grow
Brain Maturation
It works Undernourished:
Affects - Is eaten
Nutrition
Nutrition Poverty bad
Tuning

Growth occurs from the biological - growth and functioning is the foundation and from there
and underlying processes.

What does Learning imply?

Changes in behavior
Active participation of the individual
Internal and external processes intervene
New knowledge is acquired
It is related to the demands of the environment

Basic Functions for Learning

Concept
They are underlying processes of all human learning and especially of
the pedagogical learnings.
They are aspects of the general evolutionary personal development of the child that evolves and
conditions the readiness for certain learning.
They are closely related and have a considerable degree of overlap.
Pedagogical Learning
It is more formal
It is more systematic
It's more organized
It's more structured
It is given by a professional

In how many areas can it be summarized?

Reading (not replaced)
Writing (can be replaced)
Calculation
Problem solving

Oral
Reading Silent
Comprehensive

Copy
Writing Dictation (Sound Letters)
Spontaneous (Creative writing)

Levels of Thinking

Observe
Compare
Fine perception Psychomotricity

Classification

Underlying processes. Factors

Motor Function: balanced global dynamic coordination.
It is a result of a harmony of muscular actions at rest and in motion.
in response to certain stimuli.
Requires flexibility in motor control and postural adjustment mechanisms that
they occur during movement.
It involves becoming aware of the body.

Fine Motor Skills

It refers to all those actions that the child performs basically with their hands, to
through oculo-manual coordination (visomotor coordination)
Gross Motor Skills
Capacity and ability of the body to perform large movements, such as
example: walk, jump, run.

All these functions, whether they respond structurally or functionally, present

learning difficulties.
All functional alterations improve with stimulation.
At a better age, improvement occurs through brain plasticity.
Visuomotor Coordination

It is the ability to coordinate hand movements with what is seen. It involves

also the space and spatial orientation.
To copy a drawing, the child must be able to adequately perceive the figure.
it must also have the necessary coordination in the hand and wrist to be able to take
the pencil and make the appropriate stroke, which requires being able to control its
movements.

Vasomotor coordination
Implicates

Visual perception
Motor perception

Tear
Cut
Write
Embed

Perceptual Functions
It is the process of interpreting the sensations that occur at the moment of receiving
a stimulus is given immediately.
It involves a constructive process through which an individual organizes the data.
that they deliver their sensory modalities and interprets and completes through
from their memories, that is, based on their previous experiences.
It constitutes an act of knowledge and recognition of the external world.

Needed:
Visual
Auditory
Tactile

Tactical Perception
Touch is the sense that provides us with a variety of information from the environment.
through the skin via a series of receptors that give us information about texture,
forma, tamaño, relieve, presión, temperatura, calor, peso.

Visual Perception
It is the ability to recognize, discriminate, and interpret visual stimuli, associating it with the
previous experience.
Certificate of size
Certificate of form
Visual closure
Spatial orientation
Figure background
Spatial Relationships
Auditory Perception
It is the ability to recognize, discriminate, and interpret auditory stimuli, associated
with previous experiences.
The child must develop the ability to hear similarities and differences in sounds.
Discrimination allows children to detect which words begin or end with
the same sound, which rhyme, which sound similar, which have a certain
sound; allows synthesizing sounds to form a word, dividing these into their components
differentiate between words.

Body scheme and laterality

The body schema is the awareness or mental representation of the body and its parts.
mechanics and possibilities of movement, as a means of communication with oneself and with
the medium.

Laterality is the awareness of the functional asymmetry of one's body sides.

right and left

Temporal Structure
Time constitutes an indissoluble whole with space. Time constitutes the
coordination of movements including their speed and space is the coordination of
movements without considering their speed.
Time requires an intellectual construction from the child, based on the
operations that are parallel to those involved in mathematical logical thinking,
serialization, sequencing, inclusion, quantity, measures.

Language
It is a higher cortical function (organically dependent on the cerebral cortex), and it has
relationship with other skills, hence the importance of its evolution being appropriate, as it is not only
it fulfills a function by itself.
Language allows people to communicate information as well as organize their
thoughts and express their feelings.

According to the form of the language

Phonological Morphology
Understanding and production of the system Part of grammar that deals with form
phonological of the child of the words and therefore also of the
morpheme
Semantics Pragmatics
It is related to the meaning of the lexicon and the
number of words that the child understands and Study of the communicative function
use with everything it includes

Attention
Basic essential process related to the limited capacity for
processing of information of any modality and for the realization of any
activity.
The information we process can come from the environment or from the person themselves.
Attention is activated simultaneously with other processes, such as perception,
short-term and long-term memory.
 Attention must be directed toward some information, which implies the participation of the
perception. That attended and perceived information is maintained in short-term memory and
to determine the relevant aspects of it, it is related to data.

Phases of care
Selection of information: it involves highlighting one piece of information over another.
Maintenance of attention: it involves active effort, requires a voluntary level.
related to motivation and personal experiences.
I move on to other activities: attention modifies the previous information in which I was.
centered.

Variables of attention
Age
Sex
Personality
Cognitive styles
Biological rhythm
Motivation
Cultural trends
Previous ideas

Memory
The ability of human beings to retain and reproduce information from a
previous experience and also to gather information.

Basic processes of memory:

Registration or encoding
Process that mediates between the experiences of an event and the storage of the
same. It relates to cognitive strategies such as: analysis, synthesis, categorization.
The way you encode information influences the duration of its retention.
It is proven that information with meaning is retained more easily than
information without meaning.
Information storage
It refers to the retention of information from different memory systems.
According to the duration of storage, we have MCP and MLP.
According to the specific characteristics of the stored information, we find memory.
sensory, kinesthetic, emotional, semantic, spatial.
Evocation
Refers to the mechanics and strategies of information retrieval that
they are found in the storage systems of the brain.

Motivation

It is an internal process, when a person develops a state of tension.

resulting from unmet needs, we say that it feels motivated. The
motivation can come from very diverse needs, ranging from those that are
mainly physiological, to psychological. Motivation plays a role
fundamental in learning.
Emotional affective base
It is related to the appropriate social and emotional development that affects the different
forms of behavior.
Some aspects involved:
The strengthening of its independence
Development of your degree of response
The balance of emotional relationships
The proposed actions align with their interests.
The internalization of habits

Development
It is a process where maturity and learning converge.
The development of the child maturity plays the role of structure and the role of
evolution of the changes in those structures under the influence of stimuli
environmental.

Maturation
Genetically programmed process
Biological process, inexorable of the same species
It is related to the evolutionary stages.
Level of development achieved in the various aspects of biological maturation
properly speaking

Maturity for a learning process

Level reached by the necessary development of various aspects of maturation
proper biological, and also the set of prior learning that has determined
that level.

Importance
They are processes that, in relation to the neuro-psycho-social maturity of the child, allows him/her to
to adapt to the changes that arise in their environment, preparing mentally, emotionally and
physically for a proper school development.
The development of their skills and abilities allows them to adapt to the requirements.
what leads to learning towards excellent school development.