Learning Is One of the Vital and Term Paper

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Learning is one of the vital and fundamental elements in the life of a person that leads to growth and development, as it continues from birth till death. This learning process is noticeably witnessed by the individuals through the behavioral change pattern that occurs with the passage of time. In addition, the process commence from the time a person starts his education, matures and develops with their professional life (Kamble, 2007).

An individual encounters numerous people that belong to diverse backgrounds and experiences all the way though his learning voyage, which may leave an influential impact to great extent on his performances. The impact of others on the individual can be either motivating that would induce the individual to achieve his ambitions with strength or be discouraging which would lead to poor quality in the learning process (Kamble, 2007).

Response and reactions towards the happenings and activities in the surrounding environment is an outcome that comes from the learning process. In addition, the perceptions and viewpoints in general are also developed due to the learning process because it provides the individual with the information that one can convert into understanding to differentiate what is correct and incorrect (Kamble, 2007).

However, experts and specialists have segregated the entire process of learning into seven learning styles that can be used by an individual for personal or professional growth and also to enhance their overall personality. According to Howard Gardner's learning theories (Leonard, 2002), the seven styles include spatial intelligence, interpersonal intelligence, intrapersonal intelligence, bodily-kinesthetic intelligence, musical intelligence, logical-mathematical intelligence and linguistic intelligence. Linguistic Intelligence on a broad spectrum is also known verbal intelligence (Kamble, 2007).

Verbal linguistic learning or intelligence style is defined as the skill or capacity of an individual to solve complicated problems, provide reasoning and overall learning by means of a language. Both written and oral speech is engaged with the verbal style. This means that the verbal stimulus is the key source through which the individual become cognizant of and gain the knowledge. Besides, people that make use of verbal linguistic style are found to be well expressive to their problems and solutions with the help of speaking and writing. Indeed, it is observed that they possess good listening skills as well as have an acute and sharp memory. They are able to easily recall the information they have read, spoke and written (Kamble, 2007).

Moreover, these gifted people with verbal style thrive and grow in activities that are closely related to reading and writing. Verbal linguistically talented people are evidently mesmerized by language due to the reason that they are keen to increase their knowledge with learning of new words. Language also captivates these people to explore new and creative ways that they can use language in a much artistic manner and poetry is one of the examples in this regard (Kamble, 2007).

Often time, it has come to notice that verbal learners have exhibited their deep interest in learning various other languages other than their native language. This continuous seek of learning of new languages is one of their attempts to enhance their domain of knowledge, understanding, insight and capability in the direction of utilizing the words so that they can communicate with a wider range of people (Kamble, 2007).

At many occasions, it has been monitored that people with verbal styles have exposed their devotion towards music, arts, politics, learning new languages, playing word games, learning tongue twisters and reading novels and reference materials. In this regard, creative writer, journalist, poet, attorney, publicist, advertising agent, psychologist, speech pathologist, and editorial column writers are few of the widespread professions that are the choice and preference of the people with high level of verbal intelligence. This is predominantly due to the reason that such talented people desire to satisfy their verbal linguistic needs throughout their lives (Kamble, 2007).

Verbal learners have a different perspective from others as they have a choice for activities that typically derived from reasons and language instead of focusing on visual substances, physical objects and information not available in writing. This can be elucidated from the fact that verbal learners are inclined and interested towards word problems because it entails proper utilization of the language rather than reasoning and mathematics. Due to this reason, mathematics and science are not the preferred subjects for verbal learners in comparison to language (Kamble, 2007).

Various and different processes are considered as the basis to the understanding of verbal learning because learning capabilities of all individuals are different. In this regard, the learning intelligence has been classified into three basic types that incorporate serial learning, free recall and paired associates (Semel & Rosner, 2011).

Serial verbal learning has normally been used by psychologists in various experiments in order to test the long and short-tem memory of a human being. People make themselves involve in serial verbal learning when verbal items are in a particular list that needs to be learned and memorized such that they can recall it without breaking the order of the items in the list, for instance phone numbers. When the actions involved needs to be in a particular order such as baking a cake, it becomes vital to exercise the serial verbal learning technique (Semel & Rosner, 2011).

While paired associate learning involves learning of dual words made in a pair, such as stimulus and response. This technique is typically employed when people tend to learn foreign languages. They create a pair of known words from their known language with the words from other languages such that an association is built between the words of the pair. The major advantage of paired associate learning technique is that it enables the individual to evaluate the purpose and meaning of stimulus and response in the form of associations. Paired associate learning can also be explained from the example that if a girl tells her name to the other person, the other person will recall the girl with her name only, because the face and name has been associated to each other by the other person (Semel & Rosner, 2011).

However, the third type of verbal learning is free verbal learning is much similar to serial learning. The only difference between the two is that free verbal learning is used when the order of the list is not of any concern and people just have to learn and memorize a list of items and recall all the items of the list irrespective their sequence. However, in serial learning the order and sequence of the list is the prime component. For example, you have been given a list of items for shopping; in this case, serial leaning is not required as the free recall learning would fulfill the requirement of shopping of all the items (Semel & Rosner, 2011).

Serial and paired associate learning styles is practiced by verbal learners at all the times even in same state of affairs. For instance, the sign-in name and password of any email account requires both the learning styles, where the sign-in name refers to the paired associate learning as this has been associated with the password and the email account, while the password memorizing and recall is the serial learning (Semel & Rosner, 2011).

However, recalling, remembrance and retrieval are another aspect of learning that cannot be ignored. In this regard, Mnemonics is one of the methods that facilitate the individual to remember, recognize and retrieve the things that he or she might have learned but the individual is not able to recall one the spot. For instance, one person is not able to recall the name of the other person he has met before. Nevertheless, mnemonics is the technique that is applied to the wide variety of potential memory failures at general instances (Semel & Rosner, 2011).


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