Leervermoë en geheue
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | Leervermoë en geheue Learning and memory | |
| Creator | Ryke, P. A. J. | |
| Description | Binne die raamwerk van wat normaalweg as deel van ’n leerproses beskou word, is daar ’n hele verskeidenheid leertipes. Net soos daar nie eenstemmigheid oor die definisie van leer is nie, bestaan daar ook nie een aanvaarde klassifikasiestel van leerkategoriee nie. Leertipes wat algemeen erken word, is: Habituasie, sensitisering, klassieke kondisionering, operante kondisionering, gis en vergissing, smaakrenons, latente leer, waarnemingsleer, stempelafdrukking, insigleer, leeringesteldheidleer en instink. Die term “geheue” moet minstens twee aparteprosesse insluit. Dit behels aan die een kant die leer van iets, en aan die ander kant die herinnering daarvan in ’n later stadium. Tussen die leerproses en die onthouaksie moet daar ’n permanente rekord — ’n geheuespoor — in die brein wees. Geheue bestaan uit minstens twee vorme: geheue vir baie resente gebeure (korttermyngeheue) wat relatief labiel is en maklik versteur kan word, en langtermyngeheue wat stabieler is. Nie alles wat die korttermyngeheue binnegaan, word in die langtermynbewaringsplek gebere nie; ’n filtreermeganisme selekteer sekere dinge wat belangrik is en raak van die res ontslae. Under various circumstances and in different species the outward expression of learning varies considerably, and this has led to the classification of different categories of learning. Just as there is no generally agreed on definition of learning, there is no one system of classification. Types of learning commonly recognized are: Habituation, sensitization, classical conditioning, operant conditioning, trial and error, taste aversion, latent learning, cultural learning, imprinting, insight learning, learning-set learning and instinct. The term memory must include at least two separate processes. It must involve, on the one hand, that of learning something and on the other, at some later date, recalling that thing. What lies between the learning and (he remembering must be some permanent record — a memory trace — within the brain. Memory exists in at least two forms: memory for very recent events (short-term) which is relatively labile and easily disruptable; and long-term memory, which is much more stable. Not everything that gets into short-term memory becomes fixed in the long-term store; a filtering mechanism selects things that might be important and discards the rest. | |
| Publisher | AOSIS | |
| Date | 1989-03-14 | |
| Identifier | 10.4102/satnt.v8i1.863 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 8, No 1 (1989); 12-24 Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 8, No 1 (1989); 12-24 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/863/1800
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