Transfer of Learning, Curve & Plateau
Asked 2 months ago · Viewed 2,527 times
With reference to the various types of learning curves—such as the 'Positive Accelerated Curve', 'Negative Accelerated Curve', and 'S-Shaped Curve'—if a learner begins learning a complex skill where progress is very slow in the initial stage, followed by rapid improvement, and finally slows down again as it approaches maturity, which type of learning curve does this represent and what is the primary psychological reason behind it?
✓ Correct! Well done.
✗ Not quite — the correct answer is highlighted above.
Detailed Explanation
Understanding Learning Curves
Learning curves illustrate how the amount of learning changes with time or practice. The S-Shaped Curve (or Sigmoid Curve) is very common when acquiring complex skills.
- Initial Stage: Learning speed is slow because the learner is unfamiliar with new concepts.
- Middle Stage: Once the learner grasps the basics, learning accelerates rapidly (often called a performance boost).
- Final Stage: As the learner approaches maximum capacity or a plateau, the rate of improvement slows down again.
Therefore, option C accurately describes this developmental trajectory of learning complex skills.
Next question →
In the context of plateaus of learning, when there is no improvement in…
← Previous question
Under various theories of Transfer of Learning, when a…
Related Questions
→
Regarding the theories of transfer of learning, which of the following is the most subtle and philosophical difference between Edward Thorndike's 'Theory of Identical Elements' and Charles Judd's 'Theory of Generalization'?
→
With reference to the theoretical and psychological analysis of Learning Curves and Plateaus in Learning, which of the following statements presents the most accurate combination of the causes of a 'plateau' and the characteristic of a 'Convex Curve' (Negatively Accelerated Curve)?
→
In the context of the Transfer of Learning, how do Edward L. Thorndike's 'Theory of Identical Elements', Charles Hubbard Judd's 'Theory of Generalization', and the Gestalt psychologists' 'Theory of Transposition' present distinct yet complementary perspectives?
→
Regarding the formation of the Plateau of Learning, based on Bryan and Harper's experiments and modern psychological analyses, which of the following statements most accurately explains the main causes of this condition and the scientific measures to overcome it?
→
In the neuro-cognitive context of 'Transfer of Learning', regarding the interrelationships between Edward Thorndike's 'Theory of Identical Elements' (its neuro-biological nature, neural pathway sharing, synaptic overlap, and activation dynamics of reusing old skill neural networks among the sensory-motor cortex, prefrontal cortex, and association areas) and Charles Judd's 'Theory of Generalization', and their implications for modern primary inclusive classroom teaching, context-based constructivist pedagogy, and the enhancement of real-life application, cognitive flexibility, and holistic problem-solving efficiency of learned concepts in students, which of the following statements is most appropriate and true?
→
Analyzing the scientific dynamics of Transfer of Learning and Learning Curves, which of the following statements is most appropriate in the context of the combined application of Pavlov's 'Classical Conditioning' and Thorndike's 'Law of Effect'?
Log in
to add to quiz, bookmark, or report issues.