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Taylor Momsen
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Taylor Momsen
Momsen performing with The Pretty Reckless at River City Rockfest 2017
Born
Taylor Michel Momsen
(1993-07-26) July 26, 1993 (age 24)
St. Louis, Missouri, US
Occupation
Singer
songwriter
actress
model
Years active
1997–present
Musical career
Genres
Alternative rock
hard rock
post-grunge
Instruments
Vocals
guitar
Labels
Interscope
Razor & Tie
Cooking Vinyl
Associated acts
The Pretty Reckless
Taylor Michel Momsen (born July 26, 1993)[1] is an American singer, songwriter, former actress and model. She is known for portraying the character of Jenny Humphrey on the CW teen drama series Gossip Girl (2007–2012) and Cindy Lou Who in the film Dr. Seuss' How the Grinch Stole Christmas (2000).[2] She is also known for being the lead singer and frontwoman of the American rock band The Pretty Reckless.
Contents
[hide]
1 Early life
2 Acting
3 Modeling
4 Music
5 Discography
6 Filmography
7 References
8 External links
Early life[edit]
Momsen was born in St. Louis, Missouri. Her parents are Michael and Collette Momsen and she has a younger sister, Sloane Momsen, who is also an actress. She has Russian ancestry.[3] She was raised Roman Catholic[4] and attended Our Lady of Lourdes Catholic School[5] for elementary school and later Herbert Hoover Middle School in Potomac, Maryland.[6] She studied dance at the Center of Creative Arts in St. Louis.
Momsen was signed with Ford Models at a very young age: "My parents signed me up with Ford [Modeling] at the age of 2. No 2-year-old wants to be working, but I had no choice. My whole life, I was in and out of school. I didn’t have friends. I was working constantly and I didn’t have a real life."[6] She began acting professionally at three years of age in a 1997 national commercial for Shake 'n Bake.[7] She was then cast in The Prophet's Game.
Momsen is included on the list of Unclaimed Coogan accounts for performing children whose partial childhood earnings are mandated to be put in a special fund but who have yet to claim their earnings.[8]
Momsen attended the Professional Performing Arts School in Manhattan for high school alongside Connor Paolo, Gregori Lukas and Sarah Hyland.[citation needed]
Acting[edit]
Momsen at the Metropolitan Opera in 2008
In 2000, Momsen played the role of Cindy Lou Who in Dr. Seuss' How the Grinch Stole Christmas, her breakout role. In 2002, she was given the role of Gretel in the motion picture: Hansel and Gretel, as well as Alexandra, the President's daughter, in Spy Kids 2: The Island of Lost Dreams.
Momsen's career came to a halt for over three years until she received a lead role in the WB series Misconceptions, which was never aired, after that she also appeared in the 2006 film Saving Shiloh. She also auditioned for the title role in Hannah Montana, and was in the top three, but the role was instead awarded to Miley Cyrus—a decision that Momsen was happy with in retrospect.[9] In 2007, she starred in the Walt Disney Pictures film Underdog as Molly and as Jennifer in the movie Paranoid Park, directed by Gus Van Sant.
Beginning in 2007, she played the character of Jenny Humphrey in The CW television series Gossip Girl, which is based on the book series by Cecily von Ziegesar. Momsen's appearances on the series became increasingly sporadic, and by the end of the first half of the fourth season, she had only appeared in four episodes. It was then announced that the actress would be scheduled for an indefinite hiatus from the show,[10] which ultimately resulted in her leaving the series as a regular cast member, following the completion of the fourth season in 2011. Later that year, on August 16, 2011, Momsen told Elle magazine that she had quit acting to focus on her music career.[11] However, on October 16, 2012, it was reported that Momsen would be returning to Gossip Girl for the final episode of the sixth and final season, in which she appeared briefly in the wedding sequence.[12][13]
Modeling[edit]
In June 2008, at the age of fourteen, Momsen signed to IMG Models.[14][15]
Taylor was the face of British fashion chain New Look for its spring/summer 2010 collection.[16] After weeks of speculation of who was the face of Madonna's 2010 fashion line "Material Girl", Momsen was announced on July 15, 2010.[17] A week later, Momsen was announced as the model for John Galliano's new women's fragrance, scheduled to launch in autumn 2010.[18] In 2010, she appeared in a video for John Galliano's "Parlez-Moi d’Amour" fragrance ad campaign.
Momsen is currently[when?] the face of Samantha Thavasa's handbag line. She has done multiple photoshoots, press events, and commercials.[19]
She appeared on the cover of Page Six Magazine when she was fifteen years old in 2009. Momsen also appeared on the February 2010 cover of Seventeen.[20] In October 2010, Momsen wore a pair of platform stilettos, thigh-high stockings, and had a holster strapped around her leg for Revolver. Two months after she appeared on the cover of French magazine Rock One's. Momsen appeared on the cover of FHM’s March 2012 edition[21] and FHM ranked Momsen #29 in its 2012 Hot 100 issue.[22] She also made her cover debut for Maxim in the November 2013 issue.[23]
Music[edit]
Momsen performing in April 2010
Momsen has said that "music is where I can be me",[24] stating that "acting is easy. I've been doing it for so long and I totally love it. But you're playing a character instead of yourself. Music is more personal because you're writing it and you're involved in every step of it."[24] At 5 years old, Momsen recorded the song "Christmas, Why Can't I Find You?" for the soundtrack to How the Grinch Stole Christmas. In 2002, she recorded the songs "One Small Voice" and "Rudolph The Red-Nosed Reindeer" for the compilation album School's Out! Christmas.
In March 2009, Momsen stated in an interview with OK! magazine that her band The Pretty Reckless had signed a deal with Interscope Records.[25] She played her first tour with her band opening for The Veronicas on their Revenge Is Sweeter Tour in spring 2009.[26] After the tour, Momsen began working with guitarist Ben Phillips, who would soon join the band. Momsen subsequently swapped out her former bandmates. She co-writes songs with Phillips; in addition to lead vocals, Momsen also plays rhythm guitar.
The band's debut album Light Me Up was released on August 30, 2010 in the UK,[27] where it debuted at number 6, as well as at number 18 in Ireland. The first single "Make Me Wanna Die" was released on May 30, 2010, while the second single "Miss Nothing" which was released on August 23, 2010 peaked at number 39. "Just Tonight" was released as the album's third single. Songs from this album have been in the movie "Kick-ass" as well as shows like "The Vampire Diaries" and "Gossip Girl".[28]
Television personality Heidi Montag recorded "Blackout", a song written by Momsen. According to Momsen, she wrote the song when she was 8 years old and recorded it as a demo with a producer.[29] Montag released the song as a digital only single, with the music video being directed by her husband Spencer Pratt. Momsen commented about the recording: "I'm like, okay, dude, you're singing an 8-year-old's words, but that's cool. It's so funny because I didn't shop it or anything and I get this call going, 'Did you write a song for Heidi Montag'? And I'm like, 'What?'".[29] The track was later included on Montag's debut studio album Superficial (2010).
On July 27, 2011, Momsen announced via Twitter that the band would be the supporting act for Evanescence during the fall of 2011.[30] Throughout 2012, Momsen and her band toured North America; the second headlining tour, titled the Medicine Tour, began in March 2012 [31] and culminated with supporting dates for Marilyn Manson's 2012 world tour Hey Cruel World... Tour. Momsen also appeared as guest vocalist on the first track of ex Ministry member Paul Barker's 2012 album Fix This.
On November 30, 2012, it was announced that The Pretty Reckless' fourth single "Kill Me" would be released on December 11.[32] The track was the last song to be featured in the Gossip Girl series finale.
Momsen cites Kurt Cobain, The Beatles, Led Zeppelin, The Who, Pink Floyd, AC/DC, Marilyn Manson, Oasis and Shirley Manson of Garbage as some of her personal influences.[33][34][35]
Going to Hell was released on March 18, 2014.[36] The release marked the band's largest sales week to date and landed at #5 on the Billboard 200 with over 35,000 copies sold in its first week.[37] The success of the record saw Taylor, along with the rest of the band, break records when they became the first female-fronted band to reach No. 1 on the rock radio charts with its first two singles: "Heaven Knows" in March 2014 and "Fucked Up World" in September 2014.[38] The Pretty Reckless also spent the majority of late 2013 throughout 2014 on tour supporting Going To Hell. In 2014, her band also supported Fall Out Boy in their European leg of the Save Rock n Roll Tour along with New Politics.
Throughout 2015, Momsen continued to record new material for the third Pretty Reckless album. On September 29, 2016, the band released the single "Take Me Down", which reached number two on the Billboard Mainstream Rock Chart.[39][40] The third album, Who You Selling For was released in October 2016.[39]
Discography[edit]
Main article: The Pretty Reckless discography
Filmography[edit]
Film
Year
Title
Role
Notes
1999 Prophet's Game, TheThe Prophet's Game Honey Bee Swan
2000 Dr. Seuss' How the Grinch Stole Christmas Cindy Lou Who Nominated—Blockbuster Entertainment Award for Favorite Female Newcomer
Nominated—Saturn Award for Best Performance by a Younger Actor
Nominated—Young Artist Award for Best Performance in a Feature Film – Young Actress Age Ten or Under
2002 We Were Soldiers Julie Moore
2002 Spy Kids 2: The Island of Lost Dreams Alexandra
2002 Hansel & Gretel Gretel
2006 Saving Shiloh Samantha Wallace
2007 Paranoid Park Jennifer
2007 Underdog Molly Nominated—Young Artist Award for Best Performance in a Feature Film – Supporting Young Actress
2008 Spy School Madison Kramer
Television
Year
Title
Role
Notes
1998 Early Edition Allie Uncredited; episode: "A Minor Miracle"
2006 Misconceptions Hopper Watson Unaired WB series
2007–2010;
2012 Gossip Girl Jennifer "Jenny" Humphrey Main cast (season 1–4)
Special guest star (season 6): 66 episodes
Nominated—Teen Choice Award for Choice TV Breakout Star: Female
Nominated—Young Artist Award for Best Performance in a TV Series (Comedy or Drama) – Leading Young Actress
References[edit]
Jump up ^ "Taylor Momsen Biography". TV Guide. Retrieved October 18, 2010.
Jump up ^ Aleksander, Irina (September 18, 2008). "Taylor Momsen: Not a Girl, Not Yet a Woman". The New York Observer. Archived from the original on September 21, 2008. Retrieved January 14, 2018.
Jump up ^ Momsen, Taylor (July 8, 2013). "Twitter: taylormomsen: @Zheka_Kinoman yes, I'm part Russian". Twitter.com. Retrieved July 16, 2013.
Jump up ^ "Taylor Momsen Gets Spiritual - Daily Intelligencer". Nymag.com. Retrieved September 2, 2013.
Jump up ^ "Taylor Momsen". Movies.yahoo.com. April 20, 2011. Retrieved September 2, 2013.
^ Jump up to: a b Blonska, Joanna. "The Young and the 'Reckless'". Bethesda Magazine. Retrieved 4 February 2013.
Jump up ^ "Taylor Momsen, Age 3, In Shake 'N Bake Commercial (VIDEO)". Huffington Post. 15 November 2010. Retrieved December 1, 2014.
Jump up ^ "Unclaimed Coogan Fund list".
Jump up ^ "Taylor Momsen Glad She's Not 'Hannah Montana'". www.starpulse.com. January 25, 2010. Archived from the original on October 26, 2010. Retrieved September 26, 2010.
Jump up ^ Ausiello, Michael"'Gossip Girl' Sidelines Taylor Momsen", Deadline.com, November 22, 2010. Retrieved November 23, 2010.
Jump up ^ "Momen Quit Acting". www.yahooblogs.com. August 16, 2011. Retrieved August 16, 2011.
Jump up ^ "Taylor Momsen Returning To 'Gossip Girl' Along With Connor Paolo". The Huffington Post. AOL. October 16, 2011. Retrieved October 17, 2012.
Jump up ^ Murray, Rheana (October 17, 2012). "'Gossip Girl' Alums Taylor Momsen and Connor Paolo Make Surprise Return for Show's Final Episode". Daily News. Retrieved November 12, 2012.
Jump up ^ "Taylor Momsen: From Gossip Girl to Supermodel". Offtherack.people.com. June 25, 2008. Retrieved June 25, 2010.
Jump up ^ Vogue, Teen. "Taylor Momsen: Girl on Film". Teenvogue.com. Retrieved June 25, 2010.
Jump up ^ "Taylor Momsen for new look". The Express online. March 8, 2010. Retrieved April 4, 2010.
Jump up ^ "Grazia Fashion: Taylor Momsen is the face of Material Girl!". Graziadaily.co.uk. Retrieved August 10, 2010.
Jump up ^ "Grazia Fashion: Taylor Momsen To Model For Galllano!!". Graziadaily.co.uk. Retrieved August 10, 2010.
Jump up ^ "Samantha Thavasa Will Have You Know Taylor Momsen Is Employable". Retrieved June 20, 2013.
Jump up ^ "Taylor Momsen Seventeen Cover - Interview and Pictures of Taylor Momsen". Seventeen.com. Archived from the original on January 16, 2010. Retrieved February 9, 2014.
Jump up ^ "FHM at Taylor Momsen's sexy house party! | Girls". FHM.com. Archived from the original on October 19, 2013. Retrieved February 9, 2014.
Jump up ^ "Hot 100". FHM. 2012. Archived from the original on January 30, 2013. Retrieved January 11, 2013.
Jump up ^ Tweet (October 10, 2013). "Taylor Momsen | Pictures of a Pretty Reckless Singer". Maxim. Retrieved February 9, 2014.
^ Jump up to: a b Wightman, Catriona, "Taylor Momsen: 'Music is my only goal'", Digital Spy, November 3, 2010, retrieved November 3, 2011
Jump up ^ "Taylor Momsen Not Kissing Chace Crawford Offscreen". Okmagazine.com. March 3, 2009. Retrieved June 25, 2010.
Jump up ^ "TAYLOR MOMSEN'S "Pretty Reckless": The Veronicas Pick "GOSSIP GIRL" Band As Tour Opener". Huffingtonpost.com. April 17, 2009. Retrieved November 8, 2011.
Jump up ^ New Song from Taylor Momsen's Pretty Reckless By Avery Spofford on July 12, 2010 5:56 pm – Spin
Jump up ^ DREAMSEEKERS: THE BEST MUSIC YOU'VE NEVER HEARD. (2011, Mar 19). Billboard - the International Newsweekly of Music, Video and Home Entertainment, 123, A, B, C, D. Retrieved from http://search.proquest.com/docview/868612104
^ Jump up to: a b Harp, Justin, "Momsen 'surprised by Montag song cover'", Digital Spy, October 15, 2010, retrieved January 3, 2011
Jump up ^ "Taylor Momsen announces tour with Evanescence[permanent dead link], AHN, July 27, 2011, retrieved July 31, 2011
Jump up ^ The Pretty Reckless Bring 'Medicine Tour' Stateside By Tara Hall on January 31, 2012 5:56 pm – Soundspike
Jump up ^ "Kill Me [Explicit]". Amazon.com. Amazon.com. 2012. Retrieved November 30, 2012.
Jump up ^ "Taylor Momsen of The Pretty Reckless - 'Wikipedia: Fact or Fiction?'". Loudwire. Retrieved 2016-03-28.
Jump up ^ "Taylor Momsen: 'I admire Shirley Manson' - Music News". Digital Spy. 29 August 2010. Retrieved 2 January 2012.
Jump up ^ "I love Oasis. I love Noel Gallagher. He's a great songwriter. I'd love to be able to write a song with him at some point". The A.V. Club. 10 March 2011. Retrieved 5 July 2017.
Jump up ^ "THE PRETTY RECKLESS TO RELEASE NEW ALBUM 'GOING TO HELL' MARCH 18, 2014 ON RAZOR & TIE". Razor & Tie Direct L.L.C. 2014-01-21. Retrieved 2016-05-09.
Jump up ^ "'Frozen' Soundtrack Earns Its Biggest Sales Week Yet, Recalling Adele's Longevity". Billboard. Retrieved 2016-05-09.
Jump up ^ "Pretty Reckless Only Female-Fronted Band to Top Mainstream Rock With First 2 Hits". Billboard. Retrieved 2016-05-09.
^ Jump up to: a b "Video Premiere: THE PRETTY RECKLESS's 'Take Me Down'". blabbermouth.net. 2016-09-29. Retrieved 2016-09-29.
Jump up ^ "The Pretty Reckless - Chart history | Billboard". www.billboard.com. Retrieved 2016-09-29.
External links[edit]
Wikimedia Commons has media related to Taylor Momsen.
Official website
Taylor Momsen on IMDb
Taylor Momsen on Twitter
[hide]
v
t
e
The Pretty Reckless
Taylor Momsen
Jamie Perkins
Ben Phillips
Mark Damon
Nick Carbone
Matt Chiarelli
John Secolo
Studio albums
Light Me Up
Going to Hell
Who You Selling For
Extended plays
The Pretty Reckless
Hit Me Like a Man EP
Singles
"Make Me Wanna Die"
"Miss Nothing"
"Just Tonight"
"Kill Me"
"Heaven Knows"
"Messed Up World"
"Follow Me Down"
"Take Me Down"
"Back to the River"
Tours
Light Me Up Tour
The Medicine Tour
Going to Hell Tour
Who You Selling For Tour
Related articles
Discography
Interscope Records
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BNE: XX4862922
Retrieved from "https://en.wikipedia.org/w/index.php?title=Taylor_Momsen&oldid=825486496"
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Muriel Lezak
Benjamin Libet
Rodolfo Llinás
Alexander Luria
Brenda Milner
Karl H. Pribram
Oliver Sacks
Mark Rosenzweig
Roger W. Sperry
Hans-Lukas Teuber
Henry Molaison ("H.M.", patient)
K.C. (patient)
Tests[show]
Benton Visual Retention Test
Continuous Performance Task
Halstead-Reitan Neuropsychological Battery
Hayling and Brixton tests
Lexical Decision Task
Luria-Nebraska neuropsychological battery
Mini–Mental State Examination
Rey–Osterrieth complex figure
Stroop Test
Wechsler Adult Intelligence Scale
Wechsler Memory Scale
Wisconsin Card Sorting Task
Mind and brain portal
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Learning is the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences.[1] The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in some plants.[2] Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulates from repeated experiences. 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.[3]
Human learning begins before birth and continues until death as a consequence of ongoing interactions between person and environment. The nature and processes involved in learning are studied in many fields, including educational psychology, neuropsychology, experimental psychology, and pedagogy. Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals.[4][5] Learning may occur consciously or without conscious awareness. Learning that an aversive event can't be avoided nor escaped may result in a condition called learned helplessness.[6] There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.[7]
Play has been approached by several theorists as the first form of learning. Children experiment with the world, learn the rules, and learn to interact through play. Lev Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through playing educational games.
Contents
1 Types
1.1 Non-associative learning
1.1.1 Habituation
1.1.2 Sensitization
1.2 Active learning
1.3 Associative learning
1.3.1 Operant conditioning
1.3.2 Classical conditioning
1.3.3 Observational Learning
1.3.4 Imprinting
1.4 Play
1.5 Enculturation
1.6 Episodic learning
1.7 Multimedia learning
1.8 E-learning and augmented learning
1.9 Rote learning
1.10 Meaningful learning
1.11 Informal learning
1.12 Formal learning
1.13 Nonformal learning
1.14 Nonformal learning and combined approaches
1.15 Tangential learning
1.16 Dialogic learning
1.17 Incidental learning
2 Domains
3 Transfer
4 Factors affecting learning
4.1 External factors
4.2 Internal factors
5 In animal evolution
5.1 Costs and benefits of learned and innate knowledge
6 Machine learning
7 See also
7.1 Information theory
7.2 Types of education
8 Notes
9 References
10 External links
Types[edit]
See also: Learning styles and Machine learning § Types of problems and tasks
Non-associative learning[edit]
Non-associative learning refers to "a relatively permanent change in the strength of response to a single stimulus due to repeated exposure to that stimulus. Changes due to such factors as sensory adaptation, fatigue, or injury do not qualify as non-associative learning."[8]
Non-associative learning can be divided into habituation and sensitization.
Habituation[edit]
Main article: Habituation
Habituation is an example of non-associative learning in which the strength or probability of a response diminishes when the stimulus is repeated. The response is typically a reflex or unconditioned response. Thus, habituation must be distinguished from extinction, which is an associative process. In operant extinction, for example, a response declines because it is no longer followed by 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-introduced), the birds react 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). Habituation has been shown in essentially every species of animal, as well as the sensitive plant Mimosa pudica[9] and the large protozoan Stentor coeruleus.[10]
Sensitization[edit]
Main article: Sensitization
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., 1995).[citation needed] An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that occurs if a person rubs their arm continuously. 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.[clarification needed] Sensitisation is thought to underlie both adaptive as well as maladaptive learning processes in the organism.[citation needed]
Active learning[edit]
Main article: Active learning
Experiential learning is more efficient than passive learning like reading or listening.[11]
Active learning occurs when a person takes control of his/her learning experience. 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, claiming that the learning is usually at a stronger level as a result.[12] In addition, learners have more incentive to learn when they have control over not only how they learn but also what they learn.[13] Active learning is a key characteristic of student-centered learning. Conversely, passive learning and direct instruction are characteristics of teacher-centered learning (or traditional education).
Associative learning[edit]
Associative learning is the process by which a person or animal learns an association between two stimuli. In classical conditioning a previously neutral stimulus is repeatedly paired with a reflex eliciting stimulus until eventually the neutral stimulus elicits a response on its own. 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.
Operant conditioning[edit]
Main article: Operant conditioning
In operant conditioning, a reinforcement (by reward) or instead a punishment given after a given behavior, change the frequency and/or form of that behavior. Stimulus present when the behavior/consequence occurs come to control these behavior modifications.
Classical conditioning[edit]
Main article: Classical conditioning
The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a reflexive 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. Pavlov fed his dogs meat powder, which naturally made the dogs salivate—salivating is a reflexive response to the meat powder. 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 bell, the 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. For example, it is seen in honeybees, in the proboscis extension reflex paradigm.[14] And recently, it was demonstrated in garden pea plants.[15]
Another influential person in the world of classical conditioning is John B. Watson. Watson's work was very influential and paved the way for B.F. Skinner's radical behaviorism. Watson's behaviorism (and philosophy of science) stood in direct contrast to Freud and other accounts based largely on introspection. Watson's view was that the introspective method was too subjective, and that we should limit the study of human development to directly observable behaviors. In 1913, Watson published the article "Psychology as the Behaviorist Views," in which he argued that laboratory studies should serve psychology best as a science. Watson's most famous, and controversial, experiment, "Little Albert", where he demonstrated how psychologists can account for the learning of emotion through classical conditioning principles.
Observational Learning[edit]
Main article: Observational learning
Observational learning is learning that occurs through observing the behavior of others. It is a form of social learning which takes various forms, based on various processes. In humans, this form of learning seems to not need reinforcement to occur, but instead, requires a social model such as a parent, sibling, friend, or teacher with surroundings.
Imprinting[edit]
Main article: Imprinting (psychology)
Imprinting is a kind of learning occurring at a particular life stage that is rapid and apparently independent of the consequences of behavior. In filial imprinting, young animals, particularly birds, form an association with another individual or in some cases, an object, that they respond to as they would to a parent. In 1935, the Austrian Zoologist Konrad Lorenz discovered that certain birds follow and form a bond if the object makes sounds.
Play[edit]
Main article: Play (activity)
Play generally describes behavior with no particular end in itself, but that improves performance in similar future situations. This is seen in a wide variety of vertebrates besides humans, but is mostly limited to mammals and birds. Cats are known to play with a ball of string when young, which gives them experience with catching prey. Besides inanimate objects, animals may play with other members of their own species or other animals, such as orcas playing with seals they have caught. Play involves a significant cost to animals, such as increased vulnerability to predators and the risk of injury and possibly infection. It also consumes energy, so there must be significant benefits associated with play for it to have evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it may also have other benefits not associated directly with learning, for example improving physical fitness.
Play, as it pertains to humans as a form of learning is central to a child's learning and development. Through play, children learn social skills such as sharing and collaboration. Children develop emotional skills such as learning to deal with the emotion of anger, through play activities. As a form of learning, play also facilitates the development of thinking and language skills in children.[16]
There are five types of play:
sensorimotor play aka functional play, characterized by repetition of activity
role play occurs starting at the age of 3
rule-based play where authoritative prescribed codes of conduct are primary
construction play involves experimentation and building
movement play aka physical play[16]
These five types of play are often intersecting. All types of play generate thinking and problem-solving skills in children. Children learn to think creatively when they learn through play.[17] Specific activities involved in each type of play change over time as humans progress through the lifespan. Play as a form of learning, can occur solitarily, or involve interacting with others.
Enculturation[edit]
Main article: Enculturation
Enculturation is the process by which people learn values and behaviors that are appropriate or necessary in their surrounding culture.[18] Parents, other adults, and peers shape the individual's understanding of these values.[18] If successful, enculturation results in competence in the language, values and rituals of the culture.[18] This is different from acculturation, where a person adopts the values and societal rules of a culture different from their native one.
Multiple examples of enculturation can be found cross-culturally. Collaborative practices in the Mazahua people have shown that participation in everyday interaction and later learning activities contributed to enculturation rooted in nonverbal social experience.[19] As the children participated in everyday activities, they learned the cultural significance of these interactions. The collaborative and helpful behaviors exhibited by Mexican and Mexican-heritage children is a cultural practice known as being "acomedido".[20] Chillihuani girls in Peru described themselves as weaving constantly, following behavior shown by the other adults.[21]
Episodic learning[edit]
Episodic learning is a change in behavior that occurs as a result of an event.[22] For example, a fear of dogs that follows being bitten by a dog is episodic learning. Episodic learning is so named because events are recorded into episodic memory, which is one of the three forms of explicit learning and retrieval, along with perceptual memory and semantic memory.[23]
Multimedia learning[edit]
Main article: Multimedia learning
Multimedia learning is where a person uses both auditory and visual stimuli to learn information (Mayer 2001). This type of learning relies on dual-coding theory (Paivio 1971).
E-learning and augmented learning[edit]
Main article: Electronic learning
Electronic learning or e-learning is computer-enhanced learning. A specific and always more diffused e-learning is mobile learning (m-learning), which uses different mobile telecommunication equipment, such as cellular phones.
When a learner interacts with the e-learning environment, it's called augmented learning. By adapting to the needs of individuals, the context-driven instruction can be dynamically tailored to the learner's natural environment. Augmented digital content may include text, images, video, audio (music and voice). By personalizing instruction, augmented learning has been shown to improve learning performance for a lifetime.[24] See also minimally invasive education.
Moore (1989)[25] purported that three core types of interaction are necessary for quality, effective online learning:
learner–learner (i.e. communication between and among peers with or without the teacher present),
learner–instructor (i.e. student teacher communication), and
learner–content (i.e. intellectually interacting with content that results in changes in learners' understanding, perceptions, and cognitive structures).
In his theory of transactional distance, Moore (1993)[26] contented that structure and interaction or dialogue bridge the gap in understanding and communication that is created by geographical distances (known as transactional distance).
Rote learning[edit]
Main article: Rote learning
Rote learning is memorizing information so that it can be recalled by the learner exactly the way it was read or heard. The major technique used for rote learning is learning by repetition, based on the idea that a learner can recall the material exactly (but not its meaning) if the information is repeatedly processed. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some educators, rote learning is a necessary precursor to meaningful learning.
Meaningful learning[edit]
See also: Deeper Learning
Meaningful learning is the concept that learned knowledge (e.g., a fact) is fully understood to the extent that it relates to other knowledge. To this end, meaningful learning contrasts with rote learning in which information is acquired without regard to understanding. Meaningful learning, on the other hand, implies there is a comprehensive knowledge of the context of the facts learned.[27]
Informal learning[edit]
Main article: Informal learning
Informal learning occurs through the experience of day-to-day situations (for example, one would learn to look ahead while walking because of the danger inherent in not paying attention to where one is going). It is learning from life, during a meal at table with parents, play, exploring, etc.
Formal learning[edit]
Main article: Education
A depiction of the world's oldest continually operating university, the University of Bologna, Italy
Formal learning is learning that takes place within a teacher-student relationship, such as in a school system. The term formal learning has nothing to do with the formality of the learning, but rather the way it is directed and organized. In formal learning, the learning or training departments set out the goals and objectives of the learning.[28]
Nonformal learning[edit]
Main article: Nonformal learning
Nonformal learning is organized learning outside the formal learning system. For example, learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organizations, workshops.
Nonformal learning and combined approaches[edit]
The educational system may use a combination of formal, informal, and nonformal learning methods. The UN and EU recognize these different forms of learning (cf. links below). In some schools, students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share and can prove this offered valuable new insight, helped to acquire new skills, a place to get experience in organizing, teaching, etc.
To learn a skill, such as solving a Rubik's Cube quickly, several factors come into play at once:
Reading directions helps a player learn the patterns that solve the Rubik's Cube.
Practicing the moves repeatedly helps build "muscle memory" and speed.
Thinking critically about moves helps find shortcuts, which speeds future attempts.
Observing the Rubik's Cube's six colors help anchor solutions in the mind.
Revisiting the cube occasionally helps retain the skill.
Tangential learning[edit]
Tangential learning is the process by which people self-educate if a topic is exposed to them in a context that they already enjoy. For example, after playing a music-based video game, some people may be motivated to learn how to play a real instrument, or after watching a TV show that references Faust and Lovecraft, some people may be inspired to read the original work.[29] Self-education can be improved with systematization. According to experts in natural learning, self-oriented learning training has proven an effective tool for assisting independent learners with the natural phases of learning.[30]
Extra Credits writer and game designer James Portnow was the first to suggest games as a potential venue for "tangential learning".[31] Mozelius et al.[32] points out that intrinsic integration of learning content seems to be a crucial design factor, and that games that include modules for further self-studies tend to present good results. The built-in encyclopedias in the Civilization games are presented as an example - by using these modules gamers can dig deeper for knowledge about historical events in the gameplay. The importance of rules that regulate learning modules and game experience is discussed by Moreno, C.,[33] in a case study about the mobile game Kiwaka (Q55416666). In this game, developed by Landka in collaboration with ESA and ESO,[34][35] game progress is rewarded with educational content, as opposed to traditional education games where learning activities are rewarded with gameplay.
Dialogic learning[edit]
Main article: Dialogic learning
Dialogic learning is a type of learning based on dialogue.
Incidental learning[edit]
In incidental teaching learning is not planned by the instructor or the student, it occurs as a byproduct of another activity — an experience, observation, self-reflection, interaction, unique event, or common routine task. This learning happens in addition to or apart from the instructor's plans and the student's expectations. An example of incidental teaching is when the instructor places a train set on top of a cabinet. If the child points or walks towards the cabinet, the instructor prompts the student to say “train.” Once the student says “train,” he gets access to the train set.
Here are some steps most commonly used in incidental teaching:[36]
An instructor will arrange the learning environment so that necessary materials are within the student’s sight, but not within his reach, thus impacting his motivation to seek out those materials.
An instructor waits for the student to initiate engagement.
An instructor prompts the student to respond if needed.
An instructor allows access to an item/activity contingent on a correct response from the student.
The instructor fades out the prompting process over a period of time and subsequent trials.
Incidental learning is an occurrence that is not generally accounted for using the traditional methods of instructional objectives and outcomes assessment. This type of learning occurs in part as a product of social interaction and active involvement in both online and onsite courses. Research implies that some un-assessed aspects of onsite and online learning challenge the equivalency of education between the two modalities. Both onsite and online learning have distinct advantages with traditional on-campus students experiencing higher degrees of incidental learning in three times as many areas as online students. Additional research is called for to investigate the implications of these findings both conceptually and pedagogically.[37]
Domains[edit]
Future school (1901 or 1910).
Benjamin Bloom has suggested three domains of learning:
Cognitive: To recall, calculate, discuss, analyze, problem solve, etc.
Psychomotor: To dance, swim, ski, dive, drive a car, ride a bike, etc.
Affective: To like something or someone, love, appreciate, fear, hate, worship, etc.
These domains are not mutually exclusive. For example, in learning to play chess, the person must learn the rules (cognitive domain)—but must also learn how to set up the chess pieces and how to properly hold and move a chess piece (psychomotor). Furthermore, later in the game the person may even learn to love the game itself, value its applications in life, and appreciate its history (affective domain).[38]
Transfer[edit]
Transfer of learning is the application of skill, knowledge or understanding to resolve a novel problem or situation that happens when certain conditions are fulfilled. Research indicates that learning transfer is infrequent; most common when "... cued, primed, and guided..."[39] and has sought to clarify what it is, and how it might be promoted through instruction.
Over the history of its discourse, various hypotheses and definitions have been advanced. First, it is speculated that different types of transfer exist, including: near transfer, the application of skill to solve a novel problem in a similar context; and far transfer, the application of skill to solve novel problem presented in a different context.[40] Furthermore, Perkins and Salomon (1992) suggest that positive transfer in cases when learning supports novel problem solving, and negative transfer occurs when prior learning inhibits performance on highly correlated tasks, such as second or third-language learning.[41] Concepts of positive and negative transfer have a long history; researchers in the early 20th century described the possibility that "...habits or mental acts developed by a particular kind of training may inhibit rather than facilitate other mental activities".[42] Finally, Schwarz, Bransford and Sears (2005) have proposed that transferring knowledge into a situation may differ from transferring knowledge out to a situation as a means to reconcile findings that transfer may both be frequent and challenging to promote.[43]
A significant and long research history has also attempted to explicate the conditions under which transfer of learning might occur. Early research by Ruger, for example, found that the "level of attention", "attitudes", "method of attack" (or method for tackling a problem), a "search for new points of view", "a careful testing of hypothesis" and "generalization" were all valuable approaches for promoting transfer.[44] To encourage transfer through teaching, Perkins and Salomon recommend aligning ("hugging") instruction with practice and assessment, and "bridging", or encouraging learners to reflect on past experiences or make connections between prior knowledge and current content.[41]
Factors affecting learning[edit]
External factors[edit]
Heredity: A classroom instructor can neither change nor increase heredity, but the student can use and develop it. Some learners are rich in hereditary endowment while others are poor. Each student is unique and has different abilities. The native intelligence is different in individuals. Heredity governs or conditions our ability to learn and the rate of learning. The intelligent learners can establish and see relationship very easily and more quickly.
Status of students: Physical and home conditions also matter: Certain problems like malnutrition i.e.; inadequate supply of nutrients to the body, fatigue i.e.; tiredness, bodily weakness, and bad health are great obstructers in learning. These are some of the physical conditions by which a student can get affected. Home is a place where a family lives. If the home conditions are not proper, the student is affected seriously. Some of the home conditions are bad ventilation, unhygienic living, bad light, etc. These affect the student and his or her rate of learning.[45][46]
Physical environment: The design, quality, and setting of a learning space, such as a school or classroom, can each be critical to the success of a learning environment. Size, configuration, comfort—fresh air, temperature, light, acoustics, furniture—can all affect a student's learning. The tools used by both instructors and students directly affect how information is conveyed, from display and writing surfaces (blackboards, markerboards, tack surfaces) to digital technologies. For example, if a room is too crowded, stress levels rise, student attention is reduced, and furniture arrangement is restricted. If furniture is incorrectly arranged, sight lines to the instructor or instructional material is limited and the ability to suit the learning or lesson style is restricted. Aesthetics can also play a role, for if student morale suffers, so does motivation to attend school.[47][48]
Internal factors[edit]
There are several internal factors that affect learning.[49][50] They are
Goals or purposes: Each and everyone has a goal. A goal should be set to each pupil according to the standard expected to him. A goal is an aim or desired result. There are 2 types of goals called immediate and distant goals. A goal that occurs or is done at once is called an immediate goal, and distant goals are those that take time to achieve. Immediate goals should be set before the young learner and distant goals for older learners. Goals should be specific and clear, so that learners understand.
Motivational behavior: Motivation means to provide with a motive. Motivation learners should be motivated so that they stimulate themselves with interest. This behavior arouses and regulates the student's internal energies.
Interest: This is a quality that arouses a feeling. It encourages a student to move over tasks further. During teaching, the instructor must raise interests among students for the best learning. Interest is an apparent (clearly seen or understood) behaviour.
Attention: Attention means consideration. It is concentration or focusing of consciousness upon one object or an idea. If effective learning should take place attention is essential. Instructors must secure the attention of the student.
Drill or practice: This method includes repeating the tasks "n" number of times like needs, phrases, principles, etc. This makes learning more effective.
Fatigue: Generally there are three types of fatigue, i.e., muscular, sensory, and mental. Muscular and sensory fatigues are bodily fatigue. Mental fatigue is in the central nervous system. The remedy is to change teaching methods, e.g., use audio-visual aids, etc.
Aptitude: Aptitude is natural ability. It is a condition in which an individuals ability to acquire certain skills, knowledge through training.
Attitude: It is a way of thinking. The attitude of the student must be tested to find out how much inclination he or she has for learning a subject or topic.
Emotional conditions: Emotions are physiological states of being. Students who answer a question properly or give good results should be praised. This encouragement increases their ability and helps them produce better results. Certain attitudes, such as always finding fault in a student's answer or provoking or embarrassing the student in front of a class are counterproductive.
Speed, Accuracy and retention: Speed is the rapidity of movement. Retention is the act of retaining. These 3 elements depend upon aptitude, attitude, interest, attention and motivation of the students.
Learning activities: Learning depends upon the activities and experiences provided by the teacher, his concept of discipline, methods of teaching and above all his overall personality.
Testing: Various tests measure individual learner differences at the heart of effective learning. Testing helps eliminate subjective elements of measuring pupil differences and performances.
Guidance: Everyone needs guidance in some part or some time in life. Some need it constantly and some very rarely depending on the students conditions. Small learners need more guidance. Guidance is an advice to solve a problem. Guidance involves the art of helping boys and girls in various aspects of academics, improving vocational aspects like choosing careers and recreational aspects like choosing hobbies. Guidance covers the whole gamut of learners problems- learning as well as non- learning.
In animal evolution[edit]
Animals gain knowledge in two ways. First is learning—in which an animal gathers information about its environment and uses this information. For example, if an animal eats something that hurts its stomach, it learns not to eat that again. The second is innate knowledge that is genetically inherited. An example of this is when a horse is born and can immediately walk. The horse has not learned this behavior; it simply knows how to do it.[51] In some scenarios, innate knowledge is more beneficial than learned knowledge. However, in other scenarios the opposite is true—animals must learn certain behaviors when it is disadvantageous to have a specific innate behavior. In these situations, learning evolves in the species.
Costs and benefits of learned and innate knowledge[edit]
In a changing environment, an animal must constantly gain new information to survive. However, in a stable environment, this same individual needs to gather the information it needs once, and then rely on it for the rest of its life. Therefore, different scenarios better suit either learning or innate knowledge. Essentially, the cost of obtaining certain knowledge versus the benefit of already having it determines whether an animal evolved to learn in a given situation, or whether it innately knew the information. If the cost of gaining the knowledge outweighes the benefit of having it, then the animal does not evolve to learn in this scenario—but instead, non-learning evolves. However, if the benefit of having certain information outweighs the cost of obtaining it, then the animal is far more likely to evolve to have to learn this information.[51]
Non-learning is more likely to evolve in two scenarios. If an environment is static and change does not or rarely occurs, then learning is simply unnecessary. Because there is no need for learning in this scenario—and because learning could prove disadvantageous due to the time it took to learn the information—non-learning evolves. However, if an environment is in a constant state of change, then learning is disadvantageous. Anything learned is immediately irrelevant because of the changing environment.[51] The learned information no longer applies. Essentially, the animal would be just as successful if it took a guess as if it learned. In this situation, non-learning evolves. In fact, a study of Drosophila melanogaster showed that learning can actually lead to a decrease in productivity, possibly because egg-laying behaviors and decisions were impaired by interference from the memories gained from the new learned materials or because of the cost of energy in learning.[52]
However, in environments where change occurs within an animal's lifetime but is not constant, learning is more likely to evolve. Learning is beneficial in these scenarios because an animal can adapt to the new situation, but can still apply the knowledge that it learns for a somewhat extended period of time. Therefore, learning increases the chances of success as opposed to guessing.[51] An example of this is seen in aquatic environments with landscapes subject to change. In these environments, learning is favored because the fish are predisposed to learn the specific spatial cues where they live.[53]
Machine learning[edit]
Play media
Robots can learn to cooperate.
Main article: Machine learning
Machine learning, a branch of artificial intelligence, concerns the construction and study of systems that can learn from data. For example, a machine learning system could be trained on email messages to learn to distinguish between spam and non-spam messages.
See also[edit]
21st century skills
Epistemology
Implicit learning
Instructional theory
Learning sciences
Lifelong learning
Living educational theory
Media psychology
Subgoal labeling
Information theory[edit]
Algorithmic information theory
Algorithmic probability
Bayesian inference
Inductive logic programming
Inductive probability
Information theory
Minimum description length
Minimum message length
Occam's razor
Solomonoff's theory of inductive inference
Universal artificial intelligence
Types of education[edit]
Andragogy
Heutagogy
Pedagogy
Notes[edit]
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Jump up ^ Gagliano, Monica; Vyazovskiy, Vladyslav V.; Borbély, Alexander A.; Grimonprez, Mavra; Depczynski, Martial (2016-12-02). "Learning by Association in Plants". Scientific Reports. 6 (1). doi:10.1038/srep38427. ISSN 2045-2322. PMC 5133544  . PMID 27910933. Archived from the original on 2017-06-23.
^ Jump up to: a b Lillemyr, O.F. (2009). Taking play seriously. Children and play in early childhood education: an exciting challenge. Charlotte, NC: Information Age Publishing.
Jump up ^ Whitebread, D.; Coltman, P.; Jameson, H.; Lander, R. (2009). "Play, cognition and self-regulation: What exactly are children learning when they learn through play?". Educational & Child Psychology. 26 (2): 40–52.
^ Jump up to: a b c Grusec, Joan E.; Hastings, Paul D. "Handbook of Socialization: Theory and Research", 2007, Guilford Press; ISBN 1-59385-332-7, ISBN 978-1-59385-332-7; at page 547.
Jump up ^ Paradise, Ruth (1994). "Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to Be Separate-But-Together". Anthropology & Education Quarterly. 25: 156–172. doi:10.1525/aeq.1994.25.2.05x0907w.
Jump up ^ Lopez, Angelica; Najafi, Behnosh; Rogoff, Barbara; Mejia-Arauz, Rebeca (2012). "Collaboration and helping as cultural practices". The Oxford Handbook of Culture and Psychology.
Jump up ^ Bolin, Inge (2006). Growing Up in a Culture of Respect: Childrearing in highland Peru (2 ed.). Austin: University of Texas. pp. 90–99. ISBN 978-0-292-71298-0.
Jump up ^ Terry, W. S. (2006). Learning and Memory: Basic principles, processes, and procedures. Boston: Pearson Education, Inc.
Jump up ^ Baars, B. J. & Gage, N. M. (2007). Cognition, Brain, and Consciousness: Introduction to cognitive neuroscience. London: Elsevier Ltd.
Jump up ^ Augmented Learning, Augmented Learning: Context-Aware Mobile Augmented Reality Architecture for Learning
Jump up ^ Moore, M (1989). "Three types of interaction". American Journal of Distance Education. 3 (2): 1–6. doi:10.1080/08923648909526659.
Jump up ^ Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). London and New York: Routledge
Jump up ^ Hassard, Jack. "Backup of Meaningful Learning Model". Archived from the original on 29 October 2011. Retrieved 30 November 2011.
Jump up ^ Bell, J., and Dale, M., " Informal Learning in the Workplace" Archived 2013-01-21 at the Wayback Machine., Department for Education and Employment Research Report No. 134. London, England: Department for Education and Employment, August 1999
Jump up ^ Tangential Learning "Archived copy". Archived from the original on 2012-01-04. Retrieved 2012-01-31.
Jump up ^ J. Scott Armstrong (1979). "The Natural Learning Project". Journal of Experiential Learning and Simulation. 1: 5–12. Archived from the original on 2014-10-19.
Jump up ^ Robert, Rath, (2015-01-22). "Game Criticism as Tangential Learning Facilitator: The Case of Critical Intel". Journal of Games Criticism. 2 (1).
Jump up ^ Mozelius; et al. "Motivating Factors and Tangential Learning for Knowledge Acquisition in Educational Games" (PDF). The Electronic Journal of e-Learning. 15 (4 2017). CS1 maint: Explicit use of et al. (link)
Jump up ^ Moreno, Carlos (2014). "Kiwaka | Kiwaka Story (by LANDKA®)" (PDF). LifePlay. 3.
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^ Jump up to: a b Perkins, D.N.; Salomon, G. (1992). "Transfer of Learning". International Encyclopedia of Education. 2.
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References[edit]
Library resources about
Learning
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Mayer, R.E. (2001). Multimedia learning. New York: Cambridge University Press. ISBN 0-521-78749-1.
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston. ISBN 978-0-03-085173-5.
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interlanguage-link interwiki-sq
display: none;

values: ඉගෙනීම – Sinhala

values:
interlanguage-link interwiki-si
display: none;

values:
interlanguage-link interwiki-simple
display: none;

values:
interlanguage-link interwiki-sk
display: none;

values:
interlanguage-link interwiki-sl
display: none;

values:
interlanguage-link interwiki-sr
display: none;

values:
interlanguage-link interwiki-sh
display: none;

values:
https://su.wikipedia.org/wiki/Diajar
Diajar – Sundanese
su
su
interlanguage-link-target

values:
interlanguage-link interwiki-su
display: none;

values:
https://fi.wikipedia.org/wiki/Oppiminen
Oppiminen – Finnish
fi
fi
interlanguage-link-target

values:
interlanguage-link interwiki-fi
display: none;

values:
interlanguage-link interwiki-sv
display: none;

values:
https://tl.wikipedia.org/wiki/Pagkatuto
Pagkatuto – Tagalog
tl
tl
interlanguage-link-target

values:
interlanguage-link interwiki-tl
display: none;

values: கற்றல் – Tamil

values:
interlanguage-link interwiki-ta
display: none;

values: Белем алу – Tatar

values:
interlanguage-link interwiki-tt
display: none;

values: การเรียน – Thai

values:
interlanguage-link interwiki-th
display: none;

values: Таълим – Tajik

values:
interlanguage-link interwiki-tg
display: none;

values:
interlanguage-link interwiki-tr
display: none;

values: Навчання – Ukrainian

values:
interlanguage-link interwiki-uk
display: none;

values:
interlanguage-link interwiki-vi
display: none;

values:
interlanguage-link interwiki-wa
display: none;

values:
interlanguage-link interwiki-vls
display: none;

values:
https://war.wikipedia.org/wiki/Pagbaro
Pagbaro – Waray
war
war
interlanguage-link-target

values:
interlanguage-link interwiki-war
display: none;

values: לערנען – Yiddish

values:
interlanguage-link interwiki-yi
display: none;

values:
interlanguage-link interwiki-zh-yue
display: none;

values: All languages (initial selection from common choices by you and others)

values:
suggestions
display: none; font-size: 13px;

values: mediawiki ltr sitedir-ltr mw-hide-empty-elt ns-0 ns-subject page-Learning rootpage-Learning skin-vector action-view