Traduction de «Apprentissage par mémorisation » (Français → Anglais) :

rote learning

lecture-and-memorize technique [ rote learning technique | rote-learning technique ]

day after recall | DAR. | D.A.R. | hour recall

Definition: Disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. This is not simply a consequence of a lack of opportunity to learn, it is not solely a result of mental retardation, and it is not due to any form of acquired brain trauma or disease.

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

online learning | on-line learning | virtual learning | e-learning | cyberlearning | tele-learning | distance learning

Action learning and experience-based learning are alternative approaches to learning that may increase the ability to retain knowledge and are more helpful in developing practical skills as opposed to expertise in a particular subject.

They have taught me that education is a means to give hope and encouragement to each person to reach his or her full potential intellectually, emotionally, socially, physically and spiritually, that it is a lifelong journey, that it is not only for this generation, but for the future, and that learning is a gift from the Creator.

I fear that these unfavourable results are, in large measure, the result of an ideology of learning that seems to be completely absent from the Commission’s communication and Parliament’s resolution: in these, not once can the words ‘merit’, ‘rigour’, ‘effort’, ‘concentration’ and ‘discipline’ be seen, and ‘knowledge transfer’ and ‘memorisation’ are seen as less important than the issue of ‘aptitudes’ and ‘attitudes’ based on ‘essential competences’.

Only once a solid foundation of readily-acquired knowledge has been built up can the general public be persuaded to take the next step and read written information (folders, brochures): these must be designed as a helpful reminder, not as a means of learning.