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True/False

Fallacy refers to any problem in argument caused by a defect in reasoning other than false evidence.

Identify the fallacy committed

Him: "C'mon, hook up with me tonight." Her: "Why should I?" Him: "Why shouldn't you?"

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Defense Mechanisms

Defense mechanism, in psychoanalytic theory, any of a group of mental processes that enables the mind to reach compromise solutions to conflicts that it is unable to resolve.

Defense Mechanism แˆ›แˆˆแ‰ต แ‹จแˆ†แАแŠ• แˆตแˆ…แ‰ฐแ‰ต แ‹ˆแ‹ญแˆ แŒแŒญแ‰ต แˆแŠญแŠ•แ‹ซแ‰ณแ‹Š แˆ†แŠ“แ‰ฝแˆ Respond แˆ›แ‹ตแˆจแŒ แˆฒแ‹ซแ‰…แŒฃแ‰ฝแˆแฃ แˆˆแˆตแˆ…แ‰ฐแ‰ฑ แŠฅแˆซแˆตแŠ• แˆแŠญแŠ•แ‹ซแ‰ต แˆ‹แˆˆแˆ›แ‹ตแˆจแŒ #Unconsciouslly แˆ›แˆˆแ‰ตแˆ แˆณแ‰ณแˆตแ‰กแ‰ต แ‹จแˆแ‰ตแŒ แ‰€แˆ™แ‰ต แ‹˜แ‹ด แАแ‹แข

Some of the major defense mechanisms described by psychoanalysts are the following:

1. Repression

๐Ÿ“ is the withdrawal from consciousness of an unwanted idea, affect, or desire by pushing it down, or repressing it, into the unconscious part of the mind.

แ‹ญแˆ„ แˆ›แˆˆแ‰ต แŠ แŠ•แ‹ตแŠ• แ‰ แŠ แ‹ญแˆแˆฎแŠ แ‰ฝแˆ แˆแ‰ณแˆตแ‰กแ‰ตแŠ• แАแŒˆแˆญ แŒแŠ• แˆ›แˆฐแ‰ฅ แ‹จแˆ›แ‰ตแˆแˆแŒ‰แ‰ตแŠ• แАแŒˆแˆญ แˆ˜แˆญแˆณแ‰ต แˆ›แˆˆแ‰ต แАแ‹แข

แˆˆแˆแˆณแˆŒแฃ แŠจแ‰ฃแˆˆแ‰คแ‰ฑ แŒ‹แˆญ แ‰ฐแŒฃแˆแ‰ถ แˆšแˆตแ‰ฑ แ‹จแ‹ฐแ‰ แ‹ฐแ‰ แ‰ฝแ‹ แ‰ฃแˆ๐Ÿ˜‚ แ‹ซแŠ•แŠ• แАแŒˆแˆญ แ‹ฐแŒแˆž แˆ›แˆตแ‰ณแ‹ˆแˆต แŠ แ‹ญแˆแˆแŒแˆแฅ แˆแŠญแŠ•แ‹ซแ‰ฑ แ‰ณแ‹แ‰แ‰ณแˆ‹แ‰ฝแˆแข แˆตแˆˆแ‹šแˆ… แ‰ แŒแ‹ต Repress แ‹ˆแ‹ญแˆ แˆ‹แˆ˜แˆญแˆณแ‰ต แ‹ญแŒฃแŒฃแˆซแˆ แˆ›แˆˆแ‰ต แАแ‹แข


2. Denial

๐Ÿ“is refusal to recognize or acknowledge a threatening situation.

It is refusal to perceive that painful facts exist.

แ‹ญแˆ… แˆ›แˆˆแ‰ต แŠ แŠ•แ‹ต แ‰ตแŠญแŠญแˆ แ‹ซแˆแˆ†แАแŠ• แАแŒˆแˆญ แ‰ตแŠญแŠญแˆ แАแ‹แฃ แ‰ฝแŒแˆญ แ‹จแˆˆแ‹แˆ แ‰ฅแˆˆแˆ… แˆตแ‰ตแˆฐแŒแŒฅ แˆ›แˆˆแ‰ต แАแ‹๐Ÿ˜ แ‹ˆแ‹ญแˆ แ‰ แ‰ฐแ‰ƒแˆซแŠ’แ‹แข

แŒ แŒ… แ‰ แ‰ฅแˆญแˆŒ แАแŒˆแˆญ แ‰ แˆแˆณแˆŒ๐Ÿƒโ€โ™‚๐Ÿƒโ€โ™‚
แˆ˜แŒ แŒฅ๐Ÿป แ‹จแˆšแŒ แŒฃแŠ• แˆฐแ‹แฃ แˆ˜แŒ แŒฅ แˆ€แŒขแ‹ซแ‰ต แАแ‹ แŠ แ‰ตแŒ แŒฃ แˆตแ‰ตแˆ‰แ‰ตแฃ แŠ แˆแˆฐแˆ›แˆ…แˆ แˆ€แŒฅแ‹ซแ‰ต แŠ แ‹ญแ‹ฐแˆˆแˆ แ‰ฅแˆŽ Deny แˆฒแ‹ซแ‹ฐแˆญแŒ แˆ›แˆˆแ‰ต แАแ‹แข

3. Regression

๐Ÿ“Involves reverting to immature behaviors that have relieved anxiety in the past.
แ‹ญแˆ…แŠ•แŠ• "แˆ›แŒˆแˆญแˆธแ‰ต" แ‰ฅแˆ‹แ‰ฝแˆ แ‹ซแ‹™แ‰ต๐Ÿ˜ แŠจแ‹šแˆ… แ‰ แŠแ‰ต แ‹จแАแ‰ แˆซแ‰ฝแˆแŠ• แ‰ฃแˆ…แˆช แˆณแ‰ณแ‹แ‰แ‰ต แˆฒแ‹ซแŒˆแˆจแˆฝแ‰ฃแ‰ฝแˆ แˆ›แˆˆแ‰ต แАแ‹แข
แˆˆแˆแˆณแˆŒแฆ แ‰ฐแ‰€แˆแŒฃแ‰ฝแˆ แŠฅแ‹ซแŒ แŠ“แ‰ฝแˆ แ‹จแˆ†แАแŠ• แАแŒˆแˆญ แŠ แˆณแˆตแ‰งแ‰ฝแˆ แŠจแˆ†แА แ‰ตแˆ˜แˆฐแŒกแŠ“ แ‹จแ‹ซแ‹›แ‰นแ‰ตแŠ• แŠฅแˆตแŠญแˆชแ‰ฅแ‰ถ๐Ÿ–Š แ‰ แŠ แ‹แ‰ฝแˆ...๐Ÿ˜‹

4. Rationalization

๐Ÿ“ is the substitution of a safe and reasonable explanation for the true (but threatening) cause of behaviour.
แ‹ญแˆ… แˆ›แˆตแ‰ฐแ‰ฃแ‰ แ‹ซ แˆแŠญแŠ•แ‹ซแ‰ต แˆ›แ‰…แˆจแ‰ฅ แАแ‹แข

แˆˆแˆแˆณแˆŒแฆ แ‰ แˆซแˆณแ‰ฝแˆ แˆแŠญแŠ•แ‹ซแ‰ต แ‹แ‰…แ‰ฐแŠ› แ‹แŒคแ‰ต แŠซแˆ˜แŒฃแ‰ฝแˆ แ‰ แŠƒแˆ‹แฃ แŠฅแŠ•แ‹ดแ‰ต แ‹แŒคแ‰ต แ‹ˆแˆจแ‹ฐแ‰ฅแˆ… แˆตแ‰ตแ‰ฃแˆ‰แค "แ‰ฃแŠญแˆ… แˆแ‰ฐแŠ“แ‹แŠ• แŠ แŠญแ‰ฅแ‹ถแ‹แ‰ฅแŠ•แŠฎ แАแ‹" แ‰ฅแˆˆแˆ… Reply แˆตแ‰ณแ‹ฐแˆญแŒ แˆ›แˆˆแ‰ต แАแ‹แข

5. Displacement

๐Ÿ“the defense mechanism that involves expressing feelings toward a person who is less threatening than the person who is the true target of those feelings.

แ‹ญแˆ… แŠ•แ‹ดแ‰ณแ‰ฝแˆแŠ• แ‰ แ‰ฐแŠ“แАแ‹ฐแ‹ฐแ‰ฃแ‰นแ‰ แ‰ต แˆฐแ‹ แˆ‹แ‹ญ แ‰ แˆ˜แ‹ˆแŒฃแ‰ต แ‹แŠ•แ‰ณ แ‰ แˆŒแˆ‹แ‹ แ‰ แ‰…แˆญแ‰ฅ แ‰ฃแˆˆ แˆฐแ‹ แˆ‹แ‹ญ แˆตแ‰ตแ‹ˆแŒก แˆ›แˆˆแ‰ตแŠ• แАแ‹แข
แŠ•แ‹ดแ‰ฑแŠ• แ‰ แˆŒแˆ‹ แˆฐแ‹ Displace แˆ›แ‹ตแˆจแŒ แАแ‹๐Ÿ’โ€โ™‚

แˆˆแˆแˆณแˆŒแฆ แŠจแˆ˜แˆแˆ…แˆญ แŒ‹แˆญ แ‰ฐแŒฃแˆแ‰ฐแˆ… แค แŠฅแˆซแˆฑแŠ• แˆ˜แˆแˆ…แˆฉแŠ• แŠแ‰ตแˆˆแŠแ‰ต แŠจแˆ˜แŒ‹แˆแŒฅ แˆแŠ•แ‰ณ แˆ˜แŒฅแ‰ฐแˆ… แ‹จแ‹ถแˆญแˆ แˆแŒ… แˆ‹แ‹ญ แŠ•แ‹ดแ‰ตแˆ…แŠ• แˆตแ‰ตแ‹ˆแŒฃ แˆ›แˆˆแ‰ต แАแ‹แข

แ‹ญแˆ…แŠ• mechanism แŠฅแŠ“แŠ•แ‰ต แ‰ฐแŒ แ‰…แˆ›แ‰ฝแˆ แŠ แ‰ณแ‹แ‰แˆ๐Ÿ˜ƒ

6. Projection

๐Ÿ“is a form of defense in which unwanted feelings are displaced onto another person, where they then appear as a threat from the external world.

แ‹ญแˆ… แ‰ แŠ แŒญแˆฉ "แŠฅแˆซแˆณแ‰ฝแˆแŠ• แ‹ซแˆ‹แ‰ฝแˆแŠ• แˆ˜แŒฅแŽ แ‰ฃแˆ…แˆชแฃ แ‰ แˆŒแˆ‹ แˆฐแ‹ แˆ‹แ‹ญ แˆตแ‰ณแ‹ฉ แ‹ซแŠ•แŠ• แˆฐแ‹ แˆ˜แŠฎแАแŠ• แˆ›แˆˆแ‰ต แАแ‹แข"

แˆˆแˆแˆณแˆŒแฃ แŠฅแŠ“แŠ•แ‰ต แ‹แˆธแ‰ณแˆ แˆ†แŠ“แ‰ฝแˆ แˆŒแˆ‹ แˆฐแ‹ แˆฒแ‹‹แˆปแ‰ฝแˆแฃ แŠฅแŠ•แ‹ดแ‰ต แ‰ตแ‹‹แˆธแŠ›แˆˆแˆ… แ‰ฅแˆŽ แŒ“ แˆ›แˆˆแ‰ต แАแ‹๐Ÿคฆ๐Ÿผโ€โ™‚

7. Reaction formation

๐Ÿ“ is the fixation in consciousness of an idea, affect, or desire that is opposite to a feared unconscious impulse.

แ‹ญแˆ… แŠจแˆ›แˆตแˆ˜แˆฐแˆ แŒ‹แˆญ แ‹ˆแ‹ญแˆ แŠจแŒแ‰ฅแ‹แАแ‰ต แŒ‹แˆญ แ‹ญแ‰€แˆซแˆจแ‰ฃแˆแข

แˆˆแˆแˆณแˆŒแฃ แŠ แŠ•แ‹ต แ‰ฃแˆ แŠจแ‰ฃแˆˆแ‰คแ‰ฑ แŒ‹แˆญ แ‰ฐแŒฃแˆแ‰ถ แАแŒˆแˆญ แŒแŠ• แ‰ แˆ›แˆ…แ‰ แˆจแˆฐแ‰ก แ‹แˆตแŒฅ แˆแŠญ แŠฅแŠ•แ‹ณแˆแ‰ฐแŒฃแˆ‹ แАแŒˆแˆญ แˆฒแ‹ซแˆตแˆ˜แˆตแˆ แˆ›แˆˆแ‰ต แАแ‹แข แ‹ˆแ‹ญ แ‹ฐแŒแˆž แ‹แŒคแ‰ต แ‰ แŒฃแˆ แ‹ˆแˆญแ‹ถแ‰ฃแ‰ฝแˆ แАแŒˆแˆญ แŒแŠ• แŒฅแˆฉ แ‹แŒคแ‰ต แŠฅแŠ•แ‹ณแˆ˜แŒฃ แˆฐแ‹ Act แˆตแ‰ณแ‹ฐแˆญแŒ‰ แˆ›แˆˆแ‰ต แАแ‹แข

8. Sublimation

๐Ÿ“defense mechanism that involves expressing sexual or aggressive behavior through indirect, socially acceptable outlets.

แ‹ญแˆ… แ‹ฐแŒแˆž แˆตแˆ…แ‰ฐแ‰ต แ‹จแˆ†แАแŠ• แАแŒˆแˆญ แ‹ˆแ‹ญแˆ แ‰ตแŠญแŠญแˆ แ‹จแˆ›แ‹ญแˆ˜แˆตแˆˆแ‹แŠ• แАแŒˆแˆญ แ‰ฐแ‰€แ‰ฃแ‹ญแАแ‰ต แ‰ฃแˆˆแ‹ แˆ˜แˆแŠฉ แˆ˜แŒแˆˆแ… แˆ›แˆˆแ‰ต แАแ‹แข

แˆˆแˆแˆณแˆŒแฆ แŒ แŒฅแ‰ถ แˆ˜แˆตแŠจแˆญ แ‰ แˆ›แˆ…แ‰ แˆจแˆฐแ‰ก แ‹แˆตแŒฅ แŠฅแŠ•แ‹ฐ แˆ˜แˆแŠซแˆ แАแŒˆแˆญ แ‹จแˆ›แ‹ญแ‰ณแ‹ญ แŠจแˆ†แАแฃ แˆแŠ•แˆ แŠฅแŠ•แŠณ แ‹ซ แˆฐแ‹ แˆฐแŠซแˆซแˆ แ‰ขแˆ†แŠ•แˆ แ‹จแ‰ฐแ‰ธแŒˆแˆฉแ‰ตแŠ• แ‰ แˆ˜แˆญแ‹ณแ‰ตแฃ แ‹ซแ‹˜แŠ‘แ‰ตแŠ• แ‰ แˆ›แ…แŠ“แŠ“แ‰ต แ‹จแˆšแ‰ณแ‹ˆแ‰… แŠจแˆ†แАแฃ แ‹ญแˆ… Sublimation แ‹ญแ‰ฃแˆ‹แˆ Solid to gas๐Ÿƒโ€โ™‚๐Ÿ˜

แ‰ แ‰ƒ Sublimation แŠฅแŠ•แ‹ฐ reaction formation แ‰ แˆ›แˆตแˆ˜แˆฐแˆ แˆแŠ•แ‰ณแฃ แˆ˜แŒฅแŽ แ‰ฃแˆ…แˆช แˆฒแŠ–แˆซแ‰ฝแˆ แ‹ˆแ‹ญแˆ แ‰ตแŠญแŠญแˆ แ‹ซแˆแˆ†แА แАแŒˆแˆญ แˆตแ‰ตแˆฐแˆฉ แ‹ซแŠ•แŠ• แАแŒˆแˆญ แ‰ แŒฅแˆฉ แАแŒˆแˆญ แˆ˜แ‰ฐแŠซแ‰ต แˆ›แˆˆแ‰ต แАแ‹แข

Defense mechanismแŠฆแ‰ฝแŠ• apply แŠฅแ‹ซแˆจแŒ‹แ‰ฝแˆ แˆแ‰ณ แ‰ แˆ‰๐Ÿ˜

The End

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๐Ÿ‘2
๐Ÿ“šCHAPTER 3

๐Ÿ“–Learning And Theories of Learning

แ‰ แ‹šแˆ… แ‰ปแ•แ‰ฐแˆญ แ‹จแˆแŠ“แ‹ซแ‰ธแ‹๐Ÿ‘‡๐Ÿ‘‡
๐Ÿ”–Definition, Characteristics and Principles of Learning

๐Ÿ”–Factors Influencing Learning

๐Ÿ”–Theories of Learning and their Applications

แŠฅแАแ‹šแˆ…แŠ• แ‰ตแˆ›แˆซแˆ‹แ‰ฝแˆ แ‹ญแˆ„ Chapter แ‰ฅแ‹™แˆ แŠ แ‹ญแŠจแ‰ฅแ‹ตแˆ! แ‰ฅแ‹™แˆ แŠฅแˆซแˆณแ‰ฝแˆแŠ• แˆณแ‰ณแŒจแŠ“แŠ•แ‰ แŠ แŠ•แ‰ฅแ‰ก๐Ÿ•บ๐Ÿ•บ๐Ÿ’ƒ๐Ÿ˜Ž

๐ŸŒฑThere are many definitions of learning. But, Psychologists in general define Learning as relatively permanent behavioural modifications which take place as a result of experience.

แ‹ซแ‹ Learning แˆ›แˆˆแ‰ต แˆ˜แˆ›แˆญ แˆ›แˆˆแ‰ต แŠฅแŠ•แ‹ฐแˆ†แА แ‰ณแ‹แ‰ƒแˆ‹แ‰ฝแˆ!๐Ÿ˜Š แАแŒˆแˆญ แŒแŠ• แˆ˜แˆ›แˆญ แˆ›แˆˆแ‰ตแˆต แˆแŠ• แˆ›แˆˆแ‰ต แАแ‹! แ‹จแ‰ฐแˆˆแ‹ซแ‹จ แ‰ตแˆญแŒ‰แˆ แˆŠแŠ–แˆจแ‹ แ‰ขแ‰ฝแˆแˆ แŒแŠ• แ‰ฅแ‹™แ‹Žแ‰น แŠฅแŠ•แ‹ฒแˆ… แ‹ซแ‰ฅแˆซแˆฉแ‰ณแˆ๐Ÿ‘‰ "แŠจแˆแˆแ‹ต แ‹ˆแ‹ญแˆ แŠจแˆแˆแˆแ‹ต แ‹จแˆšแˆ˜แŒฃ แ‰‹แˆš แ‹จแˆ†แА แ‹จแ‰ฃแˆ…แˆช แˆˆแ‹แŒฅ แˆ›แˆˆแ‰ต แАแ‹แข"

๐ŸŒฑแˆแ‰ฅ แ‰ แˆ‰๐Ÿ‘† This definition of learning stresses on three important elements of learning:

๐Ÿ“ŒLearning is a behavioural change. แ‹จแ‰ฃแˆ…แˆช แˆˆแ‹แŒฅ แАแ‹ (แŒฅแˆฉแˆ แ‹จแˆ†แА แˆ˜แŒฅแŽ แ‰ฃแˆ…แˆช แˆŠแˆ†แŠ• แ‹ญแ‰ฝแˆ‹แˆ)

๐Ÿ“ŒThis behavioural change should take place as a result of practice and experience. แˆฐแ‹ แ‰ แŠ แŠซแˆ แˆฒแ‹ซแ‹ตแŒแฃ แ‹ˆแ‹ญ แ‹ฐแŒแˆž แˆฒแ‹ซแˆ˜แ‹ Or แˆฒแ‹ฐแŠญแˆ˜แ‹ แ‹จแ‰ฃแˆ…แˆช แˆˆแ‹แŒฅ แˆŠแ‰ณแ‹ญแ‰ แ‰ต แ‹ญแ‰ฝแˆ‹แˆ แАแŒˆแˆญ แŒแŠ• Learning แŠจแˆแˆแˆแ‹ต แ‹จแˆšแˆ˜แŒฃ แАแ‹แข

๐Ÿ“ŒThis change in behavior is relatively permanent. แ‹จแ‰ฃแˆ…แˆช แˆˆแ‹แŒก แ‹ฐแŒแˆž แ‰ แŠ แŠ•แ‹ดแ‹ แ‰ณแ‹ญแ‰ถ แ‹จแˆšแŒ แ‹ แˆณแ‹ญแˆ†แŠ• For a long time แ‹จแˆšแ‰†แ‹ญ แАแ‹แข

Characteristics of learning

แ‹ซแ‹ แŠฅแАแ‹šแˆ… แ‹จLearning แ‰ฃแˆ…แˆชแ‹ซแ‰ต แŠ“แ‰ธแ‹แฃ Yoakman and Simpson แ‹จแ‰ฐแ‰ฃแˆ‰ แˆฐแ‹Žแ‰ฝ แŠ“แ‰ฝแ‹ 9แŠ™แŠ• แ‹จLearning Characteristics describe แ‹ซแ‹ฐแˆจแŒ‰แ‰ต๐Ÿ‘‡๐Ÿ‘‡ แŠฅแŠ“ แˆแ‰ฐแŠ“ แˆ‹แ‹ญ แˆตแˆˆแˆ›แ‹ญแ‰€แˆฉ แˆแ‰ตแ‹ญแ‹Ÿแ‰ธแ‹ แ‹ญแŒˆแ‰ฃแˆ๐Ÿ˜Š

1. Learning is continuous modification of behavior throughout life.
๐Ÿ“แ‰€แŒฃแ‹ญแАแ‰ต แ‹ซแˆˆแ‹ แ‰ แˆ…แ‹ญแ‹ˆแ‰ต แ‹แˆตแŒฅ แ‹ซแˆˆ แ‹จแ‰ฃแˆ…แˆช แˆˆแ‹แŒฅ/แˆ˜แˆปแˆปแˆ แАแ‹

2. Learning is pervasive, it reaches into all aspects of human life.
๐Ÿ“แ‹จแˆ…แ‹ญแ‹ˆแ‰ณแ‰ฝแŠ•แŠ• แŠ แŠซแˆ แ‹จแˆ†แŠ‘ แАแŒˆแˆฎแ‰ฝ แ‹แˆตแŒฅ แˆแˆ‰ แ‹˜แˆแ‰† แ‹ญแŒˆแ‰ฃแˆ แˆˆแ‹šแˆ… แАแ‹ pervasive แ‹จแ‰ฐแ‰ฃแˆˆแ‹

3. Learning involves the whole person, socially, emotionally & intellectually.
๐Ÿ“แ‹จแˆฐแ‹แŠ• แ‹แˆตแŒฃแ‹Šแฃ แˆตแˆœแ‰ณแ‹Š แŠฅแŠ•แ‹ฒแˆแˆ แˆ›แˆ…แ‰ แˆซแ‹Š แАแŒˆแˆฎแ‰ฝ แˆ‹แ‹ญ แ‰ตแŠฉแˆจแ‰ต แ‹จแˆšแ‹ซแ‹ฐแˆญแŒ แАแ‹

4. Learning is often a change in the organization of experiences.

5. Learning is responsive to incentives.
๐Ÿ“Learning แˆˆแˆšแ‹ซแ‰ แˆจแ‰ณแ‰ณ แ‹ˆแ‹ญแˆ แˆˆแˆšแŒˆแ‹แ‹ แАแŒˆแˆญ แˆ˜แˆแˆต แ‹จแˆšแˆฐแŒฅ แАแ‹แข

6. Learning is an active process.

7. Learning is purposeful

8. Learning depends on maturation, motivation and practice.

9. Learning is multifaceted
๐Ÿ“multifacated แˆ›แˆˆแ‰ต Having many different parts แˆ›แˆˆแ‰ต แАแ‹แข

Principles of learning

What does it take for learning to take place effectively? แˆ˜แˆ›แˆญ แ‰ฐแ…แŠฅแŠ– แŠฅแŠ•แ‹ฒแˆแŒฅแˆญ แˆ›แˆˆแ‰ตแˆ แŒ แ‰ƒแˆš แŠฅแŠ•แ‹ฒแˆ†แŠ• แˆแŠ• แˆแŠ• แ‹ซแˆตแˆแˆแŒ‹แˆ?

๐Ÿ“Œ Individuals learn best when they are physically, mentally, and emotionally #ready to learn.

๐Ÿ“Œ Students learn best and retain information longer when they have #meaningful_practice and #exercise.

๐Ÿ“ŒLearning is strengthened when accompanied by a #pleasant or #satisfying_feeling
LearningแŠ• แ‰ แŒฅแˆฉ แˆตแˆœแ‰ต แŠซแˆแ‹ซแ‹แАแ‹ แŒ แŠ•แŠญแˆฎ แˆŠแ‰€แŒฅแˆ แŠ แ‹ญแ‰ฝแˆแˆแข

๐Ÿ“Œ Things learned first create a strong impression in the mind that is difficult to erase. Things most recently learned are best remembered.
แˆ˜แŒ€แˆ˜แˆชแ‹ซ แˆ‹แ‹ญ แ‹จแ‰ฐแˆ›แˆญแŠ“แ‰ธแ‹แŠ• แŠฅแŠ•แ‹ฒแˆแˆ แ‰ แ‰…แˆญแ‰ก แ‹จแ‰ฐแˆ›แˆญแŠ“แ‰ธแ‹แŠ• แАแŒˆแˆฎแ‰ฝ แˆˆแˆ˜แˆญแˆณแ‰ต แŠจแ‰ฃแ‹ต แАแ‹

๐Ÿ“ŒThe principle of intensity implies that a student will learn more from the real thing than from a substitute.
แˆฐแ‹Žแ‰ฝ แŠจแ‰ฐแˆ˜แˆณแˆฐแˆˆแ‹ แАแŒˆแˆญ แ‰ แˆ‹แ‹ญ แŠจแŠฅแ‹แАแ‰ณ แ‰ฅแ‹™ แАแŒˆแˆญ แ‹ญแˆจแ‹ณแˆ‰แข

๐Ÿ“ŒIndividuals must have some abilities and skills that may help them to learn.

๐Ÿ“ŒThings freely learned are best learned - the greater the freedom enjoyed by individuals, the higher the intellectual and moral advancement.
แ‰ แАแƒแАแ‰ต แ‹จแˆแŠ•แˆ›แˆซแ‰ธแ‹ แАแŒˆแˆฎแ‰ฝ แ‰ แˆ˜แŒจแŠ“แАแ‰… แŠจแˆแŠ•แˆ›แˆจแ‹ แ‰ แˆ‹แ‹ญ แŠ แˆชแแŠ“ แ‹จแ‰ฐแˆปแˆˆ แАแ‹แข แˆตแˆˆแ‹šแˆ… แˆตแ‰ตแˆ›แˆฉ แˆแ‰ณ แŠฅแ‹ซแˆ‹แ‰ฝแˆ๐Ÿ’ƒ แ‹จแˆแŠ• แˆ˜แŒจแŠ“แАแ‰… แАแ‹โ˜บ๏ธ

Factors Influencing Learning

1. Motivation๐Ÿ‘‰แ‰ แ‹แˆตแŒฃแ‰ฝแŠ• แ‹ซแˆˆแ‹ แ‰ฐแАแˆณแˆฝแАแ‰ต แŠจแแ‰ฐแŠ› แˆฒแˆ†แŠ•, แ‰ฐแˆ›แˆชแ‹ แˆˆแ‰ตแˆแˆ…แˆญแ‰ฑ แ‰ แŒฃแˆ แ‹จแŒ“แŒ“ แ‹ญแˆ†แŠ“แˆแข

2. Maturation๐Ÿ‘‰The learner's motivation matters for the effective learning. แˆˆแˆแˆณแˆŒ แˆ…แƒแŠ• แˆแŒ… แŠฅแŠ•แ‹ฒแˆ›แˆญ แˆ˜แŒ€แˆ˜แˆญแ‹ซ แˆ˜แ‰ฅแˆฐแˆ/แˆ›แ‹ฐแŒ แŠ แˆˆแ‰ แ‰ตแข

3. Health condition of the learner๐Ÿ‘‰ The learner should be in a good health status to learn. แ‹จแ‰ฐแˆˆแ‹ซแ‹ฉ แˆ…แˆ˜แˆžแ‰ฝ แŠซแˆ‰แ‰ฅแŠ• แ‹จแˆ˜แˆ›แˆญ แˆแŠ”แ‰ณแ‰ฝแŠ• แ‹ฐแŠซแˆ› แˆŠแˆ†แŠ• แ‹ญแ‰ฝแˆ‹แˆแข

4. Psychological wellbeing of the learner๐Ÿ‘‰ แแˆญแˆ€แ‰ตแฃ แŒญแŠ•แ‰€แ‰ต๐Ÿค•แฃ แ‹จแ‰ฅแ‰ธแŠแАแ‰ต แˆตแˆœแ‰ต๐Ÿคฆโ€โ™€ แˆแŠ“แˆแŠ• แ‹จแˆšแˆฐแˆ›แŠ• แŠจแˆ†แА Learning แˆ‹แ‹ญ แŠ แˆ‰แ‰ณแ‹Š แ‰ฐแ…แŠ– แ‹ญแŠ–แˆจแ‹‹แˆแค แ‹ญแˆแ‰แŠ‘ Self respect, self confidence แˆแŠ“แˆแŠ• แ‹ญแŠ‘แˆซแ‰ฝแˆโ˜บ๏ธ

5. Good working conditions๐Ÿ‘‰absence or presence of fresh air, light, comfortable surroundings...แŠฅแŠ“ แ‹จแˆ˜แˆณแˆฐแˆ‰แ‰ต แАแŒˆแˆฎแ‰ฝ Matter แ‹ซแˆจแŒ‹แˆ‰แฃ แŠฅแŠ“แŠ•แ‰ต แŒแŠ• แ‹ถแˆญแˆ›แ‰ฝแˆแŠ• แ…แ‹ตแ‰ต แŠ แˆญแŒ‹แ‰ฝแˆแฃ แˆตแ‰ณแŒ แŠ‘แˆ แ‹ฐแŒแˆž แŠ แˆชแ แŠ แ‹จแˆญ แ‹ซแˆˆแ‰ แ‰ต แ‰ฆแ‰ณ แˆแŠ“แˆแŠ• แˆแˆจแŒกแข

6. Background experiences๐Ÿ‘‰ แŠจแ‹šแˆ… แ‰ แŠแ‰ต แ‹ซแˆ‹แ‰ฝแˆ แˆแˆแˆแ‹ต แ‰ Learning แˆ‹แ‹ญ Matter แ‹ซแˆจแŒ‹แˆ

7. Length of the working period๐Ÿ‘‰ Learning periods should neither be too short nor too long. แŠฅแŠ•แ‹ฐแˆแ‰ณแ‹แ‰แ‰ต แˆˆแˆจแŒ…แˆ แŒŠแ‹œ แˆ˜แˆ›แˆญ แ‹ซแ‹ฐแŠญแˆ›แˆ แ‹ฐแŒแˆžแˆ แ‹ญแˆฐแˆˆแ‰ปแˆแฃ แˆˆแŠ แŒญแˆญ แŒŠแ‹œแˆ แŠจแˆ†แА แ‹ฐแŒแˆž แ‰ แ‰ แ‰‚ แˆ˜แˆ›แˆญ แ‹ซแˆˆแ‰ฅแŠ•แŠ• แŠ แŠ•แˆ›แˆญแˆโœ…

๐—๐—ผ๐—ถ๐—ป ๐—ต๐—ฒ๐—ฟ๐—ฒ ๐Ÿ‘‡๐Ÿ‘‡
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@miki_ye12
๐Ÿ‘4
๐Ÿ”ฐTenses in the Passive Voice.
___

๐ŸŒน
Past Tenses in the Passive Voice.

A
) Simple Past Passive.
S
ub + was/were + V3.

e
.g1)๐Ÿ”ป Leul killed the rat.(Active)

๐Ÿ”บThe rat was killed.(passive)

e.g2) He invited us.(active).

We were invited.(passive)

B)past continuous passive.
Su
b +was/were+being +V3.

e
.g1) Sisay was writing a letter.(Active).

A letter was being written by Sisay.(passive).

e.g2) He was inviting us.(Active).

We were being invited.(passive)

C)Past perfect passive.
Su
b + had + been + V3.

e
.g1) Leul had killed the rat.( active).

The rat had been killed by Leul.( passive).

๐ŸŒน Present Tense in the Passive Voice.

A
) Simple present passive.
Su
b + is/am/are + V3.

e
.g1) Leul kills the rat.(Active).
The rat is killed.(passive).

e.g2) He invites me.(Active
I am invited.(passive)

e.g3) He invites us.(active)
We are invited.(passive)

e.g4) Apes adore banana.(active)
Banana is adored by Apes.(passive)


B)present continuous passive.

S
ub + is/am/are + being + V3.

e
.g1) He is inviting me.(active).
I am being invited.(passive).

e.g2) He is inviting us.(active).
We are being invited.(passive).

e.g3) Sisay is writing a letter.(active).
A letter is being written.( passive).

C)present perfect passive.
Su
b + has/have + been + V3.

e
.g1) Kids has played football.( active)
Football has been played.(passive).

e.g2) He has invited them.( active).
They have been invited by him.( passive).

๐ŸŒนFuture Tense in the passive voice.

A) simple future passive.
Sub + will + be + V3.

e.g1)He will invite us.(active)
We will be invited.(passive)

B)Future perfect passive.
Sub + will + have + been + V3.

e.g1) He will have invited us.( active).

We will have been invited by him.( passive).

๐ŸŒน Modal auxiliary verb in the passive voice.

Modal auxiliary verbs แ‹จแˆšแ‰ฃแˆ‰แ‰ต May, Must, Ought to, Can, Could, Might...etc แŠ“แ‰ธแ‹แข

Sub + modal auxiliary verb + be + V3.

e.g1) She must buy some cookies.(active).
Some cookies must be bought by her.(passive).

e.g2) Corona Virus can kill humans.(active).
Humans can be killed by corona virus.(passive).

แˆตแˆˆแ‹šแˆ… active voice แ‹ˆแ‹ฐ passive voice แˆˆแˆ˜แ‰€แ‹จแˆญ แ‹จ แ‰ดแŠ•แˆต แŽแˆญแˆžแ‰นแŠ•( tense forms) แ‰ แŒฅแŠ•แ‰ƒแ‰„ แˆ˜แ‹ซแ‹ แŠ แˆˆแ‰ฅแŠ•แข

แŠ แˆแŠ• แ‹ฐแŒแˆž rules แŠ แˆ‰ แก แŠฅแАแˆฑแŠ• แŠฅแŠ•แˆ˜แˆแŠจแ‰ตแข

Rule 1
The passive voice can be used with all tenses.However, past perfect continuous, present perfect continuous, future continuous and future perfect continuous are not frequently used in the passive voice.

Rule 2
Intransitive verbs are not used in passive voice. Verbs like die, sneeze, disappear, vanish, go, sleep, sit etc are intransitive verbs.

๐Ÿ”ท Examples

โŒ The old woman was died last week.(wrong).
โœ”๏ธ The old woman died last week.(correct).

โŒ He has been disappeared. (wrong).
โœ”๏ธ He has disappeared.( correct).

Rule 3
When the subject of the active sentence is negative word like nobody, nothing and no one, the passive form will be negative.
๐Ÿ”ดExamples

Nobody knows the book.(active).
The book is not known.(passive).

No one has reached the secrets.(active).
The secrets have not been reached.

๐Ÿ“Œ แˆ›แˆตแ‰ณแ‹ˆแˆป:-

แ‹จแˆ˜แŒ€แˆ˜แˆชแ‹ซ แŠ แˆ˜แ‰ต แ‹จแ‹ฉแŠ’แ‰จแˆญแˆฒแ‰ฒ แ‰ฐแˆ›แˆชแ‹Žแ‰ฝ แŠจแˆแ‰ตแ‹ˆแˆตแ‹ฑแ‰ต Communicative English แŠฎแˆญแˆต แˆ‹แ‹ญ active แ‹ˆแ‹ฐ passive แ‹ˆแ‹ญแˆ passive แ‹ˆแ‹ฐ active แ‰€แ‹ญแˆฉ แ‰ฐแ‰ฅแˆŽ แ‰ฅแ‹™ แŒฅแ‹ซแ‰„ แˆตแˆˆแˆšแ‹ˆแŒฃแ‰ แ‰ต แŽแˆญแˆžแ‰นแŠ•(forms) แ‰ แ‹ฐแŠ•แ‰ฅ แˆแ‰ตแ‹ญแ‹™ แ‹ญแŒˆแ‰ฃแˆแข

โœ๐Ÿ‘จโ€๐Ÿซ๐Ÿ‘ฉโ€๐Ÿซ แ‰ แ‰€แŒฃแ‹ญ แ‹ฐแŒแˆž Active voice แŠฅแŠ•แ‹ดแ‰ต แ‹ˆแ‹ฐ passive voice แŠฅแŠ•แ‹ฐแˆšแ‰€แ‹จแˆญ แ‹จแˆšแ‹ซแˆณแ‹ฉ แˆ…แŒŽแ‰ฝแŠ• แŠฅแŠ•แ‹ฒแˆแˆ แŠจแ‹šแˆ… แŒ‹แˆญ แ‹จแ‰ฐแ‹ซแ‹ซแ‹™ แˆ…แŒŽแ‰ฝแŠ• แŠฅแŠ“แ‹ซแˆˆแŠ•แข

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