Patrick R. Penland ¹

Affiliations
1 Graduate School of Library and Information Science, University of Pittsburgh, Pittsburgh, Pennsylvania 15260, US

Abstract

The learning habits and patterns of people, the environmental cues that produces the stimulus, and the episodic occurrences for motivation of learning are discussed. Several episode linking motivations and objectives are mentioned. Learning projects are grouped into categories according to the source which directs them-such as self-learning, non-human resources, human resources, group resources and hybrid resources. The intrapersonal behaviour in the communication of information needs and the satisfaction of the same, the various aspects of the librarian patron interface as a learning process, the sequential behaviour as a mode for self-designed independent learning, are discussed. In conclusion, the influence of the environment on a learning project and the basic causes for starting and terminating of a learning project are highlighted.

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Patrick R. Penland ¹

Affiliations
1 Graduate School of Library and Information Science, University of Pittsburgh, Pittsburgh, Pennsylvania 15260, US

Abstract

Intrapersonal communication is discussed on sender-receiver matrix arising from a common stimulus. Variable factors in this mode of communication are: modes of perception, channels for transmission, the stimulus, intentional control and environmental configuration. The channels are classified in terms. of input-output characteristics possession of constant or Markovian memory, capacity of transmission, awareness; measures of span of attention. Interpersonal information processing follows in general the traditional steps of stimulus, interpretation, and response. (S-I-R). The (S-I-R) rests on a lower order-(S-R) process called TOTE (Test-Operate and Test-Exit). Human information processing proceeds through the steps of perception, description, analysis, prediction, testing, and application. The essential components and processes of the first order model of reality has been identified. Motivation, motor skills, components, attitude and drive reduction, goal seeking, and information acquisition aspects are discussed. The systems approach to intrapersonal information environment and the interactive and transactional nature of information processing are discussed.

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Patrick R. Penland ¹

Affiliations
1 Graduate School of Library and Information Science, University of Pittsburgh, Pittsburgh, Pennsylvania 15260, US

Abstract

Describes the basic role of verbal behavior in a learning process in the context of non-verbal cues. Discusses the learning development in three aspects, consultant as a Behavior Developer, Human Development as a Behavioural System, and Methods of Helping consultant. Professional guidance is prescribed to be the engendering of the tactics within clients as processes which will facilitate change in the affective, cognitive, and motor domains. The verbal counter parts of these tactics, are framed into the form of questions. Which together with supportive non-verbals elicit analogous behavior by the client.

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Patrick R. Penland ¹

Affiliations
1 Graduate School of Library and Information Science, University of Pittsburgh, Pittsburgh, Pennsylvania 15260, US

Abstract

Finding solutions to problems prevailing in real life situation is the transactional environment of a human adaptive control organism. In this environment, the clients approach to problem-solving should be modeled and thus enhanced by the helping professional. Episodic information processing involves helpful interactions in the statement of information requirements and in the search Process. The sequential information processing has the goal of integrating and functioning of the self, based on the patrons capacity to process any integrate environment. Professional librarians' role as a learning consultant to client (readers), particularly in articulating his information needs, is discussed. Highlights that the techniques of subject analysis and suggsets that the construction of subject catalogue should be based on models close to the real life information-processing.

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Patrick R. Penland ¹

Affiliations
1 Graduate School of Library and Information Science, University of Pittsburgh, Pittsburgh, Pennsylvania 15260, US

Abstract

This is a list of references on Communication and Learning Behaviour. Most of these references are cited in Papers B to E of this Volume. The Citations are indicated by the name of the author and the year of publication of the document. The citations are in parenthesis.

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