Healthy kidneys do many important jobs. They keep your whole body in balance. When you have kidney failure, it means your kidneys are damaged. Kidneys can become damaged from a physical injury or a disease like diabetes, high blood pressure, or other disorders. High blood pressure and diabetes are the two most common causes of kidney failure. You will feel tired and week because your body needs clean blood to function properly. Untreated uremia may lead to seizures or coma and will ultimately result in death. If your kidneys stop working completely, you will need to undergo dialysis or kidney transplant.
Studies of direct and indirect learning have emerged as a topic of cognitive psychology and these two types of learning try to explain the answer to the question whether information is stored in memory abstract form or in special form. In these two learnings, it is also being investigated whether knowledge is an outcome of an awareness of the process, or an outgrowth of the process. In defining these two concepts, whether conscious or not is a distinctive factor. Indirect learning is also defined as the acquisition of hidden information belonging to the underlying structure in a complex warning, without consciousness, in a natural and simple process.
Direct learning is more aware and conscious thought on the structure (Rieder, 2003: 25). Seger (1994) explains indirect learning as a complex process in which the learning process takes place without being spoken of and not for teaching. Indirect learning is a more passive process than direct learning. In the form of this learning, the person is exposed to the knowledge and the knowledge reaches the end of this exposure. Many psychologists state that a person\’s knowledge over the course of his life has a lot of indirect learning.
Learning to ride a bicycle and learning a language are some of the skills learned mostly indirectly, and they learn that people know how to do it but can not easily explain how it is done. Direct learning, on the other hand, is a form of learning that is consciously thought out on the structure (Ellis, 1994b: 1).
Indirect learning is independent of age and intelligence and is not affected by disorders such as memory loss. In contrast, direct learning is affected by such diseases. In indirect learning, the age of the learner is not important, but age is important in direct learning (Reber, 1993: 237).
4.1.1 The Relationship Between Word Learning and Direct-Indirect Learning Through Randomized Teaching
Direct and indirect learning, the first times it emerged, was interested in the acquisition of grammatical structures. Reber (1967) became the first researcher to do studies on this field, with the theory that the results of his experiments investigating the learning of grammar were the result. In his work,
Reber proved that grammar structures were learned without conscious intervention and abstracted. Since Reber\’s work, studies on direct and indirect learning have begun to increase significantly (Rieder, 2003: 24).
The difference between these two forms of learning has been a topic of discussion and controversy in word learning. Krashen (1985), as a natural learning advocate, has emerged as an advocat
