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Spring '14-146 (Exam 1) > 2/7/14-Learning Theories Ch. 3 > Flashcards

2/7/14-Learning Theories Ch. 3 Flashcards

1
Q

What is a baseline?

A

History and test results

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2
Q

After establishing a baseline, what do you need to do?

A

Develop a goal (see drawing from 2/7 notes)

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3
Q

What happens between a baseline and a goal?

A

Learning and time (time is beneficial because of maturity, or spontaneous recovery)

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4
Q

What is one of the number one things we are doing in therapy?

A

Teaching and they are learning

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5
Q

Why are learning theories so important?

A

it helps us see how all the things we do and learn to do come from as far as research and theories are concerned.

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6
Q

What is learning?

A

The process and mental structures by which people accumulate experiences and make them into new meanings.

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7
Q

what four learning theories apply most to speech pathology?

A
  • Behaviorism
  • Cognitive
  • Humanistic/experiential
  • Social Orientation
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8
Q

What is behaviorism?

A

Overt behaviors that can be observed and measured (and manipulated). Doesn’t really consider thought, maturity or development.

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9
Q

Who was the father of classical conditioning - stimulus-response?

A

Ivan Pavlov

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10
Q

What is classical condition?

A

Where a neutral stimulus becomes associated with a conditioned response.

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11
Q

When would you see classical condition in speech therapy?

A

Prompting

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12
Q

t/f

classical conditioning is considered behaviorism?

A

True

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13
Q

What did John B. Watson believe?

A

That practice strengthened learning

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14
Q

Where do we use John B. Watson’s concept in our therapy?

A

Articulation- drill and kill

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15
Q

Who was the father of operant conditioning?

A

B.F. Skinner

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16
Q

What is Operant Conditioning?

A
  • Every action is driven by reward – no thinking involved.

- Individual “behaves” in a certain way, receives a reward, and establishes a bond between the two.

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17
Q

t/f

operant conditioning is behaviorism?

A

True

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18
Q

How do we apply operant conditioning in therapy?

A

Reenforce everything we get a positive response for what we are looking for

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19
Q

What are the therapy techniques which apply to the behaviorist learning theory?

A
  • Prompting (verbal, hand over hand)
  • cueing
  • reinforcements (all the time or fade it off, ignoring)
  • task analysis
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20
Q

When is a behaviorist helpful to SLPs?

A

When we can’t get to the language because behavior is in the way

21
Q

on the learning curve she drew, is most benefited from ABA (intense focus on prompting, switching, task analyzing)

A

1 (see notes (2) learning theories chp 3 for curve drawing)

22
Q

what is cognitive learning theory?

A

Involving the acquisition or reorganization of the cognitive structures through which humans process and store information. The maturity and development of the brain was learning.

23
Q

What are Jean Piaget’s stages of development?

A
  • Sensorimotor: 0-2 years
  • Preoperational: 2-7 years
  • Concrete Operations: 7-12
  • Formal Operations: begins around age 12
24
Q

What is the sensorimotor period?

A
  • Ranges from birth to age 2 years.
  • Consisting of motor reflexes in beginning phases (birth to 1 year).
  • Children learn through touch and movement ( 1 to 2 years).
25
Q

Why would sensorimotor be important to know/consider in a therapy session?

A

We would be doing more hands on therapy with sensorimotor. Their learning is through touch and doing (i.e., skipping)

26
Q

What is the preoperational period?

A
  • Ages 2 through 7 years of age.
  • Acquisition of representational skills (symbols) in areas of language, mental imagery, and drawing.
  • The greatest increase is in the area of language.
  • Figurative play: banana as a phone, etc.
27
Q

t/f

Language is symbolic

A

True

28
Q

What is concrete operational period?

A
  • 7 years through 12 years of age.
  • Children learn quantity and time.
  • Child can now better judge container volume. Theory of conservation.
  • Begins taking points of view of others, humor, and transition into adult-like thought of adults.
  • Higher level and more abstract thinking thought. Coming out of oneself. Perspective taking (most adults function at this level)
29
Q

What is formal operations period?

A
  • Begins around age 12.
  • Child develops ability to reason on the basis of theoretical possibilities as well as concrete realities (comparing things that might happens, predictions)
  • Hypothetical thought begins.
30
Q

How do we progress from one stage to the next?

A

Cognitive shifts are based on:
- Assimilation

  • Accommodation
  • Equilibration
31
Q

What is assimilation?

A
  • Ability to manipulate incoming information so that it fits with his or her existing way of thinking.
  • We have schemas and we have a way of making what we see fit into our schema.
    i. e. basketball for belly…
  • We make assumptions as well apply conditions and circumstances to situations not because they are there but because they fit with what we know.
32
Q

What is accommodation (the shift)?

A
  • You then accommodate your thinking when you have new experiences.
  • Your new experience tells you that the NEW assumptions, conditions and circumstances may apply to similar situations.
33
Q

What is equilibration (Where we end up)?

A
  • When you become satisfied with your new knowledge and information processing.
    • BUT just when you become comfortable you realize that you do not actually know everything!! And you become DISSASTIFIED with your level of assimilation (which encompasses your new accommodations) and you enter DISEQUILIBRIUM!!
    • SOOO you advance your thinking about things (in a new phase) and start over.
34
Q

Why are learning theories important for SLPs?

A
  • Establishes expectations for “typical” cognitive behavior.
  • Provides a point of reference against which the client’s developmental data may be compared.
  • Provides support and direction for programming expectations for clients.
35
Q

Review Piaget schema

A

.

36
Q

What is Humanistic/Experiential?

A
  • Maslow = experience is the primary phenomena in learning.
  • Hierarchy of needs:
    • Physiological needs
    • Safety
    • Love/belonging
    • Self-esteem
    • Knowledge/understanding
    • Self-actualization
  • Learning (self-actualization is difficult if lower order needs were not met first)
37
Q

review triangle from notes

A

.

38
Q

What did Carl Rogers say regarding when learning occurs best with humanistic/experiential?

A
  • Topic is relevant
  • Threat to self is low
  • Is self-initiated
39
Q

How is humanistic/experiential important to SLPs?

A
  • Creating physical climates to meet client’s needs.
  • Maintaining a supportive emotional climate.
  • Developing challenging and meaningful activities.
40
Q

What is social orientation and who developed it?

A

Lev Vygotsky = he believed social interactions influence cognitive development.

  • Interactions are vital!
    • Learn by interacting with more ‘competent’ persons.
    • Teacher and peer guidance assist self-directed learning
41
Q

What therapy techniques would apply to social orientations learning theory?

A
  • Description-the adult labels what he or she believes the child is seeing
  • Self-talk- the SLP describes what he or she is doing
  • Parallel talk- the SLP describes what the child is doing
  • Expansions- additions to the child’s utterances
  • Group therapy= Peer interactions for modeling
42
Q

What is learning styles?

A
  • A way an individual receives, processes, and internalizes new and challenging information.
  • Based on inherited traits, family upbringing, environment.
  • Two points of view 1) processing style (global or analytic) and 2) preferred modality (visual/auditory, or tactile).
43
Q

What is processing styles- global?

A
  • Global: whole-part-whole (this is Ismara)
  • Want to know bottom line without regard for all the steps to get there. (
  • Need breaks, snacks, mobility. . .
44
Q

What is processing styles- analytical?

A
  • Learn step-by-step.
  • Give me the directions, NOW!!
  • Working with little distraction. (Ismara)
45
Q

What are the preferred modalities?

A
  • Auditory (sound/verbal)
  • Visual (slides, board)
  • Tactile (get into therapy)
46
Q

What are the guidelines for an orderly and sensible learning environment?

A
  • Learning proceeds from the concrete to the abstract.
  • Learning proceeds from the general to the specific.
  • Learning proceeds from simple to complex.

These 3 above basically says to make it easier for the kid. One step directions, vs multiple directions. Use basic concepts.

  • Attention and focus are necessary for learning.
    • this is language
  • Duration of attention is developmental: 1 min=1 yr.
  • Processing and remember occurs best when info is personalized, organized, and developed around prior knowledge.
  • Repetitive- offer 3-5 models, examples for a client
  • Rapport- comfort and trust aid learning (optimal frustrations)
    • comfortable and relaxed you are able to learn more
47
Q

how does arctic move from concrete to abstract with articulation (example)?

A

start with individual sounds (isolation), then sounds in words, then sounds in sentences, and finally sounds in phrases (hierarchy)

48
Q

how does arctic move from concrete to abstract with language (example)?

A

Literal vs. an idiom (raining cats and dogs)

Spring '14-146 (Exam 1) (8 decks)

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