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Spring '14 SPHP 146 > Ch 3 Learning Theories > Flashcards

Ch 3 Learning Theories Flashcards

1
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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2
Q

What 4 learning theories apply most to speech pathology?

A

Behaviorism
Cognitive
Humanistic/experiential
Social Orientation

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3
Q

Behaviorism is

A

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

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4
Q

Who is the father of classical conditioning ? When would you see this in speech therapy?

A

Ivan Pavlov

– stimulus-response. Where a neutral stimulus becomes associated with a conditioned response.

When would you see this in speech therapy?
Prompting
Reinforcement

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5
Q

John B. Watson: believed that practice strengthened learning. Give me an example of how we use this concept to structure our sessions?

A

Articulation
Voice and fluency

These overt behaviors is what is going to affect your change in your mental structure and knowledge

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6
Q

Who is the father of operant conditioning? Give some examples from speech therapy

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.

Examples from speech therapy.
Reinforcement schedule—you praise any response

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7
Q

What do we need to know about Behaviorists- ABA (Applied Behavioral Analysis)…

How is it different from Speech tx

A
  • This is helpful, but the learning doesn’t have a high learning curve!
  • They cannot generalize specific tasks)
  • They must learn how to learn

Different:
=We manipulate behavior to get learning then we can make progress with speech and language

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8
Q

Therapy techniques which appeal to the behaviorist learning theory

A

Prompting
Cueing
Reinforcements
Task analysis

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9
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.

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10
Q

What are Jean Piaget – stages of development.

A

Sensorimotor: 0-2 years
Preoperational: 2-7 years
Concrete Operations: 7-12
Formal Operations: begins around age 12

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11
Q

Explain Sensorimotor period

A

0-2 years
Consisting of motor reflexes in beginning phases (birth to 1 year).
Children learn through touch and movement ( 1 to 2 years).

Action stage: bite, cry, fall down, flail arms, hit, kick, etc.

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12
Q

Why would the Sensorimotor period be important to us?

A

Movement, learning and brain development all go together
The better connection between right and left side of the brain you will be more efficient connecting language and emotions together
This would be important because children may start putting things in their mouth in order to learn about their world, so don’t punish for rudimentary actions

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13
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.

Language is symbolic, right!!
At four years old we will know 75% of the vocabulary we know

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14
Q

What is the 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.

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15
Q

In concrete operational period there is a higher level and more abstract thinking thought. Coming out of oneself. what kind of perspective taking have they developed?

A

Theory of mind—Children with Autism do not have the separation between themselves and the other person; SO if you are looking at a 5 year old they’re not cognitively ready to do this

“We share, we trust, we negotiate”

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16
Q

What is the Formal Operations Period?

A 
Begins around age 12.
Child develops ability to reason on the basis of theoretical possibilities as well as concrete realities.
Hypothetical thought begins.
-Make predictions
-Executive functioning
-Multitasking

“Allegiance, compassion, consideration, empathy, ethics etc.”

17
Q

According to Piaget how does one progress from one stage to the next?

A

Assimilation
Accommodation
Equilibration

18
Q

What is Assimilation?

A

where we begin

  • 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.

19
Q

Explain Accommodation?

A

the shift

-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.
-Learning new schemas and applications that new information can be applied
Ex. a broader understanding of what a big belly can mean, a basketball or a baby!

20
Q

Explain Equilibration

A

where we end up

  • 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.
21
Q

Give an example of equilibrium?

A

Ex. you are a undergraduate student and you have your knowledge base of a disorder and you go into a session, your client presents totally different, you have disequilibrium, so you start to open other doors and possibilities to advance your thinking into more abstract ways and advances you into stages

22
Q

The learning theories are Important to SLPs because:

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.

  • Push them up to this level where their brain is ready to process this information
  • When looking at clients look at their behaviors—what level is there cognitive language at? Make functional goals based on their skill set
23
Q

What is the Humanistic/Experiential orientation to learning?

A

Maslow = experience is the primary phenomena in learning.

Hierarchy of needs:

  • Physiological needs
  • Safety
  • Love/belonging
  • Self-esteem
  • Knowledge/understanding
  • Self-actualization
24
Q

According to Humanistic/Experiential approach how do they view learning?

A

self-actualization is difficult if lower order needs were not met first

25
Q 
Carl Rogers (Humanistic/Experimental) believed 
Learning occurs best when:
A

Topic is relevant
Threat to self is low.
Is self-initiated.

26
Q

why is Humanistic/Experiential important to SLPs?

A

-Creating physical climates to meet client’s needs.

Ex. if your client has attention issues you can manipulate the environment to help them focus and not have so much on the walls
ex.Lower the chair to make sure your at 90/90/90 to make sure your feet are firmly planted on the ground

  • Maintaining a supportive emotional climate.
  • Developing challenging and meaningful activities
27
Q

explain Social Orientation

A

Lev Vygotsky = believed social interactions influence cognitive development.

Interactions are vital!

  • Learn by interacting with more ‘competent’ persons.
  • Teacher and peer guidance assist self-directed learning
28
Q

What are Therapy techniques which appeal to the 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
  • Parallel talk- the SLP describes what the child is doing
  • Expansions- additions to the child’s utterances

Group therapy= Peer interactions for modeling

29
Q

What are Learning Styles?

A

A way an individual receives, processes, and internalizes new and challenging information.

Based on inherited traits, family upbringing, environment.
It can change!

30
Q

What are the Two points of view for learning styles?

A

1) processing style (global or analytic) and 2) preferred modality (visual/auditory, or tactile).

31
Q

In the learning style –> (1)Processing Styles, explain Global

A

whole-part-whole.
Let me put it together already!!
Want to know bottom line without regard for all the steps to get there.
Need breaks, snacks, mobility

32
Q

In the learning style –> (1)Processing Styles, explain Analytical

A

Learn step-by-step.
Give me the directions, NOW!!
Working with little distraction.

How would you learn a new dance?
Step-by-step or whole-part-whole?

33
Q

What is (2) Preferred Modality?

A

Auditory: through verbal prompting—some of the techniques appeal to those that are auditory learners
Visual: gestural and written prompt
Tactile: data collection, touch it

34
Q

What is Cultural Diversity?

A
  • Clients from culturally-linguistic diverse (CLD) backgrounds may view different aspects of learning styles differently.
  • SLPs need to become familiar with learning styles for ALL clients, including those of CLD backgrounds.
35
Q

What do you need to remember about CLD families?

A

-All families vary greatly in the degree in which their
beliefs and practices are representative of a particular, culture, language group, religious group, or country of Origin.
-Don’t undergeneralize-but also don’t overgeneralize

Need to move beyond assumptions about a particular individual or family based on their background.

36
Q

What is Cultural Competence?

A

It is an ongoing process within individuals are constantly reworking ideas and behaviors.

37
Q

What are the first 5 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.
Attention and focus are necessary for learning.
Duration of attention is developmental: 1 min=1 yr.

38
Q

What are the last 3 Guidelines for an orderly and sensible learning environment

A

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)

Spring '14 SPHP 146 (15 decks)

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