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OT 123 > Learning Theories > Flashcards

Learning Theories Flashcards

1
Q

relatively permanent change in thinking, emotional functioning, skill, and/or behavior as a result of experience

Process by which individuals gain new knowledge or skills and change their thoughts, feelings, attitudes and actions

allows individuals to adapt to demands and changing circumstances which is crucial in healthcare

A

Learning

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2
Q

logical framework describing, explaining, or predicting how people learn

A

Learning theory

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3
Q

(Learning theory)

Learning is the result of connections made between the stimulus conditions in the environment (S) and the individual’s responses (R) that follow

Closely observe a person’s responses to the environment

A

Behaviorist

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4
Q

Behaviorist theory is aka_______

A

S-R Model of learning

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5
Q

What does the behaviorist theory focus on: (3)

A

Learners drives
External factors
Reinforcement’s

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6
Q

Teachers role in the behaviorist theory (4)

A

Assess conditions in the environment that lead to specific responses,

Effectively manipulate conditions

Provide appropriate reinforcement

Strengthen connection bet stimuli & env

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7
Q

(Learning theory)

Not considering other factors and emotions

Focuses on what goes on inside the mind of the learner

A

Cognitive

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8
Q

Is rewarding necessary in the cognitive LT?

A

No

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9
Q

Main motivator for learning in the cognitive learning theory

A

Curiosity
Learner’s goals and expectations

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10
Q

Teachers role in cognitive LT

A

Assess learner’s developmental stage goals and expectations,

Foster curiosity (imbalance)

Organize learning experiences and make them
meaningful

● Keep learning simple and at an appropriate level

Determine how the child learns best

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11
Q

(Perspective in Cog LT)
Emphasizes importance of perception in learning
● Laid the groundwork for other cognitive perspectives that followed
● Refers to the configuration or patterned organization of cognitive elements → reflects maxim “the whole is greater than the sum of its parts”
● Knowing about how certain specifics work together

A

Gestalt

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12
Q

(Perspective)

Emphasizes thinking, reasoning, the way information is encountered and stored, and memory functioning

A

Information Processing

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13
Q

Stage of Info Processing

Focus on a specific information
Basis of and key to learning

A

Attention

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14
Q

Stage of info processing

Using one more senses
Identifying preferred mode of
learning (e.g. visual is to diagrams, auditory is to voicing out, kinesthetic is to autopiloting)

A

Processing

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15
Q

Stage
Data is encoded into a short-term
memory which either: 1) goes to waste (forgotten) or 2) stored to long-term memory (mnemonics or visual imagery)

A

memory storage

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16
Q

stage

Response based on how they
processed the information

A

Action

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17
Q

(Perspective)

Focuses on advancements and changes
in perceiving, thinking, and reasoning as
individuals grow and mature
● Useful when working with children and
teenagers
● How information and experiences are perceived and represented depends on an individual’s stage of development and readiness to learn

A

Cognitive Development

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18
Q

Perspective
Learning is a sequential and active
process that occurs as the child interacts with the environment and makes discoveries, which are interpreted in keeping with what they know (schema) and is capable of understanding

A

Cognitive development

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19
Q

Making experiences fit with what they already know

A

Assimilation

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20
Q

change perceptions and interpretations in keeping new information

A

Accommodation

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21
Q

Vygotsky vs Piaget

A

Vygotsky= structured activities
Piaget= children exploring on their own

22
Q

(Cognitive LT, cog development perspective)
For adults, it is better if they do what type of learning?

A

Self - directed learning

23
Q

(Perspective)
Emphasizes e ffects of social factors on perception, thought, and motivation

A

Social cognition

24
Q

(LT)
Much of learning occurs by observation

Learning is often a social process

A

Social Learning

25
Q

What affects a learners performance in social learning theory

A

Reinforcement or punishment of a role model’s behavior,
the learning situation,
and the appropriateness

26
Q

Person who Considered the personal characteristics of the learner, behavior patterns, and environment

A

Albert bandura

27
Q

Central concept of social learning

A

Role modeling

28
Q

Involves viewing other people’s emotions and determining whether role models are perceived as rewarded or punished for their behavior

A

Vicarious reinforcement

29
Q

Is reward necessary in the social learning theory ??

A

Not always

30
Q

Self-regulation and control that the individual exerts is critical and reflects cognitive principles

A

Basis on Behaviorist Principles

31
Q

(LT)

Based on Freud and his followers
Theory of motivation
Focuses on emotions rather than responses to the environment or perceptions

A

Psychodynamic

32
Q

(LT) Personal dev’t occurs in stages
For understanding patient and family non-compliance.

A

Psychodynamic

33
Q

(LT)
1) Good for palliative care and emotional issues of terminal illnesses. And for understanding the anxieties of working with long-term psychiatric residents,

2) Useful when working with children and
teenagers

A

1) psychodynamic LT
2) cognitive development perspective (cognitive LT)

34
Q

Problem of psychodynamic LT

A

Analysis is open to different interpretations

35
Q

Central Principle of the psychodynamic theory

A

Behavior can be conscious or unc

36
Q

primitive source of motivation
Impulses
Green light

A

Id

37
Q

● Involves societal values and standards
Red light

A

Superego

38
Q

Mediator

Operates on the basis for the reality principle

Yellow light

A

Ego

39
Q

Consc or unc mind?
1.id
2 super ego
3. Ego

A

1- unc
2 &3 - CONSCIOUS

40
Q

When does the defense mechanism activate ?
When does it become unhealthy?

A

when the ego is being threatened as a protective response
Long term use

41
Q

Treatment regimens, communication, and health education need to include considerations for the patient’s stage of personality development

A

Erik Erikson Psychosocial Crisis

42
Q

Teachers role in the psychodynamic LT

A

Listen and ask questions
Promote ego strength
Recognize how conscious and unconscious motivations a ect learning

43
Q

(LT)

Assumes that each individual is unique and that all individuals have a desire to grow in a positive way.

Spontaneity, the importance of emotions and feelings, the right of individuals to make their own choices, and human creativity are the cornerstones

Motivational theory

Central focus is on the learner’s perceptions, desires, and decision making.

A

Humanistic

44
Q

Motivator for learning in the humanistic LT

A

Learner’s desire to grow

45
Q

Role of the teacher in humanistic LT

A

FACILITATOR

Assess and encourage changes

46
Q

A theory of psychological health predicated on
fulfilling INNATE human needs in priority, culminating in self-actualization.

A

MASLOWS HIERARCHY OF NEEDS

47
Q

What people want most acdg to Carl Rogers

Feeling of being loved (REGARDED as worthy
of love) without strings attached.

A

Unconditional Positive Self Regard

48
Q

Behavioral vs humanistic

A

B- praised because you are doing what is asked.
→ You are fulfilling a condition
H: You are being praised because you are worthy of praise.
→ You do not have to fulfill a condition, being worthy of anything is INNATE.

49
Q

(Social Learning Theory)
4 steps that direct social learning

A

Attention
Retention
Reproduction
Motivational

50
Q

Social learning theory ( 4 phases)
1.Necessary condition for any learning to occur
2. Storage and retrieval of what was observed
3. Learner copies observed behavior
4. Level of motivation to perform a behavior

A
  1. Attention phase
  2. Retention phase
  3. Reproduction phase
  4. Motivational phase
51
Q

— & —- are necessary considerations in any learning condition

A

Self concept and self esteem

OT 123 (2 decks)

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