SAS#3 Flashcards
A relatively permanent change in mental processing, emotional functioning, and behavior as a result of experience
LEARNING
A coherent framework of integrated constructs and principles that describe explain or predict how people learn
LEARNING THEORY
To change behavior, change the stimulus conditions in the environment and their enforcement after a response
BEHAVIORIST THEORY
Also called association learning or classical/pavlovian conditioned
learning occurs as the organism responds to a stimulus conditions and form associations
RESPONDENT CONDITIONING
Learning occurs as the organism responds to stimuli in the environment and is reinforced for making a particular response
enforcer is applied after a response strengthening the probability that the response will be performed against under similar conditions
OPERANT CONDITIONING
To increase behavior
A. POSITIVE REINFORCEMENT
B. NEGATIVE REINFORCEMENT (ESCAPE OR AVOIDANCE CONDITIONING)
To decrease behavior
A. NON REINFORCEMENT
B. PUNISHMENT
To change behavior, work with the developmental stage and change cognitions goals expectations equilibrium and ways of processing information
COGNITIVE LEARNING THEORY
Perception in the patterning of stimuli are the keys to learning, with each learning perceiving interpreting and reorganizing experiences in her or his own way
learning occurs through the reorganization of elements to form new insights and understanding
GESTALT PERSPECTIVE
The way individuals perceive, process, store and retrieve information from experiences determines how learning occurs and what is learned
INFORMATION PROCESSING PERSPECTIVE
Heavily influenced by the culture and occurs as a social process in interaction with others
a person’s knowledge may not necessarily reflect reality through collaboration and negotiation new understanding is acquired
SOCIAL CONSTRUCTIVIST PERSPECTIVE
An individual’s perceptions beliefs and social judgment are affected strongly by social interaction communication groups and the social situation
SOCIAL COGNITION PERSPECTIVE
Individuals formulate causal explanations to account for behavior that has significant consequences for their attitudes and actions
ATTRIBUTION THEORY
Efforts to incorporate emotional considerations within a cognitive framework
COGNITIVE-EMOTIONAL PERSPECTIVE
Emotions in moral development and prosocial behavior
EMPATHY AND MORAL
Memory storage and retrieval and decision-making involves cognitive and emotional brain processing
EMOTIONAL INTELLIGENCE AND SELF REGULATION
To change behavior, utilize effective role models who are perceived to be rewarded, and work with the social situation and the learners interval self regulating mechanisms
SOCIAL LEARNING THEORY
Demonstrates behavior, which is perceived by the learners to be reinforce (vicarius reinforcement)
Model may facilitate or inhibit learning a behavior
ROLE MODEL
Observation of role model
ATTENTIONAL PHASE
Processing and representation in memory
RETENTION PHASE
Memory guides performance of models action
REPRODUCTION PHASE
Influenced by vicarious reinforcement and punishment
MOTIVATIONAL PHASE
To change behavior, work to make unconscious motivation conscious, build ego strength and result emotional conflicts
PSYCHODYNAMIC LEARNING THEORY
Occurs on the basis of a person’s motivation derived from need the desire to grow in positive ways self-concept and subjective feelings
learning is facilitated by caring facilitators and a nurturing environment that encourage spontaneity, creativity, emotional expression and positive choices
HUMANISTIC LEARNING THEORY
Needs to fulfill one’s potential
SELF ACTUALIZATION
Need to be perceived as competent, have confidence and independence and have a status recognition and appreciation
ESTEEM
Need to give and receive affection
BELONGING AND LOVE
Need for security stability structure and protection as well as freedom from fear
SAFETY
To have basic survival needs met
(Food, water, warmth, sleep)
PSYCHOLOGICAL
Environmental stimulus conditions and reinforcement
BEHAVIORIST
Internal perception and thought processing
COGNITIVE
External role models
SOCIAL LEARNING
Internal forces e.g developmental stage childhood etc.
PSYCHODYNAMIC
Internal feelings about self
HUMANISTIC
Is useful in addition to series of psychological learning
Examples of skills taught
Walking with crutches
Putting on a colostomy bag
Operating sophisticated medical equipment
MOTOR LEARNING
Learner works to develop cognitive map
COGNITIVE STAGE
More consistent performance, slower gains, fewer errors
ASSOCIATIVE STAGE
Automatic stage, achieving advanced level
AUTONOMOUS STAGE
Inherent feedback
INTRINSIC
Augmented or enhance feedback
EXTRINSIC
