Week 2-6 Flashcards
A combination of learning experiences designed to facilitate voluntary actions conductive to health
Health education
Collection of detailed ideas, processes, data and theories that can be used for a certain period of time
Information
Complex and planned learning experience which aims to bring changes in cognitive, knowledge and psychomotor
Education
Process of sharing ideas
Communication
Lifelong process by which individuals acquire new knowledge or skills
Learning
A relatively permanent change in mental processing, emotional functioning, skill, and/or behavior as a result of experience.
Learning
A coherent framework and set of integrated constructs and principles that describe, explain, or predict how people learn.
Learning Theory
Focusing mainly on what is directly observable, behaviorists view learning as the product of the stimulus conditions and the responses hat follow.
Behavioral Learning Theory
emphasizes the importance of stimulus conditions and the associations formed in the learning process
Respondent Conditioning
an individual is trained to relax while being exposed to the thing or stimulus causing anxiety
Desentization
encouraging individuals to give up undesirable habits by causing them to associate the habit with an unpleasant effect.
Aversion
exposing an individual directly and abruptly to the fear; inducing stimuli(extreme/irrational fear) then, relaxation techniques for about 2-3 sessions
Flooding
a technique based on respondent conditioning that is used by psychologists to reduce fear and anxiety in their clients
Systemic desensitization
the tendency of initial learning experiences to be easily applied to other similar stimuli.
Stimulus generalization
useful respondent conditioning concept that needs to be given careful consideration in relapse prevention programs.
Spontaneous Recovery
focuses on the behavior of the organism and the reinforcement that occurs after the response.
Operant conditioning
3 types of Operant: neither increases or decreases the behavior
Neutral
3 types of Operant: increases the behavior
Reinforcer
decreases the behavior
Punisher
Contingencies to Increase and Decrease the Probability of an Organism’s Response
Operant Conditioning Model
application of a pleasant stimulus
Positive reinforcement
a pleasant stimulus is applied following an organism’s response
Reward conditioning
removal of an aversive or unpleasant stimulus
Negative reinforcement
as an aversive stimulus is applied, the organism makes a response that causes the unpleasant stimulus to cease
Escape Conditioning
an aversive stimulus is anticipated by the organism, which makes a response to avoid the unpleasant event
Avoidance Conditioning
an organism’s conditioned response is not followed by any kind of reinforcement (positive, negative, or punishment)
Non reinforcement
following a response, an aversive stimulus is applied that the organism cannot escape or avoid
Punishment
a cognitive perspective that emphasizes thinking processes: thought, reasoning, the way information is encountered and stored, and memory functioning
Information processing
memory process involve paying attention to environmental stimuli attention, then, is the key to learning
Sensory Memory
information is processed by the senses. Here it becomes important to consider the client’s preferred mode of sensory processing (visual, auditory, or motor
Processing
the information is transformed and incorporated (encoded) briefly into short-term memory, after which it suffers one of two fates: The information is disregarded and forgotten, or it is stored in long-term memory.
Memory stage
the individual undertakes based on how information was processed and stored.
Action Stage
is particularly helpful for assessing problems in acquiring, remembering, and recalling information.
information-processing perspective
the best known of the cognitive developmental theorists.
Jean piaget
Four different stages of mental development. Focus on the qualitative change in perceiving, thinking, reasoning. Brain development in relation to cognition.
Cognitive Development
senses, muscle movement; learning about self and the world (0-1 years old)
Sensory Motor
intuitive intelligence; symbolic function; ( 2-7yrs old)
Pre - operational change
they are always right
Egocentrism
connect meaning between events that have no correlation.
Transductive Reasoning
discerning; major turning point in child’s development, beginning of logical or operational thought (7-11 years old)
Concrete Operational Change
Hypothetical reasoning, analogical reasoning, deductive reasoning
Formal Operational Change
increasingly popular perspectives within cognitive theory that take the social milieu into account
Social constructivism
increasingly popular perspectives within cognitive theory that take the social milieu into account.
Social cognition
take issue with some of the highly rational assumptions of the information-processing
Social constructivism
Cold’ cognitive models cannot adequately capture conceptual change; there is a need to consider affect as well”
Cognitive Emotional Perspective
play a significant role in influencing children’s moral development and in motivating people’s prosocial behavior, activism, and
ethical responses
Empathy and the moral emotions
as well as moral decision making, involve both cognitive and emotional brain processing, especially in response to situations that directly involve the self and are stressful
Memory storage and retrieval
entails an individual managing his emotions, motivating himself, reading the emotions of others, and working effectively in interpersonal relationships. Some argue EI is more important to leadership, social judgment, and moral behavior than cognitive intelligence is
Emotional Intelligence
includes learners monitoring their own cognitive processes, emotions, and surroundings to achieve goals. The ability to self-regulate has been found to be a key factor in learning and studying and for successful living and effective social behavior
Self regulation
perspective on learning that includes consideration of the personal characteristics of the learner, behavior patterns, and the environment. At its inception, this theory has gone through several “paradigm shifts”
Social Learning Theory
A central concept of social learning theory. As an example, a more experienced nurse who demonstrates desirable professional attitudes and behaviors sometimes serves as a mentor for a less experienced colleague.
Role modeling
Another concept from social learning theory, involves determining whether role models are perceived as rewarded or punished for their behavior.
Vicarious Reinforcement
Largely a theory of motivation that stresses emotions rather than cognition or responses. The psychodynamic perspective emphasizes the importance of conscious and unconscious forces in guiding behavior, personality conflicts, and the enduring effects of childhood experiences on adult behavior.
Psychodynamic Learning Theory
When the ego is threatened, as can easily occur in the healthcare setting, this mechanisms may be employed to protect the self.
Defense mechanisms
is an indicator of underlying emotional difficulties, which must be dealt with for them to move ahead emotionally and behaviorally.
Resistance
occurs when individuals project their feelings, conflicts, and reactions—especially those developed during childhood with significant others such as parents—
onto authority figures and other individuals in their lives.
Transference
Underlying the humanistic perspective on learning is the assumption that every individual is unique and that all individuals have a desire to grow in a positive way.
Humanistic Learning Theory
the scientific study of psychological behavior based on neurological assessments of the brain and central nervous system.
Neuropsychology
Measures ability, gender, environmental effects, Health status, Complexity of tests
Physical readiness
anxiety level, support system, motivation, risk taking, frame of mind, developmental stage behaviors
Emotional Readiness
experience is the best teacher
Experimental Readiness
how much they know
Knowledge Readiness
a. No background information
b. Can relate to nursing students
Novice
a. Can do marginally acceptable performance
b. Guided by rules
Advance Beginner
Knows what is important and knows what to ignore
Competent
a. Perceives situation as a whole
b. Has intuitive grasp based on background informations
c. No longer relies on preset goals for organization
Proficient
No longer relies on analytical principles and has an intuitive grasp on the situation
Expert
