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HEALTH ED > Week 2-6 > Flashcards

Week 2-6 Flashcards

1
Q

A combination of learning experiences designed to facilitate voluntary actions conductive to health

A

Health education

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2
Q

Collection of detailed ideas, processes, data and theories that can be used for a certain period of time

A

Information

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3
Q

Complex and planned learning experience which aims to bring changes in cognitive, knowledge and psychomotor

A

Education

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4
Q

Process of sharing ideas

A

Communication

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5
Q

Lifelong process by which individuals acquire new knowledge or skills

A

Learning

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6
Q

A relatively permanent change in mental processing, emotional functioning, skill, and/or behavior as a result of experience.

A

Learning

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7
Q

A coherent framework and set of integrated constructs and principles that describe, explain, or predict how people learn.

A

Learning Theory

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8
Q

Focusing mainly on what is directly observable, behaviorists view learning as the product of the stimulus conditions and the responses hat follow.

A

Behavioral Learning Theory

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9
Q

emphasizes the importance of stimulus conditions and the associations formed in the learning process

A

Respondent Conditioning

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10
Q

an individual is trained to relax while being exposed to the thing or stimulus causing anxiety

A

Desentization

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11
Q

encouraging individuals to give up undesirable habits by causing them to associate the habit with an unpleasant effect.

A

Aversion

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12
Q

exposing an individual directly and abruptly to the fear; inducing stimuli(extreme/irrational fear) then, relaxation techniques for about 2-3 sessions

A

Flooding

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13
Q

a technique based on respondent conditioning that is used by psychologists to reduce fear and anxiety in their clients

A

Systemic desensitization

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14
Q

the tendency of initial learning experiences to be easily applied to other similar stimuli.

A

Stimulus generalization

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15
Q

useful respondent conditioning concept that needs to be given careful consideration in relapse prevention programs.

A

Spontaneous Recovery

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16
Q

focuses on the behavior of the organism and the reinforcement that occurs after the response.

A

Operant conditioning

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17
Q

3 types of Operant: neither increases or decreases the behavior

A

Neutral

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18
Q

3 types of Operant: increases the behavior

A

Reinforcer

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19
Q

decreases the behavior

A

Punisher

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20
Q

Contingencies to Increase and Decrease the Probability of an Organism’s Response

A

Operant Conditioning Model

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21
Q

application of a pleasant stimulus

A

Positive reinforcement

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22
Q

a pleasant stimulus is applied following an organism’s response

A

Reward conditioning

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23
Q

removal of an aversive or unpleasant stimulus

A

Negative reinforcement

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24
Q

as an aversive stimulus is applied, the organism makes a response that causes the unpleasant stimulus to cease

A

Escape Conditioning

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25
Q

an aversive stimulus is anticipated by the organism, which makes a response to avoid the unpleasant event

A

Avoidance Conditioning

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26
Q

an organism’s conditioned response is not followed by any kind of reinforcement (positive, negative, or punishment)

A

Non reinforcement

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27
Q

following a response, an aversive stimulus is applied that the organism cannot escape or avoid

A

Punishment

28
Q

a cognitive perspective that emphasizes thinking processes: thought, reasoning, the way information is encountered and stored, and memory functioning

A

Information processing

29
Q

memory process involve paying attention to environmental stimuli attention, then, is the key to learning

A

Sensory Memory

30
Q

information is processed by the senses. Here it becomes important to consider the client’s preferred mode of sensory processing (visual, auditory, or motor

A

Processing

31
Q

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.

A

Memory stage

32
Q

the individual undertakes based on how information was processed and stored.

A

Action Stage

33
Q

is particularly helpful for assessing problems in acquiring, remembering, and recalling information.

A

information-processing perspective

34
Q

the best known of the cognitive developmental theorists.

A

Jean piaget

35
Q

Four different stages of mental development. Focus on the qualitative change in perceiving, thinking, reasoning. Brain development in relation to cognition.

A

Cognitive Development

36
Q

senses, muscle movement; learning about self and the world (0-1 years old)

A

Sensory Motor

37
Q

intuitive intelligence; symbolic function; ( 2-7yrs old)

A

Pre - operational change

38
Q

they are always right

A

Egocentrism

39
Q

connect meaning between events that have no correlation.

A

Transductive Reasoning

40
Q

discerning; major turning point in child’s development, beginning of logical or operational thought (7-11 years old)

A

Concrete Operational Change

41
Q

Hypothetical reasoning, analogical reasoning, deductive reasoning

A

Formal Operational Change

42
Q

increasingly popular perspectives within cognitive theory that take the social milieu into account

A

Social constructivism

43
Q

increasingly popular perspectives within cognitive theory that take the social milieu into account.

A

Social cognition

44
Q

take issue with some of the highly rational assumptions of the information-processing

A

Social constructivism

45
Q

Cold’ cognitive models cannot adequately capture conceptual change; there is a need to consider affect as well”

A

Cognitive Emotional Perspective

46
Q

play a significant role in influencing children’s moral development and in motivating people’s prosocial behavior, activism, and
ethical responses

A

Empathy and the moral emotions

47
Q

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

A

Memory storage and retrieval

48
Q

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

A

Emotional Intelligence

49
Q

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

A

Self regulation

50
Q

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”

A

Social Learning Theory

51
Q

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.

A

Role modeling

52
Q

Another concept from social learning theory, involves determining whether role models are perceived as rewarded or punished for their behavior.

A

Vicarious Reinforcement

53
Q

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.

A

Psychodynamic Learning Theory

54
Q

When the ego is threatened, as can easily occur in the healthcare setting, this mechanisms may be employed to protect the self.

A

Defense mechanisms

55
Q

is an indicator of underlying emotional difficulties, which must be dealt with for them to move ahead emotionally and behaviorally.

A

Resistance

56
Q

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.

A

Transference

57
Q

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.

A

Humanistic Learning Theory

58
Q

the scientific study of psychological behavior based on neurological assessments of the brain and central nervous system.

A

Neuropsychology

59
Q

Measures ability, gender, environmental effects, Health status, Complexity of tests

A

Physical readiness

60
Q

anxiety level, support system, motivation, risk taking, frame of mind, developmental stage behaviors

A

Emotional Readiness

61
Q

experience is the best teacher

A

Experimental Readiness

62
Q

how much they know

A

Knowledge Readiness

63
Q

a. No background information
b. Can relate to nursing students

A

Novice

64
Q

a. Can do marginally acceptable performance
b. Guided by rules

A

Advance Beginner

65
Q

Knows what is important and knows what to ignore

A

Competent

66
Q

a. Perceives situation as a whole
b. Has intuitive grasp based on background informations
c. No longer relies on preset goals for organization

A

Proficient

67
Q

No longer relies on analytical principles and has an intuitive grasp on the situation

A

Expert

HEALTH ED (2 decks)

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