Nrs 352 Chapter 3 Terms

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Learning theory

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

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Respondent Conditioning

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Emphasizes the importance of stimulus conditions and the associations formed in the learning process, whereby, without thought or awareness, learning takes place when a newly conditioned stimulus (CS) becomes associated with a conditioned response (CR); also termed classical or Pavlovian conditioning. (BT)

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Systemic desensitization

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A technique based on respondent conditioning that is used by psychologists to reduce fear or anxiety by unlearning or extinguishing it through teaching relaxation techniques or introducing a fear-producing stimulus at a nonthreatening level. BT

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Stimulus generalization

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

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Discrimination learning

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The ability to differentiate, with more and varied practice, among similar stimuli. BT

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Spontaneous recovery

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A response, which appears to be extinguished, reappears at any time (even years later), especially when stimulus conditions are similar to those in the initial learning experience. BT

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Operant conditioning

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Focuses on the behavior of an organism as a result of a positive or negative reinforcer (stimulus or event) applied after a response that strengthens the probability that the response will be performed again; nonreinforcement and punishment decrease the likelihood that a response will continue to be performed. (BT)

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Escape Conditioning

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An individual's response that causes an unpleasant or uncomfortable stimulation to cease. BT

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Avoidance conditioning

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A type of negative reinforcement whereby an unpleasant stimulus is anticipated rather than directly applied and the person receiving the reinforcement avoids being something he or she does not want to do when faced with a fearful event. BT

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Metacognition

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A person's understanding of his/her way of learning. A concept related to cognitive learning theory. CT

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Gestalt perspective

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The oldest of psychological theories that emphasizes the importance of perception in learning from cognitive perspective, with a focus on the configuration or organization of a pattern stimuli rather than of discrete stimuli. It reflects the maxim that "the whole is greater than the sum of the parts." CT

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Information processing

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A cognitive perspective that emphasizes thinking processes: thought, reasoning, the way information is encountered and stored, memory functioning, and information retrieved. CT

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Cognitive development

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A cognitive perspective on learning focuses on the qualitative changes in perceiving, thinking, and reasoning as individuals grow and mature based on how external events are conceptualized, organized, and represented within each person's mental framework or schema. The process of acquiring more complex and adaptive ways of thinking as an individual grows from infancy to adulthood according to Piaget's four stages of cognitive maturation: sensorimotor, preoperational, concrete operations, and formal operations. CT

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Social constructivism

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An increasingly popular perspective within cognitive theory proposing that individuals formulate or construct their own versions of reality and that learning and human development are richly colored by the social and cultural context in which people find themselves. CT

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Social cognition

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An increasingly popular perspective within cognitive theory that highlights the influence of social factors on perception, thought, motivation, and behaviors. CT

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cognitive- emotional perspective

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A cognitive theory recognizing that emotions must be considered within a cognitive framework to adequately consider affect as an aspect of conceptual change.

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role modeling

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The use of self as a role model, whereby the learner acquires new behaviors and social roles by identification.

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vicarious reinforcement

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

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defense mechanisms

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Employed to protect self when an individual's ego is threatened; short-term use is a way of coming to grips with reality, but long-term reliance allows individuals to avoid reality and may act as a barrier to learning and transfer.

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resistance

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What people oppose talking about or learning, which is an indicator of underlying emotional difficulties that must be dealt with for them to move ahead and emotionally and behaviorally.

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transference

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Occurs when individuals project their feelings, conflicts, and reactions, especially those developed during childhood, onto authority figures and others in their lives.

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hierarchy of needs

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Theory of human motivation based on integrated wholeness of the individual and levels of satisfaction of basic human needs organized by potency.

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therapeutic relationship

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A principle of humanistic theory that emphasizes the healing nature of a relationship between health professionals and their clients.

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Behaviorist theory

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to change behavior, change the stimulus conditions in the environment and the reinforcement after response

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Behaviorist theory, Role of educator:

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active role – manipulates environment stimuli and reinforcement to direct change
Transfer is accomplished through practice and provides similarity in stimulus conditions and responses with a new situation.

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Cognitive theory

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to change behavior work within the developmental stage and change cognitions, goals, expectations, equillibrium, and ways of processing information

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Cognitive theory, role of the educator

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organize experiences and make them meaningful encourage insight and reorganization within the learner

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Socialist theory

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To change behavior, utilize effective ROLE MODELING who are perceived to be rewarded, and work with the SOCIAL SITUATION and the learner’s internal SELF regulating mechanisms.

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Socialist theory, role of the educator

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Educator role model behavior and demonstrate benefits; encourage active learner to regulate and reproduce behavior

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Psychodynamic theory

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To change behavior: work to make UNCONSCIOUS motivations CONSCIOUS, build EGO strength, and subjective feelings.

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Psychodynamic theory, role of educator

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Role of educator reflective interpreter, listen and pose questions to stimulate insights

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Humanistic theory

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learning occurs on the basis of a person's motivation, derived from needs, the desire to grow in a positive way

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Humanistic theory, role of educator

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foster curiosity, enthusiasm for learning and initiative