Nrs 352 Learning Theories

Front 1

BEHAVIORIST
Learning Procedures

Back 1

Environmental stimulus conditions and reinforcement promote changes in responses.

Front 2

BEHAVIORIST
Learning Procedures

Back 2

To change behavior, change the environment.

Front 3

BEHAVIORIST
Assumptions About the Learner

Back 3

Passive, reactive learner responds to environmental conditions (stimuli and reinforcement).

Front 4

BEHAVIORIST
Educator's Task

Back 4

Active educator manipulates stimuli and reinforcement to direct learning and change.

Front 5

BEHAVIORIST
Sources of Motivation

Back 5

Drive reduction.

Front 6

BEHAVIORIST
Transfer of Learning

Back 6

Practice; similarity in stimulus conditions and responses between learning and new situations

Front 7

COGNITIVE
Learning Procedures

Back 7

Internal perception and thought processing within context of human development promote learning and change.

Front 8

COGNITIVE
Learning Procedures

Back 8

To change behavior, change congnitions.

Front 9

COGNITIVE
Assumptions About the Learner

Back 9

Active learner determines patterning of experiences; is strongly influenced by attributions.

Front 10

COGNITIVE
Educator's Task

Back 10

Active educator structures experiences (through organization and meaningfulness) to encourage the reorganization of cognitions.

Front 11

COGNITIVE
Sources of Motivation

Back 11

Expectations

Front 12

COGNITIVE
Sources of Motivation

Back 12

Disequilibrium

Front 13

COGNITIVE
Transfer of Learning

Back 13

Mental and physical activity

Front 14

COGNITIVE
Transfer of Learning

Back 14

Common patterns.

Front 15

COGNITIVE
Transfer of Learning

Back 15

understanding

Front 16

COGNITIVE
Transfer of Learning

Back 16

learning to learn

Front 17

SOCIAL LEARNING
Learning Procedures

Back 17

External role models and their perceived reinforcement along with learner's internal influences.

Front 18

SOCIAL LEARNING
Learning Procedures

Back 18

To change behavior, change role models, perceived reinforcement, and the learner's self-regulating mechanisms.

Front 19

SOCIAL LEARNING
Assumptions About the Learner

Back 19

Active learner observes others and regulates decision to reproduce behavior.

Front 20

SOCIAL LEARNING
Educator's Task

Back 20

Active educator models behavior, encourages perception of reinforcement, carefully evaluates learning materials for social messages, and attempts to influence learner's self-regulation.

Front 21

SOCIAL LEARNING
Sources of Motivation

Back 21

Socialization experiences, role models, and self-reactive influences (observe self, set goals, and reinforce performance).

Front 22

SOCIAL LEARNING
Transfer of Learning

Back 22

Similarity of setting and role models' behavior.

Front 23

PSYCHODYNAMIC
Learning Procedures

Back 23

Internal forces such as developmental stage, childhood experiences, emotional conflicts, and ego strenght influence learning and change.

Front 24

PSYCHODYNAMIC
Learning Procedures

Back 24

To change behavior, change interpretations and make unconscious motivations conscious.

Front 25

PSYCHODYNAMIC
Assumptions About the Learner

Back 25

Active learner's lifestyle, past experiences, and current emotional conflicts influence what is learned and how it is remembered and performed.

Front 26

PSYCHODYNAMIC
Educator's Task

Back 26

Educator as a reflective interpreter makes sense of leaner's personality and motivation by listening and posing questions to stimulate conscious awareness, insight, and ego strength.

Front 27

PSYCHODYNAMIC
Sources of Motivation

Back 27

Pleasure principle and reality principle.

Front 28

PSYCHODYNAMIC
Sources of Motivation

Back 28

Imbalance

Front 29

PSYCHODYNAMIC
Sources of Motivation

Back 29

Conscious and unconsious influence of conflict, development, and defense mechanisms.

Front 30

PSYCHODYNAMIC
Transfer of Learning

Back 30

Personality conflict, resistance, and transference associated with learning situations may act as barrier.

Front 31

HUMANISTIC
Learning Procedures

Back 31

Internal feelings about self, ability to make wise choices, and needs affect learning and change.

Front 32

HUMANISTIC
Learning Procedures

Back 32

To change behavior, change feelings, self-concept, and needs.

Front 33

HUMANISTIC
Assumptions About the Learner

Back 33

Active learner attempts to actualize potential for positive self-growth and confirm self-concept; is spontaneous, creative, and playful.

Front 34

HUMANISTIC
Educator's Task

Back 34

Facilitative educator encourages positive self-growth, listens empathetically, allows freedom of choice, and respects learner.

Front 35

HUMANISTIC
Sources of Motivation

Back 35

Needs, desire for positive self-growth, and confirmation of self-concept.

Front 36

HUMANISTIC
Transfer of Learning

Back 36

Positive or negative feelings about self and freedom to learn promote or inhibit transfer.

Front 37

Physical Readiness

Back 37

Measures of ability

Front 38

Physical Readiness

Back 38

Complexity of task

Front 39

Physical Readiness

Back 39

Environmental effects

Front 40

Physical Readiness

Back 40

Health status

Front 41

Physical Readiness

Back 41

Gender

Front 42

Emotional Readiness

Back 42

Anxiety level

Front 43

Emotional Readiness

Back 43

Support system

Front 44

Emotional Readiness

Back 44

Motivation

Front 45

Emotional Readiness

Back 45

Risk-taking behavior

Front 46

Emotional Readiness

Back 46

Frame of mind

Front 47

Emotional Readiness

Back 47

Developmental stage

Front 48

Experiential Readiness

Back 48

Level of aspiration

Front 49

Experiential Readiness

Back 49

Past coping mechanisms

Front 50

Experiential Readiness

Back 50

Cultural background

Front 51

Experiential Readiness

Back 51

Locus of control

Front 52

Experiential Readiness

Back 52

Orientation

Front 53

Knowledge Readiness

Back 53

Present knowledge base

Front 54

Knowledge Readiness

Back 54

Cognitive ability

Front 55

Knowledge Readiness

Back 55

Learning disabilities

Front 56

Knowledge Readiness

Back 56

Learning Styles