Collaborative Learning: Theoretical Foundations and Applicable Strategies to University

ERIC Educational Resources Information Center

Roselli, Nestor D.

2016-01-01

Collaborative learning is a construct that identifies a current strong field, both in face-to-face and virtual education. Firstly, three converging theoretical sources are analyzed: socio-cognitive conflict theory, intersubjectivity theory and distributed cognition theory. Secondly, a model of strategies that can be implemented by teachers to…

Illicit Drug Use Among South Korean Offenders: Assessing the Generality of Social Learning Theory.

PubMed

Yun, Minwoo; Kim, Eunyoung

2015-10-01

Since the mid-1990s, illicit drug use has become a problem in Korean society. This trend is likely due to the rapid globalization and expansion that occurred with the Internet revolution, which led to greater numbers of people socially learning about drug culture. The current study attempts to uncover criminogenic causality of such social learning about drug use by studying adult felony drug offenders in South Korea. The data used for the study were obtained from self-reported surveys, originally collected by the Korean Institution of Criminology (KIC). The final sample comprised 1,452 felony offenders convicted of illicit drug use, and their responses were analyzed with a set of multiple logistic regression tests. The current study found supportive evidence for the generalizability of social learning theory from the sample of the South Korean adult drug offenders. We argue that the current study provides additional empirical evidence that supports the generalizability of social learning theory. © The Author(s) 2014.

Learning Theory and Online Technologies

ERIC Educational Resources Information Center

Harasim, Linda

2011-01-01

"Learning Theory and Online Technologies" offers a powerful overview of the current state of elearning, a foundation of its historical roots and growth, and a framework for distinguishing among the major approaches to elearning. It effectively addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know…

Dynamical Systems Theory: Application to Pedagogy

NASA Astrophysics Data System (ADS)

Abraham, Jane L.

Theories of learning affect how cognition is viewed, and this subsequently leads to the style of pedagogical practice that is used in education. Traditionally, educators have relied on a variety of theories on which to base pedagogy. Behavioral learning theories influenced the teaching/learning process for over 50 years. In the 1960s, the information processing approach brought the mind back into the learning process. The current emphasis on constructivism integrates the views of Piaget, Vygotsky, and cognitive psychology. Additionally, recent scientific advances have allowed researchers to shift attention to biological processes in cognition. The problem is that these theories do not provide an integrated approach to understanding principles responsible for differences among students in cognitive development and learning ability. Dynamical systems theory offers a unifying theoretical framework to explain the wider context in which learning takes place and the processes involved in individual learning. This paper describes how principles of Dynamic Systems Theory can be applied to cognitive processes of students, the classroom community, motivation to learn, and the teaching/learning dynamic giving educational psychologists a framework for research and pedagogy.

A Quasi-Experimental Examination: Cognitive Sequencing of Instruction Using Experiential Learning Theory for STEM Concepts in Agricultural Education

ERIC Educational Resources Information Center

Smith, Kasee L.; Rayfield, John

2017-01-01

Understanding methods for effectively instructing STEM education concepts is essential in the current climate of education (Freeman, Marginson, & Tyler 2014). Kolb's experiential learning theory (ELT) outlines four specific modes of learning, based on preferences for grasping and transforming information. This quasi-experimental study was…

e-Research and Learning Theory: What Do Sequence and Process Mining Methods Contribute?

ERIC Educational Resources Information Center

Reimann, Peter; Markauskaite, Lina; Bannert, Maria

2014-01-01

This paper discusses the fundamental question of how data-intensive e-research methods could contribute to the development of learning theories. Using methodological developments in research on self-regulated learning as an example, it argues that current applications of data-driven analytical techniques, such as educational data mining and its…

How Do Virtual World Experiences Bring about Learning? A Critical Review of Theories

ERIC Educational Resources Information Center

Loke, Swee-Kin

2015-01-01

While students do learn real-world knowledge and skills in virtual worlds, educators have yet to adequately theorise how students' virtual world experiences bring about this learning. This paper critically reviewed theories currently used to underpin empirical work in virtual worlds for education. In particular, it evaluated how applicable these…

Playing off the curve - testing quantitative predictions of skill acquisition theories in development of chess performance.

PubMed

Gaschler, Robert; Progscha, Johanna; Smallbone, Kieran; Ram, Nilam; Bilalić, Merim

2014-01-01

Learning curves have been proposed as an adequate description of learning processes, no matter whether the processes manifest within minutes or across years. Different mechanisms underlying skill acquisition can lead to differences in the shape of learning curves. In the current study, we analyze the tournament performance data of 1383 chess players who begin competing at young age and play tournaments for at least 10 years. We analyze the performance development with the goal to test the adequacy of learning curves, and the skill acquisition theories they are based on, for describing and predicting expertise acquisition. On the one hand, we show that the skill acquisition theories implying a negative exponential learning curve do a better job in both describing early performance gains and predicting later trajectories of chess performance than those theories implying a power function learning curve. On the other hand, the learning curves of a large proportion of players show systematic qualitative deviations from the predictions of either type of skill acquisition theory. While skill acquisition theories predict larger performance gains in early years and smaller gains in later years, a substantial number of players begin to show substantial improvements with a delay of several years (and no improvement in the first years), deviations not fully accounted for by quantity of practice. The current work adds to the debate on how learning processes on a small time scale combine to large-scale changes.

Learning Beyond the Buzzwords: Developing the Adaptable, Competent CSS Soldier

DTIC Science & Technology

2005-05-26

interaction with the surrounding environment.27 Russian theorist Lev Vygotsky argued for a variant of Piaget’s approach. Vygotsky believed that social...ABSTRACT (Maximum 200 Words)TT This monograph examines junior CSS soldier training programs against current learning theory in order to determine how the...learner centered instructional techniques, and provide appropriate time to achieve learning goals. 14. SUBJECT TERMS Soldier development, learning theory

Performance of Children with Developmental Dyslexia on Two Skill Learning Tasks--Serial Reaction Time and Tower of Hanoi Puzzle

ERIC Educational Resources Information Center

Vakil, Eli; Lowe, Michal; Goldfus, Carol

2015-01-01

Among the various theories proposed to explain developmental dyslexia (DD), the theory of specific procedural learning difficulties has gained certain support and is the framework for the current research. This theory claims that an inability to achieve skill automaticity explains the difficulties experienced by individuals with DD. Previous…

Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners

ERIC Educational Resources Information Center

Deaton, Shannon

2015-01-01

Following the research of Albert Bandura, the advent of social media has changed the platform for social interaction and human experience. Educators have a unique opportunity to apply the concepts of Bandura's Social Learning Theory toward enhanced student engagement and learning in a social media context. This article synthesizes current research…

Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models

ERIC Educational Resources Information Center

Fryer, Luke K.

2017-01-01

Many of our current higher education (HE) learning strategy models intersect at important points. At the same time, these theories also often demonstrate important unique perspectives on student learning within HE. Currently, research with one learning strategy model rarely leads to developments in others, as each group of researchers works in…

Implementation of the Multiple Intelligences Theory in the 21st Century Teaching and Learning Environments: A New Tool for Effective Teaching and Learning in All Levels.

ERIC Educational Resources Information Center

Mbuva, James

This paper focuses on the implementation of the multiple intelligences (MI) theory in 21st century teaching and learning environment, suggesting that it offers a new tool for effective teaching and learning at all levels. The eight current MI include: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic,…

Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

PubMed

Mas, Francisco G Soto; Plass, Jan; Kane, William M; Papenfuss, Richard L

2003-07-01

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.

Examination of the teaching styles of nursing professional development specialists, part I: best practices in adult learning theory, curriculum development, and knowledge transfer.

PubMed

Curran, Mary K

2014-05-01

The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory. Limited exposure to adult learning theory may affect NPD educational practices, learning outcomes, organizational knowledge transfer, and subsequently, the professional development of the nurses they serve and quality of nursing care. An examination of current teaching practices may reveal opportunities for NPD specialists to enhance educational methods to promote learning, learning transfer, and organizational knowledge and excellence. This article, the first in a two-part series, examines best practices of adult learning theories, nursing professional development, curriculum design, and knowledge transfer. Part II details the results of a correlational study that examined the effects of four variables on the use of adult learning theory to guide curriculum development for NPD specialists in hospitals. Copyright 2014, SLACK Incorporated.

Conceptions of How a Learning or Teaching Curriculum, Workplace Culture and Agency of Individuals Shape Medical Student Learning and Supervisory Practices in the Clinical Workplace

ERIC Educational Resources Information Center

Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E.

2015-01-01

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the…

Social Theories of Learning: A Need for a New Paradigm in Mathematics Education

ERIC Educational Resources Information Center

Jorgensen, Robyn

2014-01-01

This paper is theoretical in orientation and explores the limitations of the current field of mathematics education which has been dominated by social theories of learning. It is proposed that the field is approaching its limits for these theories and there is a need for shift that moves from the idiosyncratic possibilities of subjective meaning…

Doping Among Professional Athletes in Iran: A Test of Akers's Social Learning Theory.

PubMed

Kabiri, Saeed; Cochran, John K; Stewart, Bernadette J; Sharepour, Mahmoud; Rahmati, Mohammad Mahdi; Shadmanfaat, Syede Massomeh

2018-04-01

The use of performance-enhancing drugs (PED) is common among Iranian professional athletes. As this phenomenon is a social problem, the main purpose of this research is to explain why athletes engage in "doping" activity, using social learning theory. For this purpose, a sample of 589 professional athletes from Rasht, Iran, was used to test assumptions related to social learning theory. The results showed that there are positive and significant relationships between the components of social learning theory (differential association, differential reinforcement, imitation, and definitions) and doping behavior (past, present, and future use of PED). The structural modeling analysis indicated that the components of social learning theory accounts for 36% of the variance in past doping behavior, 35% of the variance in current doping behavior, and 32% of the variance in future use of PED.

Effect of quantum learning model in improving creativity and memory

NASA Astrophysics Data System (ADS)

Sujatmika, S.; Hasanah, D.; Hakim, L. L.

2018-04-01

Quantum learning is a combination of many interactions that exist during learning. This model can be applied by current interesting topic, contextual, repetitive, and give opportunities to students to demonstrate their abilities. The basis of the quantum learning model are left brain theory, right brain theory, triune, visual, auditorial, kinesthetic, game, symbol, holistic, and experiential learning theory. Creativity plays an important role to be success in the working world. Creativity shows alternatives way to problem-solving or creates something. Good memory plays a role in the success of learning. Through quantum learning, students will use all of their abilities, interested in learning and create their own ways of memorizing concepts of the material being studied. From this idea, researchers assume that quantum learning models can improve creativity and memory of the students.

Situated learning theory: adding rate and complexity effects via Kauffman's NK model.

PubMed

Yuan, Yu; McKelvey, Bill

2004-01-01

For many firms, producing information, knowledge, and enhancing learning capability have become the primary basis of competitive advantage. A review of organizational learning theory identifies two approaches: (1) those that treat symbolic information processing as fundamental to learning, and (2) those that view the situated nature of cognition as fundamental. After noting that the former is inadequate because it focuses primarily on behavioral and cognitive aspects of individual learning, this paper argues the importance of studying learning as interactions among people in the context of their environment. It contributes to organizational learning in three ways. First, it argues that situated learning theory is to be preferred over traditional behavioral and cognitive learning theories, because it treats organizations as complex adaptive systems rather than mere information processors. Second, it adds rate and nonlinear learning effects. Third, following model-centered epistemology, it uses an agent-based computational model, in particular a "humanized" version of Kauffman's NK model, to study the situated nature of learning. Using simulation results, we test eight hypotheses extending situated learning theory in new directions. The paper ends with a discussion of possible extensions of the current study to better address key issues in situated learning.

The Effects of Mother-Child Mediated Learning Strategies on Psychological Resilience and Cognitive Modifiability of Boys with Learning Disability

ERIC Educational Resources Information Center

Tzuriel, David; Shomron, Vered

2018-01-01

Background: The theoretical framework of the current study is based on mediated learning experience (MLE) theory, which is similar to the scaffolding concept. The main question of the current study was to what extent mother-child MLE strategies affect psychological resilience and cognitive modifiability of boys with learning disability (LD).…

Analyzing Principal Professional Development Practices through the Lens of Adult Learning Theory

ERIC Educational Resources Information Center

Zepeda, Sally J.; Parylo, Oksana; Bengtson, Ed

2014-01-01

This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting…

Social Learning Theory: A Vanishing or Expanding Presence?

ERIC Educational Resources Information Center

Stuart, Richard B.

1989-01-01

Reviews history and current status of social learning theory (SLT) including present conflict between "cognitive behaviorists" within the movement. Makes suggestions on how to resolve conflict in a way that will further secure the future role of SLT. Offers prescription for adoption of a multifaceted "indirect" approach to…

Attention, Working Memory, and Long-Term Memory in Multimedia Learning: An Integrated Perspective Based on Process Models of Working Memory

ERIC Educational Resources Information Center

Schweppe, Judith; Rummer, Ralf

2014-01-01

Cognitive models of multimedia learning such as the Cognitive Theory of Multimedia Learning (Mayer 2009) or the Cognitive Load Theory (Sweller 1999) are based on different cognitive models of working memory (e.g., Baddeley 1986) and long-term memory. The current paper describes a working memory model that has recently gained popularity in basic…

Developing Learning Environments: Challenges for Theory, Research and Practice.

ERIC Educational Resources Information Center

Iles, Paul

1994-01-01

Key challenges in development of learning organizations, promotion of learning culture, enhancement of learning processes, and development of learning communities are appropriateness of current models for interdisciplinary teams; whether valuing diversity enhances effectiveness; how global human resource development affects domestic; and what…

Adaptable, Personalised E-Learning Incorporating Learning Styles

ERIC Educational Resources Information Center

Peter, Sophie E.; Bacon, Elizabeth; Dastbaz, Mohammad

2010-01-01

Purpose: The purpose of this paper is to discuss how learning styles and theories are currently used within personalised adaptable e-learning adaptive systems. This paper then aims to describe the e-learning platform iLearn and how this platform is designed to incorporate learning styles as part of the personalisation offered by the system.…

Amidst Multiple Theories of Learning in Mathematics Education

ERIC Educational Resources Information Center

Simon, Martin A.

2009-01-01

Currently, there are more theories of learning in use in mathematics education research than ever before (Lerman & Tsatsaroni, 2004). Although this is a positive sign for the field, it also has brought with it a set of challenges. In this article, I identify some of these challenges and consider how mathematics education researchers might think…

Social Learning Theory: Toward a Unified Approach of Pediatric Procedural Pain

ERIC Educational Resources Information Center

Page, Lynn Olson; Blanchette, Jennifer A.

2009-01-01

Undermanaged procedural pain has been shown to have short and long term effects on children. While significant progress regarding empirically supported treatments has been made, theoretical bases for the development and management of procedural pain are lacking. This paper examines the role of social learning theory in our current understanding of…

Contextual Learning in Adult Education. Practice Application Brief No. 12.

ERIC Educational Resources Information Center

Imel, Susan

Contextual learning is rooted in a constructivist approach to teaching and learning. According to constructivist theory, individuals learn by constructing meaning through interacting with and interpreting their environments. Current perspectives on what it means for learning to be contextualized include the following: situated cognition, social…

Sociocultural Learning Theory in Practice: Implications for Athletic Training Educators

PubMed Central

Peer, Kimberly S.; McClendon, Ronald C.

2002-01-01

Objective: To discuss cognitive and sociocultural learning theory literature related to athletic training instructional and evaluation strategies while providing support for the application of these practices in the didactic and clinical components of athletic training education programs. Data Sources: We searched Educational Resources Information Center (ERIC) and Education Abstracts from 1975–2001 using the key words social cognitive, sociocultural learning theory, constructivism, and athletic training education. Current literature in the fields of educational psychology and athletic training education provides the foundation for applying theory to practice with specific emphasis on the theoretic framework and application of sociocultural learning theory strategies in athletic training education. Data Synthesis: Athletic training educators must have a strong fundamental knowledge of learning theory and a commitment to incorporate theory into educational practice. We integrate literature from both fields to generate practical strategies for using sociocultural learning theory in athletic training education. Conclusions/Recommendations: Social cognitive and sociocultural learning theory advocates a constructive, self-regulated, and goal-oriented environment with the student at the center of the educational process. Although a shift exists in athletic training education toward more active instructional strategies with the implementation of competency-based education, many educational environments are still dominated by traditional didactic instructional methods promoting student passivity. As athletic training education programs strive to increase accountability, educators in the field must critically analyze teaching and evaluation methods and integrate new material to ensure that learning is maximized. PMID:12937534

Current Research on the Relative Effectiveness of Selected Media Characteristics.

ERIC Educational Resources Information Center

Gulliford, Nancy L.

The literature of research and theory on media, the psychology of learning, and the technology of instruction is reviewed. The focus is on discovering what is currently known about the intersection of these fields. Current thoughts and discoveries about brain structure and processing are discussed. The management of learning as a system is another…

Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory

PubMed Central

Sanli, Elizabeth A.; Patterson, Jae T.; Bray, Steven R.; Lee, Timothy D.

2013-01-01

The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes. PMID:23430980

Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory.

PubMed

Sanli, Elizabeth A; Patterson, Jae T; Bray, Steven R; Lee, Timothy D

2012-01-01

The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

The Moore Method and the Constructivist Theory of Learning: Was R. L. Moore a Constructivist?

ERIC Educational Resources Information Center

Barrett, Lida K.; Long, B. Vena

2012-01-01

Constructivism is currently a hotly debated topic, with proponents and opponents equally adamant and emotional with respect to their viewpoints. Many misconceptions exist on both sides of the debate, and misuses of terminology and attribution are rampant. Constructivism is a theory of learning, not a particular approach to instruction and not a…

Development and Field Test of the Multiple Intelligences Learning Instruction Congruency Impact Scale

ERIC Educational Resources Information Center

Peifer, Nancy

2012-01-01

The purpose of this study was to contribute to the academic discussion regarding the validity of Multiple Intelligences (MI) theory through focusing on the validity of an important construct embedded in the theory, that of congruence between instructional style and preferred MI style for optimal learning. Currently there is insufficient empirical…

Genetic Wild Card: A Marker for Learners at Risk.

ERIC Educational Resources Information Center

Williams, Christine A.

This paper surveys past and current theories about the workings of the mind, current brain research and psychological applications of non-linear dynamics. Parallels are drawn between the world of high-functioning autism, gifted individuals with learning disabilities, and aspects of genius. An organizing theory is presented, which includes these…

A Comparative Study of Current Theories and Practices in Assessing Students' Achievements at Primary and Secondary Level. Final Report. IBE Document Series, Number 4.

ERIC Educational Resources Information Center

Macintosh, Henry G.

A study was conducted to examine and compare, in 10 selected countries, the interaction between current conceptions and theories of assessment and assessment practices. Of particular interest was the nature of changing practice and theory in assessing the learning achievements of students in elementary and secondary education, as well as the…

The Effects of Concurrent Verbal and Visual Tasks on Category Learning

ERIC Educational Resources Information Center

Miles, Sarah J.; Minda, John Paul

2011-01-01

Current theories of category learning posit separate verbal and nonverbal learning systems. Past research suggests that the verbal system relies on verbal working memory and executive functioning and learns rule-defined categories; the nonverbal system does not rely on verbal working memory and learns non-rule-defined categories (E. M. Waldron…

The Current Perspectives, Theories and Practices of Mobile Learning

ERIC Educational Resources Information Center

Keskin, Nilgun Ozdamar; Metcalf, David

2011-01-01

Mobile learning (m-learning) is a highly popular multidisciplinary study field around the world. It has attracted a great deal of attention from researchers in different disciplines who have realized the potential to apply mobile technologies to enhance learning. Thus, mobile learning has been defined differently by different people. This study is…

Consciousness, Learning and Interlanguage Pragmatics.

ERIC Educational Resources Information Center

Schmidt, Richard

A discussion of the ways that consciousness may be involved in learning the principles of second-language discourse and pragmatics draws on current theories of the role of consciousness in human learning in general, with suggestions for extension to the learning of pragmatics. First, research on the degree of consciousness in pragmatic learning…

Putting Structure to Flipped Classrooms Using Team-Based Learning

ERIC Educational Resources Information Center

Jakobsen, Krisztina V.; Knetemann, Megan

2017-01-01

Current educational practices and cognitive-developmental theories emphasize the importance of active participation in the learning environment, and they suggest that the first, and arguably most important, step to creating a better learning environment is to make learning an active and reciprocal process. Flipped classrooms, in which students…

Emerging Vocabulary Learning: From a Perspective of Activities Facilitated by Mobile Devices

ERIC Educational Resources Information Center

Hu, Zengning

2013-01-01

This paper examines the current mobile vocabulary learning practice to discover how far mobile devices are being used to support vocabulary learning. An activity-centered perspective is undertaken, with the consideration of new practice against existing theories of learning activities including behaviorist activities, constructivist activities,…

Improving Preservice Teachers' Self-Efficacy through Service Learning: Lessons Learned

ERIC Educational Resources Information Center

Bernadowski, Carianne; Perry, Ronald; Del Greco, Robert

2013-01-01

University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura's theory of self-efficacy, this study examines the effects service…

Progress in Application of the Neurosciences to an Understanding of Human Learning: The Challenge of Finding a Middle-Ground Neuroeducational Theory

ERIC Educational Resources Information Center

Anderson, O. Roger

2014-01-01

Modern neuroscientific research has substantially enhanced our understanding of the human brain. However, many challenges remain in developing a strong, brain-based theory of human learning, especially in complex environments such as educational settings. Some of the current issues and challenges in our progress toward developing comprehensive…

Learning Science: Putaiao in an Indigenous School--A Review of the Theory and Practice

ERIC Educational Resources Information Center

Smallbone, Catherine; Rofe, Craig; Moeed, Azra

2017-01-01

This paper presents a literature review of theory and briefly presents insight from a case study. The literature review attempts to explain what Putaiao is, how it is being taught, and the learning of Putaiao. It also investigates the Putaiao curriculum and the challenges currently being faced. The literature covers students from early childhood,…

Self-Regulated Learning (SRL): Emergence of the RSRLM Model

ERIC Educational Resources Information Center

Nodoushan, Mohammad Ali Salmani

2012-01-01

This paper claims that the current theories of Self-regulated learning (SRL) are short-sighted. The author provides a comprehensive, but brief, overview of SRL which addresses such issues as (a) SRL processes, (b) SRL strategies, (c) compartments of SRL, (d) theories of SRL, (e) agency in SRL, and (f) models of SRL. He then presents a new model…

Observational attachment theory-based parenting measures predict children's attachment narratives independently from social learning theory-based measures.

PubMed

Matias, Carla; O'Connor, Thomas G; Futh, Annabel; Scott, Stephen

2014-01-01

Conceptually and methodologically distinct models exist for assessing quality of parent-child relationships, but few studies contrast competing models or assess their overlap in predicting developmental outcomes. Using observational methodology, the current study examined the distinctiveness of attachment theory-based and social learning theory-based measures of parenting in predicting two key measures of child adjustment: security of attachment narratives and social acceptance in peer nominations. A total of 113 5-6-year-old children from ethnically diverse families participated. Parent-child relationships were rated using standard paradigms. Measures derived from attachment theory included sensitive responding and mutuality; measures derived from social learning theory included positive attending, directives, and criticism. Child outcomes were independently-rated attachment narrative representations and peer nominations. Results indicated that Attachment theory-based and Social Learning theory-based measures were modestly correlated; nonetheless, parent-child mutuality predicted secure child attachment narratives independently of social learning theory-based measures; in contrast, criticism predicted peer-nominated fighting independently of attachment theory-based measures. In young children, there is some evidence that attachment theory-based measures may be particularly predictive of attachment narratives; however, no single model of measuring parent-child relationships is likely to best predict multiple developmental outcomes. Assessment in research and applied settings may benefit from integration of different theoretical and methodological paradigms.

A Meta-Analytic Review of Research on Gender Differences in Sexuality, 1993-2007

ERIC Educational Resources Information Center

Petersen, Jennifer L.; Hyde, Janet Shibley

2010-01-01

In 1993 Oliver and Hyde conducted a meta-analysis on gender differences in sexuality. The current study updated that analysis with current research and methods. Evolutionary psychology, cognitive social learning theory, social structural theory, and the gender similarities hypothesis provided predictions about gender differences in sexuality. We…

Current Trends in Higher Education Technology: Simulation

ERIC Educational Resources Information Center

Damewood, Andrea M.

2016-01-01

This paper is focused on how technology in use changes over time, and the current trend of simulation technology as a supported classroom technology. Simulation-based training as a learning tool is discussed within the context of adult learning theories, as is the technology used and how today's higher education technology administrators support…

Relations between Teacher Students' Approaches to Learning, Cognitive and Attributional Strategies, Well-Being, and Study Success

ERIC Educational Resources Information Center

Heikkila, Annamari; Lonka, Kirsti; Nieminen, Juha; Niemivirta, Markku

2012-01-01

Current theories of learning emphasize the role of motivational and affective aspects in university student learning. The aim of the present study was to examine the interrelations among approaches to learning, self-regulated learning, and cognitive strategies in the context of teacher education. Cognitive-motivational profiles were identified…

Nurses' learning styles: promoting better integration of theory into practice.

PubMed

Frankel, Andrew

In a climate where nurses' roles are expanding, underpinning knowledge is increasingly important. To explore staff preferences for learning and highlight the importance of recognising individual learning styles. A questionnaire was carried out with 61 nurses in an independent health and social care provider, achieving a response rate of 100%. Staff mainly prefer visual or kinaesthetic learning. This indicates the current training programme is not meeting their needs. The learning environment is recognised as having an impact in either encouraging or impeding a positive learning experience. A range of learning theories, concepts and approaches can be used to build and manage effective learning environments. Staff often prefer a visual learning style. Increased emphasis should be given to work-based learning rather than classroom-based teaching methods.

Evolving Kolb: Experiential Education in the Age of Neuroscience

ERIC Educational Resources Information Center

Schenck, Jeb; Cruickshank, Jessie

2015-01-01

In pursuing a refined Learning Styles Inventory (LSI), Kolb has moved away from the original cyclical nature of his model of experiential learning. Kolb's model has not adapted to current research and has failed to increase understanding of learning. A critical examination of Kolb's experiential learning theory in terms of epistemology,…

Does a Strategy Training Foster Students' Ability to Learn from Multimedia?

ERIC Educational Resources Information Center

Scheiter, Katharina; Schubert, Carina; Gerjets, Peter; Stalbovs, Kim

2015-01-01

Despite the general effectiveness of multimedia instruction, students do not always benefit from it. This study examined whether students' learning from multimedia can be improved by teaching them relevant learning strategies. On the basis of current theories and research on multimedia learning, the authors developed a strategy training for…

From Teaching Assistant (TA) Training to Workplace Learning

ERIC Educational Resources Information Center

Korpan, Cynthia

2014-01-01

In this paper, I propose a renewed look at how teaching assistants (TAs) are being prepared to fulfill their duties in higher education. I argue that the apprenticeship model of learning that is currently in use be replaced by the more holistic workplace learning approach. Workplace learning theories take into consideration the complexity of the…

The Cultures of Contemporary Instructional Design Scholarship, Part One: Developments Based on Behavioral and Cognitive Science Foundations

ERIC Educational Resources Information Center

Willis, Jerry

2011-01-01

This is the first in a series of two articles examining the current status of instructional design (ID) scholarship and theory in four different cultures or traditions. In this article, the focus is on, first, ID models based on traditional behavioral theories of learning and, second, on models based on cognitive science and the learning sciences.…

Chunking and Consolidation: A Theoretical Synthesis of Semantic Networks, Configuring in Conditioning, S--R Versus Cognitive Learning, Normal Forgetting, the Amnesic Syndrome, and the Hippocampal Arousal System.

ERIC Educational Resources Information Center

Wickelgren, Wayne A.

1979-01-01

The relationship between current information processing and prior associative theories of human and animal learning, memory, and amnesia are discussed. The paper focuses on the two components of the amnesic syndrome, retrograde amnesia and anterograde amnesia. A neural theory of chunking and consolidation is proposed. (Author/RD)

Autonomous Energy Grids | Grid Modernization | NREL

Science.gov Websites

control themselves using advanced machine learning and simulation to create resilient, reliable, and affordable optimized energy systems. Current frameworks to monitor, control, and optimize large-scale energy of optimization theory, control theory, big data analytics, and complex system theory and modeling to

An Investigation of Mobile Learning Readiness in Higher Education Based on the Theory of Planned Behavior

ERIC Educational Resources Information Center

Cheon, Jongpil; Lee, Sangno; Crooks, Steven M.; Song, Jaeki

2012-01-01

This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the…

Surgical education and adult learning: Integrating theory into practice.

PubMed

Rashid, Prem

2017-01-01

Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: 'surgical education theory' and 'adult learning theory medical'. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

Peer Tutoring Effects on Omani Students' English Self-Concept

ERIC Educational Resources Information Center

Alrajhi, Marwa N.; Aldhafri, Said S.

2015-01-01

Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students' English self-concept. 125…

Online Tutor 2.0: Methodologies and Case Studies for Successful Learning

ERIC Educational Resources Information Center

García-Peñalvo, Francisco José, Ed.; Seoane-Pardo, Antonio Miguel, Ed.

2014-01-01

After centuries of rethinking education and learning, the current theory is based on technology's approach to and affect on the planned interaction between knowledge trainers and trainees. "Online Tutor 2.0: Methodologies and Case Studies for Successful Learning" demonstrates, through the exposure of successful cases in online education…

Autonomous Learning from a Social Cognitive Perspective

ERIC Educational Resources Information Center

Ponton, Michael K.; Rhea, Nancy E.

2006-01-01

The current perspective of autonomous learning defines it as the agentive exhibition of resourcefulness, initiative, and persistence in self-directed learning. As a form of human agency, it has been argued in the literature that this perspective should be consistent with Bandura's (1986) Social Cognitive Theory (SCT). The purpose of this article…

What propels sexual murderers: a proposed integrated theory of social learning and routine activities theories.

PubMed

Chan, Heng Choon Oliver; Heide, Kathleen M; Beauregard, Eric

2011-04-01

Despite the great interest in the study of sexual homicide, little is known about the processes involved in an individual's becoming motivated to sexually kill, deciding to sexually kill, and acting on that desire, intention, and opportunity. To date, no comprehensive model of sexual murdering from the offending perspective has been proposed in the criminological literature. This article incorporates the works of Akers and Cohen and Felson regarding their social learning theory and routine activities theory, respectively, to construct an integrated conceptual offending framework in sexual homicide. This integrated model produces a stronger and more comprehensive explanation of sexual murder than any single theory currently available.

Applying extinction research and theory to cue-exposure addiction treatments.

PubMed

Conklin, Cynthia A; Tiffany, Stephen T

2002-02-01

To evaluate the efficacy of cue-exposure addiction treatment and review modern animal learning research to generate recommendations for substantially enhancing the effectiveness of this treatment. Meta-analysis of cue-exposure addiction treatment outcome studies (N=9), review of animal extinction research and theory, and evaluation of whether major principles from this literature are addressed adequately in cue-exposure treatments. The meta-analytical review showed that there is no consistent evidence for the efficacy of cue-exposure treatment as currently implemented. Moreover, procedures derived from the animal learning literature that should maximize the potential of extinction training are rarely used in cue-exposure treatments. Given what is known from animal extinction theory and research about extinguishing learned behavior, it is not surprising that cue-exposure treatments so often fail. This paper reviews current animal research regarding the most salient threats to the development and maintenance of extinction, and suggests several major procedures for increasing the efficacy of cue-exposure addiction treatment.

Explorations in Cooperative Systems: Thinking Collectively to Learn, Learning Individually to Think

DTIC Science & Technology

1989-12-01

indicates that the CL research lacks sufficient experimental controls, as well as, fails to use current theories associated with cognitiv-e approaches...comparing/contrasting some of the differences between CL and GPS. Finally, examples of successful CL are given to show the transition from theory to...Schmuck, 1985). For example, Stodolsky (1984) differentiates peer-work groups from teacher- led groups. She suggests that there are five types of

A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It

ERIC Educational Resources Information Center

Lee, Eunbae; Hannafin, Michael J.

2016-01-01

Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who…

In Harmony: A Technology-Based Music Education Model to Enhance Musical Understanding and General Learning Skills

ERIC Educational Resources Information Center

Portowitz, Adena; Peppler, Kylie A.; Downton, Mike

2014-01-01

This article reports on the practice and evaluation of a music education model, In Harmony, which utilizes new technologies and current theories of learning to mediate the music learning experience. In response to the needs of twenty-first century learners, the educational software programs Teach, Learn, Evaluate! and Impromptu served as central…

Motivational Design in Information Literacy Instruction

ERIC Educational Resources Information Center

Hess, Amanda Nichols

2015-01-01

Motivational design theory complements instructional design theory and, when used together, both principles can affect learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best…

A Study of Learner-Oriented Negative Emotion Compensation in E-Learning

ERIC Educational Resources Information Center

Qin, Jiwei; Zheng, Qinghua; Li, Haifei

2014-01-01

E-learning provides an unprecedented flexibility and convenience for e-learners by breaking the limitations of space and time. However, the role of emotion is neglected in current e-learning systems. We focus strictly on negative emotions of e-learners, integrating emotion regulation theories with recommender technique, and present the study of…

Tutors' Assessment Practices and Students' Situated Learning in Higher Education: Chalk and Cheese

ERIC Educational Resources Information Center

Orsmond, Paul; Merry, Stephen

2017-01-01

This article uses situated learning theory to consider current tutor assessment and feedback practices in relation to learning practices employed by students outside the overt curriculum. The case is made that an emphasis on constructive alignment and explicitly articulating assessment requirements within curricula may be misplaced. Outside of the…

Toward a Semiotic Theory of Choice and of Learning

ERIC Educational Resources Information Center

Stables, Andrew; Gough, Stephen

2006-01-01

In this essay, Andrew Stables and Stephen Gough explore some of the implications for educational policy and practice of a view of living (and, therefore, of learning) as semiotic engagement. Such a view, Stables and Gough argue, has the potential to displace or circumvent essentially Cartesian models currently dominant within learning theory…

The Impact of Choice on EFL Students' Motivation and Engagement with L2 Vocabulary Learning

ERIC Educational Resources Information Center

Wang, Han-Chung; Huang, Hung-Tzu; Hsu, Chun-Chieh

2015-01-01

The current study investigates EFL college learners' motivation and engagement during English vocabulary learning tasks. By adopting self-determination theory (SDT; Deci & Ryan, 1985, 2000), the study looked into the impact of autonomy on college students' task motivation and engagement with vocabulary learning tasks and their general English…

Systematizing Scaffolding for Problem-Based Learning: A View from Case-Based Reasoning

ERIC Educational Resources Information Center

Tawfik, Andrew A.; Kolodner, Janet L.

2016-01-01

Current theories and models of education often argue that instruction is best administered when knowledge is situated within a context. Problem-based learning (PBL) provides an approach to education that has particularly powerful affordances for learning disciplinary content and practices by solving authentic problems within a discipline. However,…

Online Education and Adult Learning: New Frontiers for Teaching Practices

ERIC Educational Resources Information Center

Kidd, Terry T., Ed.

2010-01-01

The expanding field of adult learning encompasses the study and practice of utilizing sound instructional design principals, technology, and learning theory as a means to solve educational challenges and human performance issues relating to adults, often occurring online. This book disseminates current issues and trends emerging in the field of…

Using Strategy Instruction and Confidence Judgments to Improve Metacognitive Monitoring

ERIC Educational Resources Information Center

Huff, Jessica D.; Nietfeld, John L.

2009-01-01

Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in "Studying as self-regulated learning." In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), "Metacognition in educational theory and practice" (pp. 227-304). Mahwah, NJ: Erlbaum,…

Selective social learning in infancy: looking for mechanisms.

PubMed

Crivello, Cristina; Phillips, Sara; Poulin-Dubois, Diane

2018-05-01

Although there is mounting evidence that selective social learning begins in infancy, the psychological mechanisms underlying this ability are currently a controversial issue. The purpose of this study is to investigate whether theory of mind abilities and statistical learning skills are related to infants' selective social learning. Seventy-seven 18-month-olds were first exposed to a reliable or an unreliable speaker and then completed a word learning task, two theory of mind tasks, and a statistical learning task. If domain-general abilities are linked to selective social learning, then infants who demonstrate superior performance on the statistical learning task should perform better on the selective learning task, that is, should be less likely to learn words from an unreliable speaker. Alternatively, if domain-specific abilities are involved, then superior performance on theory of mind tasks should be related to selective learning performance. Findings revealed that, as expected, infants were more likely to learn a novel word from a reliable speaker. Importantly, infants who passed a theory of mind task assessing knowledge attribution were significantly less likely to learn a novel word from an unreliable speaker compared to infants who failed this task. No such effect was observed for the other tasks. These results suggest that infants who possess superior social-cognitive abilities are more apt to reject an unreliable speaker as informant. A video abstract of this article can be viewed at: https://youtu.be/zuuCniHYzqo. © 2017 John Wiley & Sons Ltd.

Surgical education and adult learning: Integrating theory into practice

PubMed Central

Rashid, Prem

2017-01-01

Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable. PMID:28357046

Inferences about unobserved causes in human contingency learning.

PubMed

Hagmayer, York; Waldmann, Michael R

2007-03-01

Estimates of the causal efficacy of an event need to take into account the possible presence and influence of other unobserved causes that might have contributed to the occurrence of the effect. Current theoretical approaches deal differently with this problem. Associative theories assume that at least one unobserved cause is always present. In contrast, causal Bayes net theories (including Power PC theory) hypothesize that unobserved causes may be present or absent. These theories generally assume independence of different causes of the same event, which greatly simplifies modelling learning and inference. In two experiments participants were requested to learn about the causal relation between a single cause and an effect by observing their co-occurrence (Experiment 1) or by actively intervening in the cause (Experiment 2). Participants' assumptions about the presence of an unobserved cause were assessed either after each learning trial or at the end of the learning phase. The results show an interesting dissociation. Whereas there was a tendency to assume interdependence of the causes in the online judgements during learning, the final judgements tended to be more in the direction of an independence assumption. Possible explanations and implications of these findings are discussed.

Performance of Children With Developmental Dyslexia on Two Skill Learning Tasks-Serial Reaction Time and Tower of Hanoi Puzzle: A Test of the Specific Procedural Learning Difficulties Theory.

PubMed

Vakil, Eli; Lowe, Michal; Goldfus, Carol

2015-01-01

Among the various theories proposed to explain developmental dyslexia (DD), the theory of specific procedural learning difficulties has gained certain support and is the framework for the current research. This theory claims that an inability to achieve skill automaticity explains the difficulties experienced by individuals with DD. Previous research on automaticity and DD has exhibited methodological issues such as a failure to test a range of skills. The current study broadens previous findings by delineating various reading skills correlated with several aspects of skill acquisition. Furthermore, the study utilizes two nonverbal tasks that reflect distinct types of skills: Serial Reaction Time (SRT) and the Tower of Hanoi Puzzle (TOHP). A total of 53 children aged 11 to 13 participated in the study, of whom 23 were children with DD and 30 were controls. Participants completed a test battery that consisted of reading tests, the SRT, and the TOHP. Results show no differences in learning rate between individuals with or without DD, although individuals with DD performed both tasks at a slower rate. Correlations were identified between a number of reading measures and measures of skill acquisition, expressed primarily in individuals with DD. Implications are examined in the discussion. © Hammill Institute on Disabilities 2013.

Sharing the Podium: Exploring the Process of Peer Learning in Professional Conducting

ERIC Educational Resources Information Center

Bartleet, Brydie-Leigh; Hultgren, Ralph

2008-01-01

We discuss a recent peer-learning project we undertook as co-conductors of the Young Conservatorium Wind Orchestra at Griffith University. Drawing on current educational theory on peer learning and material from our conducting practice and research, we explore how this approach offers professional conductors the opportunity to work together in an…

Your Child's Growing Mind: A Guide to Learning and Brain Development from Birth to Adolescence. Revised.

ERIC Educational Resources Information Center

Healy, Jane M.

Noting that understanding a child's brain and the way it develops is the key to understanding learning, this book explores the relationship between brain physiology and children's learning processes. The book first translates the most current scientific theories on nervous-system development into practical information for parents. It then details…

From Synapse to Syntax: The Science of Learning and the Teaching of Writing

ERIC Educational Resources Information Center

Lancia, Kathleen A. St. Peters

2013-01-01

To best meet the needs of an increasingly diverse student population, we must develop an integrative writing pedagogy that is informed by what the cognitive and neurosciences have uncovered about learning so that our theories of learning and practices of instruction are consistent with our most current and accurate knowledge of the biological and…

Social Support as a Neglected E-Learning Motivator Affecting Trainee's Decisions of Continuous Intentions of Usage

ERIC Educational Resources Information Center

Weng, Cathy; Tsai, Chin-Chung; Weng, Apollo

2015-01-01

Drawing from the social influence theory and acknowledging that the others' support within the work context affects employees' learning, values, and behaviours, an alternative framework was proposed to explain employees' learning satisfaction and future intention to participate in e-training programs in the current study. 578 survey data collected…

Questioning Student Learning: An Exploration of Student's Views on Learning to Become Independent Nurse Prescribers

ERIC Educational Resources Information Center

Banning, Maggi; Cortazzi, Martin

2004-01-01

This illuminative evaluation study gives insights into attitudes to learning, interaction and the perceived roles of theory, evidence, reading and previous experience. These insights lead us to question some aspects of the course as currently presented. Students indicated that they found the course material stimulating but prior guidance on the…

Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues. Routledge Studies in Computer Assisted Language Learning

ERIC Educational Resources Information Center

Heift, Trude; Schulze, Mathias

2012-01-01

This book provides the first comprehensive overview of theoretical issues, historical developments and current trends in ICALL (Intelligent Computer-Assisted Language Learning). It assumes a basic familiarity with Second Language Acquisition (SLA) theory and teaching, CALL and linguistics. It is of interest to upper undergraduate and/or graduate…

Treatment of avoidance behavior as an adjunct to exposure therapy: Insights from modern learning theory.

PubMed

Treanor, Michael; Barry, Tom J

2017-09-01

Pathological avoidance of benign stimuli is a hallmark of anxiety and related disorders, and exposure-based treatments have often encouraged the removal of avoidance, or safety behaviors, due to their negative effects on extinction learning. Unfortunately, empirical evidence suggests that avoidance behaviors can persist following treatment, and the mere availability of avoidance behavior can be sufficient to renew fear following successful extinction learning. The present paper critically examines the function of avoidance behavior through the lens of modern learning theory, and speculates on novel behavioral and pharmacological strategies for targeting avoidance as an adjunct to current evidence-based treatments. Copyright © 2017. Published by Elsevier Ltd.

List Models of Procedure Learning

NASA Technical Reports Server (NTRS)

Matessa, Michael P.; Polson, Peter G.

2005-01-01

This paper presents a new theory of the initial stages of skill acquisition and then employs the theory to model current and future training programs for fight management systems (FMSs) in modern commercial airliners like the Boeing 777 and the Airbus A320. The theoretical foundations for the theory are a new synthesis of the literature on human memory and the latest version of the ACT-R theory of skill acquisition.

Pattern perception and computational complexity: introduction to the special issue

PubMed Central

Fitch, W. Tecumseh; Friederici, Angela D.; Hagoort, Peter

2012-01-01

Research on pattern perception and rule learning, grounded in formal language theory (FLT) and using artificial grammar learning paradigms, has exploded in the last decade. This approach marries empirical research conducted by neuroscientists, psychologists and ethologists with the theory of computation and FLT, developed by mathematicians, linguists and computer scientists over the last century. Of particular current interest are comparative extensions of this work to non-human animals, and neuroscientific investigations using brain imaging techniques. We provide a short introduction to the history of these fields, and to some of the dominant hypotheses, to help contextualize these ongoing research programmes, and finally briefly introduce the papers in the current issue. PMID:22688630

Error Discounting in Probabilistic Category Learning

ERIC Educational Resources Information Center

Craig, Stewart; Lewandowsky, Stephan; Little, Daniel R.

2011-01-01

The assumption in some current theories of probabilistic categorization is that people gradually attenuate their learning in response to unavoidable error. However, existing evidence for this error discounting is sparse and open to alternative interpretations. We report 2 probabilistic-categorization experiments in which we investigated error…

Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children

ERIC Educational Resources Information Center

Cavadel, Elizabeth Woodburn; Frye, Douglas A.

2017-01-01

The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy…

Brigade Combat Team the World’s Police: Understanding the United States Army Brigade Combat Team’s role in Developing Foreign Police

DTIC Science & Technology

2014-06-13

September 2013, fifteen gunmen associated with the terrorist group Al- Shabaab conducted an attack in the Westgate Shopping Mall in Nairobi, Kenya. The... theory , current U.S. Army doctrine, and the lessons learned from the police development efforts in Iraq, a foreign police development model is...civilian police enablers and an understanding of police theory and the lessons learned from previous police reform efforts. 15. SUBJECT TERMS

Current Methodological Problems and Future Directions for Theory Development in the Psychology of Sport and Motor Behavior.

ERIC Educational Resources Information Center

Bird, Anne Marie; Ross, Diane

1984-01-01

A brief history of research in sport psychology based on Lander's (1982) analysis is presented. A systematic approach to theory building is offered. Previous methodological inadequacies are identified using examples of observational learning and anxiety. (Author/DF)

A Theory of Continuous Socialization for Organizational Renewal

ERIC Educational Resources Information Center

Danielson, Monica Marie

2004-01-01

Current literature suggests that for sustained competitive success, organizations must have processes in place for continuous learning and adaptation. Any process, then, that appears to hinder agility should come under scrutiny. Examination of socialization theories revealed an intended outcome of perpetuating the organization's way of life, its…

THE CURRENT STATUS OF RESEARCH AND THEORY IN HUMAN PROBLEM SOLVING.

ERIC Educational Resources Information Center

DAVIS, GARY A.

PROBLEM-SOLVING THEORIES IN THREE AREAS - TRADITIONAL (STIMULUS-RESPONSE) LEARNING, COGNITIVE-GESTALT APPROACHES, AND COMPUTER AND MATHEMATICAL MODELS - WERE SUMMARIZED. RECENT EMPIRICAL STUDIES (1960-65) ON PROBLEM SOLVING WERE CATEGORIZED ACCORDING TO TYPE OF BEHAVIOR ELICITED BY PARTICULAR PROBLEM-SOLVING TASKS. ANAGRAM,…

A requirement for memory retrieval during and after long-term extinction learning

PubMed Central

Ouyang, Ming; Thomas, Steven A.

2005-01-01

Current learning theories are based on the idea that learning is driven by the difference between expectations and experience (the delta rule). In extinction, one learns that certain expectations no longer apply. Here, we test the potential validity of the delta rule by manipulating memory retrieval (and thus expectations) during extinction learning. Adrenergic signaling is critical for the time-limited retrieval (but not acquisition or consolidation) of contextual fear. Using genetic and pharmacologic approaches to manipulate adrenergic signaling, we find that long-term extinction requires memory retrieval but not conditioned responding. Identical manipulations of the adrenergic system that do not affect memory retrieval do not alter extinction. The results provide substantial support for the delta rule of learning theory. In addition, the timing over which extinction is sensitive to adrenergic manipulation suggests a model whereby memory retrieval occurs during, and several hours after, extinction learning to consolidate long-term extinction memory. PMID:15947076

Criteria for Evaluating a Game-Based CALL Platform

ERIC Educational Resources Information Center

Ní Chiaráin, Neasa; Ní Chasaide, Ailbhe

2017-01-01

Game-based Computer-Assisted Language Learning (CALL) is an area that currently warrants attention, as task-based, interactive, multimodal games increasingly show promise for language learning. This area is inherently multidisciplinary--theories from second language acquisition, games, and psychology must be explored and relevant concepts from…

What the Biology of the Brain Tells Us about Learning.

ERIC Educational Resources Information Center

Sylwester, Robert

1994-01-01

Dramatic developments in brain research and imaging technology are rapidly advancing our understanding of the human brain. The new biologically based brain theories suggest that "nature" dominates "nurture" and that many current beliefs about instruction, learning, and memory are wrong. This article explains neural Darwinism…

Academic and Vocational Integration. Myths and Realities.

ERIC Educational Resources Information Center

Brown, Bettina Lankard

This newsletter attempts to clarify the importance of academic and vocational integration in relation to emerging pedagogy, teaching and learning practices, and school-to-work efforts. One misconception about academic-vocational integration is that new theories overshadow its value. However, current research on teaching and learning supports a…

The Effect of Being Hypermedia Designers on Elementary School Students' Motivation and Learning of Design Knowledge.

ERIC Educational Resources Information Center

Liu, Min; Pedersen, Susan

Current educational theory and practice clearly show that project-based instruction has the potential to enhance learning. Preliminary findings on one type of project-based learning in which students take on the role of hypermedia designers support this claim. This study examined the effect of being hypermedia designers on fourth-graders'…

Writing as a Learning Tool: Integrating Theory and Practice. Studies in Writing, Volume 7.

ERIC Educational Resources Information Center

Tynjala, Paivi, Ed.; Mason, Lucia, Ed.; Lonka, Kirsti, Ed.

This book, the seventh volume in the Studies in Writing International Series on the Research of Learning and Instruction of Writing, is an account of the current state of using writing as a tool for learning. The book presents psychological and educational foundations of the writing across the curriculum movement and describes writing-to-learn…

Effect of Learning Communities on Student Attitudes and Corresponding Behaviors: "A Mediated Test of Involvement Theory"

ERIC Educational Resources Information Center

Bonilla, Daniel; Buch, Kimberly K.; Johnson, Cindy Wolf

2013-01-01

Learning communities are small pre-selected student groups based on a common interest with a variety of goals related to student outcomes. Previous research has shown robust effects of learning community participation on student success outcomes, but little is known about the mechanisms which may mediate these effects. The current study analyzed…

Aligning What We Do and What We Measure in Business Schools: Incorporating Active Learning and Effective Media Use in the Assessment of Instruction

ERIC Educational Resources Information Center

Serva, Mark A.; Fuller, Mark A.

2004-01-01

Current methods of evaluating learning and instruction have not kept pace with changes in learning theory, or with the transformed technological infrastructure of the modern business school classroom. Without reliable and valid instructional measurement systems, it is virtually impossible to benchmark new pedagogical techniques, assess the value…

Description of Self-efficacy and Initial Cognitive Abilities on the Students’ Physics Learning of the Direct Current Electrical Circuits

NASA Astrophysics Data System (ADS)

Zaenudin; Maknun, J.; Muslim

2017-03-01

This study aims to determine description of self -efficacy and initial cognitive abilities on the students of MAN 1 Bandung (senior high school) in learning physics on the subject of electrical circuits Direct Current (DC) before they get academy ask assigned in the classroom. From the results of this research can be used as a reference to provide appropriate measures for the advancement of student learning. The theory used in this research is the theory of Bandura. The design in this study using case study and data collection is done by tests and questionnaires, sampling techniques used by random sampling, the study was conducted on 10th grade students of MAN 1 Bandung by the amount of students 35 participants. The results of data analysis showed that the percentage of students who have moderate self-efficacy amounted to 67.05 %, and cognitive ability 50 %, this shows that the process of learning that takes place in school before that junior high school is not much scientific implement processes that provide students the opportunity to discover new things, then learning approaches of right is Problem Based Learning (PBL).

Social learning theory parenting intervention promotes attachment-based caregiving in young children: randomized clinical trial.

PubMed

O'Connor, Thomas G; Matias, Carla; Futh, Annabel; Tantam, Grace; Scott, Stephen

2013-01-01

Parenting programs for school-aged children are typically based on behavioral principles as applied in social learning theory. It is not yet clear if the benefits of these interventions extend beyond aspects of the parent-child relationship quality conceptualized by social learning theory. The current study examined the extent to which a social learning theory-based treatment promoted change in qualities of parent-child relationship derived from attachment theory. A randomized clinical trial of 174 four- to six-year-olds selected from a high-need urban area and stratified by conduct problems were assigned to a parenting program plus a reading intervention (n = 88) or nonintervention condition (n = 86). In-home observations of parent-child interactions were assessed in three tasks: (a) free play, (b) challenge task, and (c) tidy up. Parenting behavior was coded according to behavior theory using standard count measures of positive and negative parenting, and for attachment theory using measures of sensitive responding and mutuality; children's attachment narratives were also assessed. Compared to the parents in the nonintervention group, parents allocated to the intervention showed increases in the positive behavioral counts and sensitive responding; change in behavioral count measures overlapped modestly with change in attachment-based changes. There was no reliable change in children's attachment narratives associated with the intervention. The findings demonstrate that standard social learning theory-based parenting interventions can change broader aspects of parent-child relationship quality and raise clinical and conceptual questions about the distinctiveness of existing treatment models in parenting research.

Cognitive Load Theory--Sometimes Less Is More

ERIC Educational Resources Information Center

Taylor, Cody

2013-01-01

The following paper represents review of the literature examining the current research related to cognitive load theory and more specifically the negative aspects of the redundant on-screen text. The authors describe working and long-term memory and how both factor into human learning through the facilitation of knowledge transfer. Limited working…

Cognition in Counseling: Integrating Two Theoretical Approaches.

ERIC Educational Resources Information Center

Harris, Jeff E.; Heesacker, Martin

Learning and attitude change are two cognitive processes essential to therapeutic change in counseling. Recently two cognitive models that reflect current research and theory, one focusing on learning and the other on attitude change, have each been applied to counseling with promising results. Martin's cognitive instructional counseling (CIC) is…

Module Eleven: Capacitance; Basic Electricity and Electronics Individualized Learning System.

ERIC Educational Resources Information Center

Bureau of Naval Personnel, Washington, DC.

In this module the student will learn about another circuit quantity, capacitance, and discover the effects of this component on circuit current, voltage, and power. The module is divided into seven lessons: the capacitor, theory of capacitance, total capacitance, RC (resistive-capacitive circuit) time constant, capacitive reactance, phase and…

Conceptualising Online Knowledge Sharing: What Teachers' Perceptions Can Tell Us

ERIC Educational Resources Information Center

Hood, Nina

2017-01-01

This study questions the current dependence on theories of social learning and communities of practice in research on teachers' online learning and online knowledge-sharing behaviour. It employs the interpretative approach to examine how teachers conceptualise their engagement with two USA-based online knowledge-sharing platforms within the…

The Design of Computerized Practice Fields for Problem Solving and Contextualized Transfer

ERIC Educational Resources Information Center

Riedel, Jens; Fitzgerald, Gail; Leven, Franz; Toenshoff, Burkhard

2003-01-01

Current theories of learning emphasize the importance of learner-centered, active, authentic, environments for meaningful knowledge construction. From this perspective, computerized case-based learning systems afford practice fields for learners to build domain knowledge and problem-solving skills and to support contextualized transfer of…

Large-Scale Modeling of Wordform Learning and Representation

ERIC Educational Resources Information Center

Sibley, Daragh E.; Kello, Christopher T.; Plaut, David C.; Elman, Jeffrey L.

2008-01-01

The forms of words as they appear in text and speech are central to theories and models of lexical processing. Nonetheless, current methods for simulating their learning and representation fail to approach the scale and heterogeneity of real wordform lexicons. A connectionist architecture termed the "sequence encoder" is used to learn…

Integrating Knowledge, Skills and Attitudes: Conceptualising Learning Processes towards Vocational Competence

ERIC Educational Resources Information Center

Baartman, Liesbeth K. J.; de Bruijn, Elly

2011-01-01

Current research focuses on competence development and complex professional tasks. However, "learning processes" towards the integration of knowledge, skills and attitudes largely remain a black box. This article conceptualises three integration processes, in analogy to theories on transfer. Knowledge, skills and attitudes are defined, reconciling…

Reflective Practice: Origins and Interpretations

ERIC Educational Resources Information Center

Reynolds, Michael

2011-01-01

The idea of reflection is central to the theory and practice of learning--especially learning which is grounded in past or current experience. This paper proposes a working definition of reflection and reviews its origins and recent developments. The author also provides an account of "critical reflection", including its rationale and…

Do Judgments of Learning Predict Automatic Influences of Memory?

ERIC Educational Resources Information Center

Undorf, Monika; Böhm, Simon; Cüpper, Lutz

2016-01-01

Current memory theories generally assume that memory performance reflects both recollection and automatic influences of memory. Research on people's predictions about the likelihood of remembering recently studied information on a memory test, that is, on judgments of learning (JOLs), suggests that both magnitude and resolution of JOLs are linked…

High School Students' Attributions of Success in English Language Learning

ERIC Educational Resources Information Center

Bouchaib, Benzehaf; Ahmadou, Bouylmani; Abdelkader, Sabil

2018-01-01

Research into students' attributional causes for success in language acquisition is currently receiving considerable attention. Situated within Weiner's attribution theory (1992), the present study aims to research factors contributing to success in foreign language learning with specific focus on the role of perceived causal attributions. The…

Active/Cooperative Learning in Schools

ERIC Educational Resources Information Center

Bandiera, Milena; Bruno, Costanza

2006-01-01

The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically…

Cognition and Instruction: Recent Theories of Human Competence and How It Is Acquired.

ERIC Educational Resources Information Center

Resnick, Lauren B.

This paper outlines the current state of knowledge about how intellectual competence is acquired. Implications resulting from recent changes in the psychology of learning and development are beginning to revitalize the science of learning and instruction. Four broad topics illustrate the links between instructional experiments, fundamental…

SPELT (Strategies Program for Effective Learning/Thinking): A Description and Analysis of Instructional Procedures.

ERIC Educational Resources Information Center

Peat, D.; And Others

1989-01-01

Describes an instructional model, Strategies Program for Effective Learning/Thinking (SPELT), that was developed to translate cognitive psychological theory and research into a practical instructional program. The extent to which SPELT conforms to current instructional design principles is examined, and macro versus micro instructional sequencing…

Beyond SMART? A New Framework for Goal Setting

ERIC Educational Resources Information Center

Day, Trevor; Tosey, Paul

2011-01-01

This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy…

Structural Identification and Comparison of Intelligent Mobile Learning Environment

ERIC Educational Resources Information Center

Upadhyay, Nitin; Agarwal, Vishnu Prakash

2007-01-01

This paper proposes a methodology using graph theory, matrix algebra and permanent function to compare different architecture (structure) design of intelligent mobile learning environment. The current work deals with the development/selection of optimum architecture (structural) model of iMLE. This can be done using the criterion as discussed in…

New Goals and Changed Roles: Re-Visioning Teacher Education.

ERIC Educational Resources Information Center

Hawley, Willis D.

1993-01-01

It is argued that the current agenda for improving teacher education only seeks to improve the present system. A new, radically restructured approach would train teachers to learn from their experiences, communicate clearly, know their subject matter, integrate ideas into practice, apply learning theory and child development principles, and…

Developing a new experimental system for an undergraduate laboratory exercise to teach theories of visuomotor learning.

PubMed

Kasuga, Shoko; Ushiba, Junichi

2014-01-01

Humans have a flexible motor ability to adapt their movements to changes in the internal/external environment. For example, using arm-reaching tasks, a number of studies experimentally showed that participants adapt to a novel visuomotor environment. These results helped develop computational models of motor learning implemented in the central nervous system. Despite the importance of such experimental paradigms for exploring the mechanisms of motor learning, because of the cost and preparation time, most students are unable to participate in such experiments. Therefore, in the current study, to help students better understand motor learning theories, we developed a simple finger-reaching experimental system using commonly used laptop PC components with an open-source programming language (Processing Motor Learning Toolkit: PMLT). We found that compared to a commercially available robotic arm-reaching device, our PMLT accomplished similar learning goals (difference in the error reduction between the devices, P = 0.10). In addition, consistent with previous reports from visuomotor learning studies, the participants showed after-effects indicating an adaptation of the motor learning system. The results suggest that PMLT can serve as a new experimental system for an undergraduate laboratory exercise of motor learning theories with minimal time and cost for instructors.

Training Technology Handbook Development. Phase I. Annotated Literature Review.

DTIC Science & Technology

1981-08-01

chief means for currently influencing the students , learning is through the sequencing of instruction . Use of the findings, models, and theories from...determine what aspects of the learning experience might influence student attitudes toward computer-assisted instruction (CAI). Sixty-four randomly...learners seem to learn most efficiently when left alone with the instructional objective and the necessary materials. The middle aptitude trainees appear to

Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education. Practice Application Brief No. 23.

ERIC Educational Resources Information Center

Wonacott, Michael E.

Both face-to-face and distance learning methods are currently being used in adult education and career and technical education. In theory, the advantages of face-to-face and distance learning methods complement each other. In practice, however, both face-to-face and information and communications technology (ICT)-based distance programs often rely…

Learning for Economic Self-Sufficiency: Constructing Pedagogies of Hope among Low-Income, Low-Literate Adults. Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning

ERIC Educational Resources Information Center

Alfred, Mary V., Ed.

2010-01-01

In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments. Moreover, this book presents strategies for addressing the chronic illiteracy among…

Webquests: Utilizing Technology in a Constructivist Manner to Facilitate Meaningful Preservice Learning

ERIC Educational Resources Information Center

Kundu, Rina; Bain, Christina

2006-01-01

One of the more challenging aspects of teaching preservice students at the university level is not only providing these students with the most current pedagogical theories, but also demonstrating how these various theories translate into actual practice in the art classroom. Students should have opportunities to construct their own knowledge and…

Lessons Learned from Instructional Design Theory: An Application in Management Education

ERIC Educational Resources Information Center

Burke, Lisa A.

2007-01-01

Given that many doctoral programs do not provide extensive training on how to present course information in the classroom, the current paper looks to educational psychology theory and research for guidance. Richard Mayer and others' copious empirical work on effective and ineffective instructional design, along with relevant research findings in…

Theories in Developing Oral Communication for Specific Learner Group

ERIC Educational Resources Information Center

Hadi, Marham Jupri

2016-01-01

The current article presents some key theories most relevant to the development of oral communication skills in an Indonesian senior high school. Critical analysis on the learners' background is employed to figure out their strengths and weaknesses. The brief overview of the learning context and learners' characteristic are used to identify which…

Integrating the Demonstration Orientation and Standards-Based Models of Achievement Goal Theory

ERIC Educational Resources Information Center

Wynne, Heather Marie

2014-01-01

Achievement goal theory and thus, the empirical measures stemming from the research, are currently divided on two conceptual approaches, namely the reason versus aims-based models of achievement goals. The factor structure and predictive utility of goal constructs from the Patterns of Adaptive Learning Strategies (PALS) and the latest two versions…

Chinese Learning Styles: Blending Confucian and Western Theories

ERIC Educational Resources Information Center

Corcoran, Charles

2014-01-01

The multitude of philosophies that currently exists in workforce education in China makes it difficult to decide on a singular theoretical foundation. Therefore, it seems most prudent to begin with those theories that align with Confucian values as well as include humanistic, pragmatist, behaviorist, and other elements. Such a theoretical base,…

Science, School Science, and School: Looking at Science Learning in Classrooms from the Perspective of Basil Bernstein's Theory of the Structure of Pedagogic Discourse

NASA Astrophysics Data System (ADS)

Campbell, Ralph Ian

This analytic paper asks one question: How does Basil Bernstein's concept of the structure of pedagogic discourse (SPD) contribute to our understanding of the role of teacher-student interactions in science learning in the classroom? Applying Bernstein's theory of the SPD to an analysis of current research in science education explores the structure of Bernstein's theory as a tool for understanding the challenges and questions related to current concerns about classroom science learning. This analysis applies Bernstein's theory of the SPD as a heuristic through a secondary reading of selected research from the past fifteen years and prompts further consideration of Bernstein's ideas. This leads to a reevaluation of the categories of regulative discourse (RD) and instructional discourse (ID) as structures that frame learning environments and the dynamics of student-teacher interactions, which determine learning outcomes. The SPD becomes a simple but flexible heuristic, offering a useful deconstruction of teaching and learning dynamics in three different classroom environments. Understanding the framing interactions of RD and ID provides perspectives on the balance of agency and expectation, suggesting some causal explanations for the student learning outcomes described by the authors. On one hand, forms of open inquiry and student-driven instruction may lack the structure to ensure the appropriation of desired forms of scientific thinking. On the other hand, well-designed pathways towards the understanding of fundamental concepts in science may lack the forms of more open-ended inquiry that develop transferable understanding. Important ideas emerge about the complex dynamics of learning communities, the materials of learning, and the dynamic role of the teacher as facilitator and expert. Simultaneously, the SPD as a flexible heuristic proves ambiguous, prompting a reevaluation of Bernstein's organization of RD and ID. The hierarchical structure of pedagogic discourse becomes a problematic distinction. Regulative discourse is often more instructional and instructional discourse more instrumental in shaping roles and relationships within the learning community. This analysis suggests an agenda for future classroom research and the education of teachers, capitalizing on the SPD as heuristic and reevaluating the ways that social dynamics and structures for domain-specific learning interact in the realization of classroom learning.

Recruitment and Consolidation of Cell Assemblies for Words by Way of Hebbian Learning and Competition in a Multi-Layer Neural Network

PubMed Central

Garagnani, Max; Wennekers, Thomas; Pulvermüller, Friedemann

2009-01-01

Current cognitive theories postulate either localist representations of knowledge or fully overlapping, distributed ones. We use a connectionist model that closely replicates known anatomical properties of the cerebral cortex and neurophysiological principles to show that Hebbian learning in a multi-layer neural network leads to memory traces (cell assemblies) that are both distributed and anatomically distinct. Taking the example of word learning based on action-perception correlation, we document mechanisms underlying the emergence of these assemblies, especially (i) the recruitment of neurons and consolidation of connections defining the kernel of the assembly along with (ii) the pruning of the cell assembly’s halo (consisting of very weakly connected cells). We found that, whereas a learning rule mapping covariance led to significant overlap and merging of assemblies, a neurobiologically grounded synaptic plasticity rule with fixed LTP/LTD thresholds produced minimal overlap and prevented merging, exhibiting competitive learning behaviour. Our results are discussed in light of current theories of language and memory. As simulations with neurobiologically realistic neural networks demonstrate here spontaneous emergence of lexical representations that are both cortically dispersed and anatomically distinct, both localist and distributed cognitive accounts receive partial support. PMID:20396612

Recruitment and Consolidation of Cell Assemblies for Words by Way of Hebbian Learning and Competition in a Multi-Layer Neural Network.

PubMed

Garagnani, Max; Wennekers, Thomas; Pulvermüller, Friedemann

2009-06-01

Current cognitive theories postulate either localist representations of knowledge or fully overlapping, distributed ones. We use a connectionist model that closely replicates known anatomical properties of the cerebral cortex and neurophysiological principles to show that Hebbian learning in a multi-layer neural network leads to memory traces (cell assemblies) that are both distributed and anatomically distinct. Taking the example of word learning based on action-perception correlation, we document mechanisms underlying the emergence of these assemblies, especially (i) the recruitment of neurons and consolidation of connections defining the kernel of the assembly along with (ii) the pruning of the cell assembly's halo (consisting of very weakly connected cells). We found that, whereas a learning rule mapping covariance led to significant overlap and merging of assemblies, a neurobiologically grounded synaptic plasticity rule with fixed LTP/LTD thresholds produced minimal overlap and prevented merging, exhibiting competitive learning behaviour. Our results are discussed in light of current theories of language and memory. As simulations with neurobiologically realistic neural networks demonstrate here spontaneous emergence of lexical representations that are both cortically dispersed and anatomically distinct, both localist and distributed cognitive accounts receive partial support.

Simulation in paediatric urology and surgery. Part 1: An overview of educational theory.

PubMed

Nataraja, Ramesh M; Webb, Nathalie; Lopez, Pedro-Jose

2018-03-01

Surgical training has changed radically in the last few decades. The traditional Halstedian model of time-bound apprenticeship has been replaced with competency-based training. Advanced understanding of mastery learning principles has vastly altered educational methodology in surgical training, in terms of instructional design, delivery of educational content, assessment of learning, and programmatic evaluation. As part of this educational revolution, fundamentals of simulation-based education have been adopted into all levels and aspects of surgical training, requiring an understanding of concepts of fidelity and realism and the impact they have on learning. There are many educational principles and theories that can help clinical teachers understand the way that their trainees learn. In the acquisition of surgical expertise, concepts of mastery learning, deliberate practice, and experiential learning are particularly important. Furthermore, surgical teachers need to understand the principles of effective feedback, which is essential to all forms of skills learning. This article, the first of two papers, presents an overview of relevant learning theory for the busy paediatric surgeon and urologist. Seeking to introduce the concepts underpinning current changes in surgical education and training, providing practical tips to optimise teaching endeavours. Copyright © 2018 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.

Learning and Consolidation of New Spoken Words in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Henderson, Lisa; Powell, Anna; Gaskell, M. Gareth; Norbury, Courtenay

2014-01-01

Autism spectrum disorder (ASD) is characterized by rich heterogeneity in vocabulary knowledge and word knowledge that is not well accounted for by current cognitive theories. This study examines whether individual differences in vocabulary knowledge in ASD might be partly explained by a difficulty with consolidating newly learned spoken words…

Educational Modules in Tissue Engineering Based on the "How People Learn" Framework

ERIC Educational Resources Information Center

Birol, Gulnur; Liu, Shu Q.; Smith, H. David; Hirsch, Penny

2006-01-01

This paper describes an educational package for use in tertiary level tissue engineering education. Current learning science principles and theory were employed in the design process of these educational tools. Each module started with a challenge statement designed to motivate students and consisted of laboratory exercises centered on the "How…

Balancing Direction and Independence in Second Language Vocabulary Learning: A Gesture Pilot Study

ERIC Educational Resources Information Center

Mathison, Lake

2017-01-01

This pilot study looks at the effect of learning second language vocabulary with gesture. Specifically, this current study asks whether researcher-instructed or student-constructed gestures are more effective. Depth of processing theories (Craik and Lockhart 1972) as well as more recent educational frameworks like ICAP ("Interactive,"…

Learning Disabilities and the Virtual College Campus: A Grounded Theory of Accessibility

ERIC Educational Resources Information Center

Hollins, Nancy L.

2012-01-01

Two trends currently impacting higher education intersect in this study: (1) students with learning disabilities are enrolling in colleges and universities in increasing numbers, and (2) colleges and universities are increasingly relying on the web to provide services to students. This reliance on the "virtual campus" comes without…

Perfectionism in Language Learners: Review, Conceptualization, and Recommendations for Teachers and School Psychologists

ERIC Educational Resources Information Center

Flett, Gordon L.; Hewitt, Paul L.; Su, Chang; Flett, Kathleen D.

2016-01-01

The pressures inherent in trying to be perfect can undermine learning and exacerbate anxiety in certain students. In the current article, we review existing research and theory on the role of perfectionism in language learning anxiety and performance deficits. Our analysis highlights the complexities inherent in the perfectionism construct,…

Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics

ERIC Educational Resources Information Center

Danes, Sharon M.; Rodriguez, Michael C.; Brewton, Katherine E.

2013-01-01

Grounded in social construction theory, the current study investigates the learning context when studying financial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable…

Memory Consolidation within the Central Amygdala Is Not Necessary for Modulation of Cerebellar Learning

ERIC Educational Resources Information Center

Steinmetz, Adam B.; Ng, Ka H.; Freeman, John H.

2017-01-01

Amygdala lesions impair, but do not prevent, acquisition of cerebellum-dependent eyeblink conditioning suggesting that the amygdala modulates cerebellar learning. Two-factor theories of eyeblink conditioning posit that a fast-developing memory within the amygdala facilitates slower-developing memory within the cerebellum. The current study tested…

Exploratory Theoretical Tests of the Instructor Humor-Student Learning Link

ERIC Educational Resources Information Center

Bolkan, San; Goodboy, Alan K.

2015-01-01

Instructors' use of humor is generally a positive influence on student outcomes. However, examinations of humor have found that specific types of messages may not impact, or may even reverse, its positive effect. Instructional humor processing theory (IHPT) has been used to explain how humor impacts student learning. The current study sought to…

Learning to Become a Professional Orchestral Musician: Going beyond Skill and Technique

ERIC Educational Resources Information Center

Hager, Paul; Johnsson, Mary C.

2009-01-01

Current theories of learning hold dominant assumptions about the type and scope of knowledge and skills taught in formal courses that prepare novices for professional practice at work. In performing arts educational contexts, a common emphasis continues to hone individual performance skills in order to gain technical mastery and to differentiate…

Reflections on Wittrock's Generative Model of Learning: A Motivation Perspective

ERIC Educational Resources Information Center

Anderman, Eric M.

2010-01-01

In this article, I examine developments in research on achievement motivation and comment on how those developments are reflected in Wittrock's generative model of learning. Specifically, I focus on the roles of prior knowledge, the generation of knowledge, and beliefs about ability. Examples from Wittrock's theory and from current motivational…

Early Boost and Slow Consolidation in Motor Skill Learning

ERIC Educational Resources Information Center

Hotermans, Christophe; Peigneux, Philippe; de Noordhout, Alain Maertens; Moonen, Gustave; Maquet, Pierre

2006-01-01

Motor skill learning is a dynamic process that continues covertly after training has ended and eventually leads to delayed increments in performance. Current theories suggest that this off-line improvement takes time and appears only after several hours. Here we show an early transient and short-lived boost in performance, emerging as early as…

How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions

NASA Astrophysics Data System (ADS)

Dyer, Brian Jay

This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.

Praxis and reflexivity for interprofessional education: towards an inclusive theoretical framework for learning.

PubMed

Hutchings, Maggie; Scammell, Janet; Quinney, Anne

2013-09-01

While there is growing evidence of theoretical perspectives adopted in interprofessional education, learning theories tend to foreground the individual, focusing on psycho-social aspects of individual differences and professional identity to the detriment of considering social-structural factors at work in social practices. Conversely socially situated practice is criticised for being context-specific, making it difficult to draw generalisable conclusions for improving interprofessional education. This article builds on a theoretical framework derived from earlier research, drawing on the dynamics of Dewey's experiential learning theory and Archer's critical realist social theory, to make a case for a meta-theoretical framework enabling social-constructivist and situated learning theories to be interlinked and integrated through praxis and reflexivity. Our current analysis is grounded in an interprofessional curriculum initiative mediated by a virtual community peopled by health and social care users. Student perceptions, captured through quantitative and qualitative data, suggest three major disruptive themes, creating opportunities for congruence and disjuncture and generating a model of zones of interlinked praxis associated with professional differences and identity, pedagogic strategies and technology-mediated approaches. This model contributes to a framework for understanding the complexity of interprofessional learning and offers bridges between individual and structural factors for engaging with the enablements and constraints at work in communities of practice and networks for interprofessional education.

Towards a general theory of neural computation based on prediction by single neurons.

PubMed

Fiorillo, Christopher D

2008-10-01

Although there has been tremendous progress in understanding the mechanics of the nervous system, there has not been a general theory of its computational function. Here I present a theory that relates the established biophysical properties of single generic neurons to principles of Bayesian probability theory, reinforcement learning and efficient coding. I suggest that this theory addresses the general computational problem facing the nervous system. Each neuron is proposed to mirror the function of the whole system in learning to predict aspects of the world related to future reward. According to the model, a typical neuron receives current information about the state of the world from a subset of its excitatory synaptic inputs, and prior information from its other inputs. Prior information would be contributed by synaptic inputs representing distinct regions of space, and by different types of non-synaptic, voltage-regulated channels representing distinct periods of the past. The neuron's membrane voltage is proposed to signal the difference between current and prior information ("prediction error" or "surprise"). A neuron would apply a Hebbian plasticity rule to select those excitatory inputs that are the most closely correlated with reward but are the least predictable, since unpredictable inputs provide the neuron with the most "new" information about future reward. To minimize the error in its predictions and to respond only when excitation is "new and surprising," the neuron selects amongst its prior information sources through an anti-Hebbian rule. The unique inputs of a mature neuron would therefore result from learning about spatial and temporal patterns in its local environment, and by extension, the external world. Thus the theory describes how the structure of the mature nervous system could reflect the structure of the external world, and how the complexity and intelligence of the system might develop from a population of undifferentiated neurons, each implementing similar learning algorithms.

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments: A Review of the Literature

PubMed Central

2008-01-01

The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger’s Diffusion of Innovations Theory and Siemens’ Connectivism Theory for today’s learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare. PMID:18762473

Versatile, immersive, creative and dynamic virtual 3-D healthcare learning environments: a review of the literature.

PubMed

Hansen, Margaret M

2008-09-01

The author provides a critical overview of three-dimensional (3-D) virtual worlds and "serious gaming" that are currently being developed and used in healthcare professional education and medicine. The relevance of this e-learning innovation for teaching students and professionals is debatable and variables influencing adoption, such as increased knowledge, self-directed learning, and peer collaboration, by academics, healthcare professionals, and business executives are examined while looking at various Web 2.0/3.0 applications. There is a need for more empirical research in order to unearth the pedagogical outcomes and advantages associated with this e-learning technology. A brief description of Roger's Diffusion of Innovations Theory and Siemens' Connectivism Theory for today's learners is presented as potential underlying pedagogical tenets to support the use of virtual 3-D learning environments in higher education and healthcare.

Content-oriented Approach to Organization of Theories and Its Utilization

NASA Astrophysics Data System (ADS)

Hayashi, Yusuke; Bourdeau, Jacqueline; Mizoguch, Riichiro

In spite of the fact that the relation between theory and practice is a foundation of scientific and technological development, the trend of increasing the gap between theory and practice accelerates in these years. The gap embraces a risk of distrust of science and technology. Ontological engineering as the content-oriented research is expected to contribute to the resolution of the gap. This paper presents the feasibility of organization of theoretical knowledge on ontological engineering and new-generation intelligent systems based on it through an application of ontological engineering in the area of learning/instruction support. This area also has the problem of the gap between theory and practice, and its resolution is strongly required. So far we proposed OMNIBUS ontology, which is a comprehensive ontology that covers different learning/instructional theories and paradigms, and SMARTIES, which is a theory-aware and standard-compliant authoring system for making learning/instructional scenarios based on OMNIBUS ontology. We believe the theory-awareness and standard-compliance bridge the gap between theory and practice because it links theories to practical use of standard technologies and enables practitioners to easily enjoy theoretical support while using standard technologies in practice. The following goals are set in order to achieve it; computers (1) understand a variety of learning/instructional theories based on the organization of them, (2) utilize the understanding for helping authors' learning/instructional scenario making and (3) make such theoretically sound scenarios interoperable within the framework of standard technologies. This paper suggests an ontological engineering solution to the achievement of these three goals. Although the evaluation is far from complete in terms of practical use, we believe that the results of this study address high-level technical challenges from the viewpoint of the current state of the art in the research area of artificial intelligence not only in education but also in general, and therefore we hope that constitute a substantial contribution for organization of theoretical knowledge in many other areas.

A Social Cognitive Learning Theory of Homophobic Aggression among Adolescents

ERIC Educational Resources Information Center

Prati, Gabriele

2012-01-01

The current study used social cognitive theory as a framework to investigate self-reported homophobic aggressive behavior at school. Participants included 863 students of 49 classes, enrolled in Grades 9-13 in 10 Italian public high schools. The results from the multilevel mediation model (1-2-1) showed that class-level homophobic attitudes toward…

Theory of Constraints: What Can We Learn to Support the Nursing Workforce?

PubMed

Pawlak, Roberta

2016-11-01

Demand for nurses is influenced by many factors. Labor statistics and health services literature reveal current and predicted supply gaps in meeting this demand. One strategy in response can be drawn from manufacturing industries. This column suggests the application of the Theory of Constraints in efforts to relieve bottlenecks in producing and retaining nurse labor.

Learning to Argue with Intermediate Macro Theory: A Semester-Long Team Writing Project

ERIC Educational Resources Information Center

Strasser, Georg; Wolfe, Marketa Halova

2014-01-01

The authors describe their experience with integrating a semester-long economic analysis project into an intermediate macroeconomic theory course. Students work in teams of "economic advisors" to write a series of nested reports that analyze the current state of the economy, and propose and evaluate policies for a decision-maker. The…

An Educational Rehabilitation of Apprenticeship Learning? Draft.

ERIC Educational Resources Information Center

Kvale, Steinar

This paper explores the relevancy of apprenticeships for professional training. While often neglected in current educational theory, apprenticeship training is common in the arts and in the mentoring and supervision of professionals. The apprenticeship model may provide solutions for some of the problems of the current educational system such as…

Effects of Combined Hands-on Laboratory and Computer Modeling on Student Learning of Gas Laws: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Liu, Xiufeng

2006-01-01

Based on current theories of chemistry learning, this study intends to test a hypothesis that computer modeling enhanced hands-on chemistry laboratories are more effective than hands-on laboratories or computer modeling laboratories alone in facilitating high school students' understanding of chemistry concepts. Thirty-three high school chemistry…

Starting Early with Study Skills: A Week-By-Week Guide for Elementary Students.

ERIC Educational Resources Information Center

Irvin, Judith L.; Rose, Elaine O.

On the premise that even young students can learn to study effectively, this book provides a framework and activities for the systematic teaching of study skills during the elementary grades. The book is consistent with current research and theory about learning and remembering; concepts such as schema and metacognition pervade the suggested…

Forms of Generalization in Students Experiencing Mathematical Learning Difficulties

ERIC Educational Resources Information Center

Santi, George; Baccaglini-Frank, Anna

2015-01-01

We shift the view of a special needs student away from the acknowledged view, that is as a student who requires interventions to restore a currently expected functioning behaviour, introducing a new paradigm to frame special needs students' learning of mathematics. We use the theory of objectification and the new paradigm to look at (and…

Linking Engaged Learning, Student Mental Health and Well-Being, and Civic Development: A Review of the Literature

ERIC Educational Resources Information Center

Swaner, Lynn E.

2007-01-01

Conducted for the Bringing Theory to Practice project, this literature review examines the theoretical and research bases for linking engaged learning, student mental health and well-being, and civic development. The findings of this review are discussed briefly in this article. Current prevention literature recommends a shift from targeted…

Discussion. Think SMART, Not Hard--A Review of Teaching Decision Making in Sport from an Ecological Rationality Perspective

ERIC Educational Resources Information Center

Raab, Markus

2007-01-01

Background: Recent developments of theories for teaching decision making in sport offer a large variety of applications for the context of physical education. Purpose: This review of current models of teaching tactical skills concludes that most models incorporate different cognitive learning mechanisms, such as implicit and explicit learning, and…

Collaborative Leadership and School Improvement: Understanding the Impact on School Capacity and Student Learning

ERIC Educational Resources Information Center

Hallinger, Philip; Heck, Ronald H.

2010-01-01

Fifty years of theory and research offer increasing levels of support for the assertion that principal leadership makes a difference in the quality of schooling, school development, and student learning. In the current context of global education reform, however, recent inquiries have focused on identifying how teams of school leaders contribute…

Pilot Study on Kindergarten Teachers' Perception of Linguistic and Musical Challenges in Nursery Rhymes

ERIC Educational Resources Information Center

Lefebvre, Pascal; Bolduc, Jonathan; Pirkenne, Christel

2015-01-01

Nursery rhymes provide a unique learning context for preschoolers in regard to their emergent literacy and musical development. According to Vygotsky's social constructivist theory (1978), in order for learning to occur, children must face challenges, and adults must provide support to guide them toward mastery of new skills. The current pilot…

Developing a Local Instruction Theory for Learning the Concept of Angle through Visual Field Activities and Spatial Representations

ERIC Educational Resources Information Center

Bustang, B.; Zulkardi, Z.; Darmawijoyo, H.; Dolk, Maarten; van Eerde, Dolly

2013-01-01

This paper reports a study on designing and testing an instructional sequence for the teaching and learning of the concept of angle in Indonesian primary schools. The study's context is employing the current reform movement adopting "Pendidikan Matematika Realistik Indonesia" (an Indonesian version of Realistic Mathematics Education).…

Agency Construction and Navigation in Oral Narratives of English Learning by Chinese College English Majors

ERIC Educational Resources Information Center

Lin, Qiuming

2017-01-01

The current study aims to investigate the discursive construction and navigation of agency in oral narratives of English learning by Chinese college English majors. Based on the theoretical framework integrating Bamberg et. al.'s theory of identity dilemma and Hallidayan systemic functional linguistics, the study has addressed two research…

Word identification in reading and the promise of subsymbolic psycholinguistics.

PubMed

Van Orden, G C; Pennington, B F; Stone, G O

1990-10-01

The vast literature concerning printed word identification either contradicts or provides ambiguous support for each of the central hypotheses of dual-process theory, the most widely accepted theory of printed word identification. In contrast, clear, positive support exists for an alternative subsymbolic approach that includes a central role for the process of phonologic coding. This subsymbolic account is developed around a covariant learning hypothesis, derived from a design principle common to current learning algorithms within the subsymbolic paradigm. Where this hypothesis applies, and it may apply broadly, it predicts a common empirical profile of development.

Physiological studies of the brain: Implications for science teaching

NASA Astrophysics Data System (ADS)

Esler, William K.

Physiological changes resulting from repeated, long-term stimulation have been observed in the brains of both humans and laboratory animals. It may be speculated that these changes are related to short-term and long-term memory processes. A physiologically based model for memory processing (PBMMP) can serve to explain the interrelations of various areas of the brain as they process new stimuli and recall past events. The model can also serve to explain many current principles of learning theory and serve as a foundation for developing new theories of learning based upon the physiology of the brain.

Shifting the paradigm of music instruction: implications of embodiment stemming from an augmented reality guitar learning system

PubMed Central

Keebler, Joseph R.; Wiltshire, Travis J.; Smith, Dustin C.; Fiore, Stephen M.; Bedwell, Jeffrey S.

2014-01-01

Musical instruction often includes materials that can act as a barrier to learning. New technologies using augmented reality may aid in reducing the initial difficulties involved in learning music by lowering these barriers characteristic of traditional instructional materials. Therefore, this set of studies examined a novel augmented reality guitar learning system (i.e., the Fretlight® guitar) in regards to current theories of embodied music cognition. Specifically, we examined the effects of using this system in comparison to a standard instructional material (i.e., diagrams). First, we review major theories related to musical embodiment and specify a niche within this research space we call embodied music technology for learning. Following, we explicate two parallel experiments that were conducted to address the learning effects of this system. Experiment 1 examined short-term learning effects within one experimental session, while Experiment 2 examined both short-term and long-term effects across two sessions spaced at a 2-week interval. Analyses demonstrated that, for many of our dependent variables, all participants increased in performance across time. Further, the Fretlight® condition consistently led to significantly better outcomes via interactive effects, including significantly better long term retention for the learned information across a 2 week time interval. These results are discussed in the context of embodied cognition theory as it relates to music. Potential limitations and avenues for future research are described. PMID:24999334

Cattell-Horn-Carroll Cognitive-Achievement Relations: What We Have Learned from the Past 20 Years of Research

ERIC Educational Resources Information Center

McGrew, Kevin S.; Wendling, Barbara J.

2010-01-01

Contemporary Cattell-Horn-Carroll (CHC) theory of cognitive abilities has evolved over the past 20 years and serves as the theoretical foundation for a number of current cognitive ability assessments. CHC theory provides a means by which we can better understand the relationships between cognitive abilities and academic achievement, an important…

Applying Program Theory-Driven Approach to Design and Evaluate a Teacher Professional Development Program

ERIC Educational Resources Information Center

Lin, Su-ching; Wu, Ming-sui

2016-01-01

This study was the first year of a two-year project which applied a program theory-driven approach to evaluating the impact of teachers' professional development interventions on students' learning by using a mix of methods, qualitative inquiry, and quasi-experimental design. The current study was to show the results of using the method of…

Overcoming the Crisis in Curriculum Theory: A Knowledge-Based Approach

ERIC Educational Resources Information Center

Young, Michael

2013-01-01

This paper begins by identifying what it sees as the current crisis in curriculum theory. Following a brief history of the field, it argues that recent developments have led to it losing its object--what is taught and learned in school--and its distinctive role in the educational sciences. Arising from this brief account of the origins and nature…

The Use of MOOC as a Means of Creating a Collaborative Learning Environment in a Blended CLIL Course

ERIC Educational Resources Information Center

Titova, Svetlana

2017-01-01

The objective of this action research is to work out the possible ways of Massive Open Online Course (MOOC) integration in a blended Content and Language Integrated Learning (CLIL) course to create an authentic online collaborative community. The theoretical framework of the intervention is based on current MOOC theories, connectivism, and the…

Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Brown, Dikla; Cinamon, Rachel Gali

2016-01-01

The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…

Bringing the Brain to Bear on Context and Policy in Primary Languages Practice in England

ERIC Educational Resources Information Center

Phillips, Magdalen

2017-01-01

The learning of modern languages in primary school (PL) was recently promoted to statutory status in the curriculum of England and Wales, but practice remains patchy. Low PL capacity amongst primary school teachers and constraints on curricular time persist. Viewed through the lenses of policy, learning theory and context, current PL practice can…

African Americans and Self-Help Education: The Missing Link in Adult Education. ERIC Digest No. 222.

ERIC Educational Resources Information Center

Rowland, Michael L.

Self-help education and self-help literature is important in the lives of African American adults, but the basic models of learning, development, and program planning in adult education have often been developed with little concern for the unique needs of African Americans. In addition, current theories of adult learning often lack understanding…

Prescribing Proficiency: The Intersection of Teacher, Students and a Mandated Reading Program in One Elementary School Classroom in the Climate of High-Stakes Testing

ERIC Educational Resources Information Center

Bien, Andrea Caroline

2013-01-01

This dissertation addresses questions about the impact and consequences of current school reforms by examining how mandated packaged reading programs contribute to a commodification of knowledge that is changing conceptualizations of literacy, teaching, and learning. Grounded in cultural-historical theories of literacy and learning, this work…

Lifelong Learning between "East" and "West": Confucianism and the Reflexive Project of the Self

ERIC Educational Resources Information Center

Zhao, Kang; Biesta, Gert J. J.

2011-01-01

Current theory, policy, and practice of lifelong learning are strongly influenced by ideas about the transformations that are taking place in contemporary societies. One influential set of ideas emphasizes that because of the rapid changes that are taking place in the (late-) modern world and because of the erosion of traditions, there is a…

Surgical education and training in an outer metropolitan hospital: a qualitative study of surgical trainers and trainees.

PubMed

Nestel, Debra; Harlim, Jennifer; Bryant, Melanie; Rampersad, Rajay; Hunter-Smith, David; Spychal, Bob

2017-08-01

The landscape of surgical training is changing. The anticipated increase in the numbers of surgical trainees and the shift to competency-based surgical training places pressures on an already stretched health service. With these pressures in mind, we explored trainers' and trainees' experiences of surgical training in a less traditional rotation, an outer metropolitan hospital. We considered practice-based learning theories to make meaning of surgical training in this setting, in particular Actor-network theory. We adopted a qualitative approach and purposively sampled surgical trainers and trainees to participate in individual interviews and focus groups respectively. Transcripts were made and thematically analysed. Institutional human research ethics approval was obtained. Four surgical trainers and fourteen trainees participated. Almost without exception, participants' report training needs to be well met. Emergent inter-related themes were: learning as social activity; learning and programmatic factors; learning and physical infrastructure; and, learning and organizational structure. This outer metropolitan hospital is suited to the provision of surgical training with the current rotational system for trainees. The setting offers experiences that enable consolidation of learning providing a rich and varied overall surgical training program. Although relational elements of learning were paramount they occurred within a complex environment. Actor-network theory was used to give meaning to emergent themes acknowledging that actors (both people and objects) and their interactions combine to influence training quality, shifting the focus of responsibility for learning away from individuals to the complex interactions in which they work and learn.

Style as a Symptom: A Phenomenological Perspective.

ERIC Educational Resources Information Center

Gregorc, Anthony F.

1984-01-01

Findings from early and current phenomenological studies indicate that stylistic characteristics are indicators of psychological forces that guide interactions with the world. Implications of how this theory relates to learning and teaching styles are discussed. (DF)

Investigating the Learning-Theory Foundations of Game-Based Learning: A Meta-Analysis

ERIC Educational Resources Information Center

Wu, W-H.; Hsiao, H-C.; Wu, P-L.; Lin, C-H.; Huang, S-H.

2012-01-01

Past studies on the issue of learning-theory foundations in game-based learning stressed the importance of establishing learning-theory foundation and provided an exploratory examination of established learning theories. However, we found research seldom addressed the development of the use or failure to use learning-theory foundations and…

Cortical and subcortical predictive dynamics and learning during perception, cognition, emotion and action

PubMed Central

Grossberg, Stephen

2009-01-01

An intimate link exists between the predictive and learning processes in the brain. Perceptual/cognitive and spatial/motor processes use complementary predictive mechanisms to learn, recognize, attend and plan about objects in the world, determine their current value, and act upon them. Recent neural models clarify these mechanisms and how they interact in cortical and subcortical brain regions. The present paper reviews and synthesizes data and models of these processes, and outlines a unified theory of predictive brain processing. PMID:19528003

Toward a Meta-Theory of Learning and Performance

ERIC Educational Resources Information Center

Russ-Eft, Darlene

2004-01-01

This purpose of this paper is to identify implications of various learning theories for workplace learning and performance and HRD. It begins with a review of various theoretical positions on learning including behaviorism, Gestalt theory, cognitive theory, schema theory, connectionist theory, social learning or behavior modeling, social…

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

PubMed

De Leeuw, R A; Westerman, Michiel; Nelson, E; Ket, J C F; Scheele, F

2016-07-08

E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

The Hopelessness Theory of Depression: A Quarter Century in Review

PubMed Central

Liu, Richard T.; Kleiman, Evan M.; Nestor, Bridget A.; Cheek, Shayna M.

2015-01-01

Since the formulation of the hopelessness theory of depression (Abramson, Metalsky, & Alloy, 1989) a quarter century ago, it has garnered considerable interest. The current paper presents a systematic review of this theory including its subsequent elaborations (Rose and Abramson’s [1992] developmental elaboration, Abela and Sarin’s [2002] weakest-link approach, Panzarella, Alloy, and Whitehouse’s [2006] expansion of the hopelessness theory, and the hopelessness theory of suicide [Abramson et al., 2000]), followed by recommendations for future study. Although empirical support was consistently found for several major components of the hopelessness theory, further work is required assessing this theory in relation to clinically significant phenomena. Among the most significant hindrances to advancement in this area is the frequent conceptual confusion between the hopelessness theory and the reformulated learned helplessness theory. PMID:26709338

The Hopelessness Theory of Depression: A Quarter Century in Review.

PubMed

Liu, Richard T; Kleiman, Evan M; Nestor, Bridget A; Cheek, Shayna M

2015-12-01

Since the formulation of the hopelessness theory of depression (Abramson, Metalsky, & Alloy, 1989) a quarter century ago, it has garnered considerable interest. The current paper presents a systematic review of this theory including its subsequent elaborations (Rose and Abramson's [1992] developmental elaboration, Abela and Sarin's [2002] weakest-link approach, Panzarella, Alloy, and Whitehouse's [2006] expansion of the hopelessness theory, and the hopelessness theory of suicide [Abramson et al., 2000]), followed by recommendations for future study. Although empirical support was consistently found for several major components of the hopelessness theory, further work is required assessing this theory in relation to clinically significant phenomena. Among the most significant hindrances to advancement in this area is the frequent conceptual confusion between the hopelessness theory and the reformulated learned helplessness theory.

A delta-rule model of numerical and non-numerical order processing.

PubMed

Verguts, Tom; Van Opstal, Filip

2014-06-01

Numerical and non-numerical order processing share empirical characteristics (distance effect and semantic congruity), but there are also important differences (in size effect and end effect). At the same time, models and theories of numerical and non-numerical order processing developed largely separately. Currently, we combine insights from 2 earlier models to integrate them in a common framework. We argue that the same learning principle underlies numerical and non-numerical orders, but that environmental features determine the empirical differences. Implications for current theories on order processing are pointed out. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The role of outcome inhibition in interference between outcomes: a contingency-learning analogue of retrieval-induced forgetting.

PubMed

Vadillo, Miguel A; Orgaz, Cristina; Luque, David; Cobos, Pedro L; López, Francisco J; Matute, Helena

2013-05-01

Current associative theories of contingency learning assume that inhibitory learning plays a part in the interference between outcomes. However, it is unclear whether this inhibitory learning results in the inhibition of the outcome representation or whether it simply counteracts previous excitatory learning so that the outcome representation is neither activated nor inhibited. Additionally, these models tend to conceptualize inhibition as a relatively transient and cue-dependent state. However, research on retrieval-induced forgetting suggests that the inhibition of representations is a real process that can be relatively independent of the retrieval cue used to access the inhibited information. Consistent with this alternative view, we found that interference between outcomes reduces the retrievability of the target outcome even when the outcome is associated with a novel (non-inhibitory) cue. This result has important theoretical implications for associative models of interference and shows that the empirical facts and theories developed in studies of retrieval-induced forgetting might be relevant in contingency learning and vice versa. © 2012 The British Psychological Society.

Learning from the past, altering the future: a tentative theory of the effect of past relationships on couples who remarry.

PubMed

Brimhall, Andrew; Wampler, Karen; Kimball, Thomas

2008-09-01

Using grounded theory methodology 16 participants, each in a second marriage as a result of divorce, were interviewed individually and with their partner. Participants were asked to describe how their first marriages were currently affecting their second. Trust was the central category that emerged. From this central category 3 additional categories surfaced: lack of trust in the previous relationship, attempts to increase trust while dating, and presence of trust in the current relationship. Participant feedback, internal and external auditors, and the existing literature were all used to validate the results. A tentative theory, complete with provisional hypotheses, was developed that could help clinicians address some of the challenges described by couples who remarry.

Literature Review of Cloud Based E-learning Adoption by Students: State of the Art and Direction for Future Work

NASA Astrophysics Data System (ADS)

Hassan Kayali, Mohammad; Safie, Nurhizam; Mukhtar, Muriati

2016-11-01

Cloud computing is a new paradigm shift in information technology. Most of the studies in the cloud are business related while the studies in cloud based e-learning are few. The field is still in its infancy and researchers have used several adoption theories to discover the dimensions of this field. The purpose of this paper is to review and integrate the literature to understand the current situation of the cloud based e-learning adoption. A total of 312 articles were extracted from Science direct, emerald, and IEEE. Screening processes were applied to select only the articles that are related to the cloud based e-learning. A total of 231 removed because they are related to business organization. Next, a total of 63 articles were removed because they are technical articles. A total of 18 articles were included in this paper. A frequency analysis was conducted on the paper to identify the most frequent factors, theories, statistical software, respondents, and countries of the studies. The findings showed that usefulness and ease of use are the most frequent factors. TAM is the most prevalent adoption theories in the literature. The mean of the respondents in the reviewed studies is 377 and Malaysia is the most researched countries in terms of cloud based e-learning. Studies of cloud based e-learning are few and more empirical studies are needed.

Games and Diabetes: A Review Investigating Theoretical Frameworks, Evaluation Methodologies, and Opportunities for Design Grounded in Learning Theories.

PubMed

Lazem, Shaimaa; Webster, Mary; Holmes, Wayne; Wolf, Motje

2015-09-02

Here we review 18 articles that describe the design and evaluation of 1 or more games for diabetes from technical, methodological, and theoretical perspectives. We undertook searches covering the period 2010 to May 2015 in the ACM, IEEE, Journal of Medical Internet Research, Studies in Health Technology and Informatics, and Google Scholar online databases using the keywords "children," "computer games," "diabetes," "games," "type 1," and "type 2" in various Boolean combinations. The review sets out to establish, for future research, an understanding of the current landscape of digital games designed for children with diabetes. We briefly explored the use and impact of well-established learning theories in such games. The most frequently mentioned theoretical frameworks were social cognitive theory and social constructivism. Due to the limitations of the reported evaluation methodologies, little evidence was found to support the strong promise of games for diabetes. Furthermore, we could not establish a relation between design features and the game outcomes. We argue that an in-depth discussion about the extent to which learning theories could and should be manifested in the design decisions is required. © 2015 Diabetes Technology Society.

Heterogeneity in perceptual category learning by high functioning children with autism spectrum disorder

PubMed Central

Mercado, Eduardo; Church, Barbara A.; Coutinho, Mariana V. C.; Dovgopoly, Alexander; Lopata, Christopher J.; Toomey, Jennifer A.; Thomeer, Marcus L.

2015-01-01

Previous research suggests that high functioning (HF) children with autism spectrum disorder (ASD) sometimes have problems learning categories, but often appear to perform normally in categorization tasks. The deficits that individuals with ASD show when learning categories have been attributed to executive dysfunction, general deficits in implicit learning, atypical cognitive strategies, or abnormal perceptual biases and abilities. Several of these psychological explanations for category learning deficits have been associated with neural abnormalities such as cortical underconnectivity. The present study evaluated how well existing neurally based theories account for atypical perceptual category learning shown by HF children with ASD across multiple category learning tasks involving novel, abstract shapes. Consistent with earlier results, children’s performances revealed two distinct patterns of learning and generalization associated with ASD: one was indistinguishable from performance in typically developing children; the other revealed dramatic impairments. These two patterns were evident regardless of training regimen or stimulus set. Surprisingly, some children with ASD showed both patterns. Simulations of perceptual category learning could account for the two observed patterns in terms of differences in neural plasticity. However, no current psychological or neural theory adequately explains why a child with ASD might show such large fluctuations in category learning ability across training conditions or stimulus sets. PMID:26157368

Believing is seeing: how people's beliefs influence goals, emotions and behaviour.

PubMed

Teunissen, Pim W; Bok, Harold G J

2013-11-01

Health care professionals work and learn in complex environments. Some are able to continue learning from their practice and the challenges it presents, whereas others refrain from investing more effort when faced with setbacks. This paper discusses a social cognitive model of motivation that helps to explain the different kinds of behaviour that emerge when individuals are confronted with challenges. Self-theories (people's theories on what competence is and means for the self) play a major role in establishing the goals people set for themselves, the emotions they experience and the meanings they attach to situations. These self-views are often not explicitly articulated and are therefore called 'implicit' ('self-') theories. Social cognitive research suggests there are two distinct ways of thinking about one's personal attributes: entity theorists view a trait as a fixed, concrete internal entity, whereas incremental theorists instead believe a trait to be something malleable that can be developed or cultivated through effort. Holding an entity theory leads one to set performance goals and to harbour concerns about performing well and making a good impression. Holding an incremental theory tends to lead one to set learning goals, and to focus less on performance and more on spending time and effort in determining which strategies work. The current literature on self-theories is used to explore the relevance of these theories in medical education in three contexts: (i) it is argued that, in order to support lifelong learning, both individual and organisational efforts fit best with an incremental outlook on professional development; (ii) if it is to move forward in the domain of feedback-seeking behaviour, medical education might benefit from a better understanding of the interactions among self-theories, feedback behaviour, and the pervading role of organisational culture, and (iii) the impact of self-theories on assessors' evaluations of performance. © 2013 John Wiley & Sons Ltd.

Adult Education at the Crossroads: Learning Our Way Out. Global Perspectives on Adult Education and Training.

ERIC Educational Resources Information Center

Finger, Matthias; Asun, Jose Manuel

This book assesses the current state of adult education, including the traditions out of which adult education comes, its current problems, and its possible futures. It begins with an overview of Ivan Illich's theory and explains its significance for adult education. Part 1 examines the main historical traditions in adult education, including the…

Rethinking the learning of belief network probabilities

DOE Office of Scientific and Technical Information (OSTI.GOV)

Musick, R.

Belief networks are a powerful tool for knowledge discovery that provide concise, understandable probabilistic models of data. There are methods grounded in probability theory to incrementally update the relationships described by the belief network when new information is seen, to perform complex inferences over any set of variables in the data, to incorporate domain expertise and prior knowledge into the model, and to automatically learn the model from data. This paper concentrates on part of the belief network induction problem, that of learning the quantitative structure (the conditional probabilities), given the qualitative structure. In particular, the current practice of rotemore » learning the probabilities in belief networks can be significantly improved upon. We advance the idea of applying any learning algorithm to the task of conditional probability learning in belief networks, discuss potential benefits, and show results of applying neutral networks and other algorithms to a medium sized car insurance belief network. The results demonstrate from 10 to 100% improvements in model error rates over the current approaches.« less

The Attribution Theory of Learning and Advising Students on Academic Probation

ERIC Educational Resources Information Center

Demetriou, Cynthia

2011-01-01

Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student…

A new computational account of cognitive control over reinforcement-based decision-making: Modeling of a probabilistic learning task.

PubMed

Zendehrouh, Sareh

2015-11-01

Recent work on decision-making field offers an account of dual-system theory for decision-making process. This theory holds that this process is conducted by two main controllers: a goal-directed system and a habitual system. In the reinforcement learning (RL) domain, the habitual behaviors are connected with model-free methods, in which appropriate actions are learned through trial-and-error experiences. However, goal-directed behaviors are associated with model-based methods of RL, in which actions are selected using a model of the environment. Studies on cognitive control also suggest that during processes like decision-making, some cortical and subcortical structures work in concert to monitor the consequences of decisions and to adjust control according to current task demands. Here a computational model is presented based on dual system theory and cognitive control perspective of decision-making. The proposed model is used to simulate human performance on a variant of probabilistic learning task. The basic proposal is that the brain implements a dual controller, while an accompanying monitoring system detects some kinds of conflict including a hypothetical cost-conflict one. The simulation results address existing theories about two event-related potentials, namely error related negativity (ERN) and feedback related negativity (FRN), and explore the best account of them. Based on the results, some testable predictions are also presented. Copyright © 2015 Elsevier Ltd. All rights reserved.

Flight School in the Virtual Environment: Capabilities and Risks of Executing a Simulations-Based Flight Training Program

DTIC Science & Technology

2012-05-17

theories work together to explain learning in aviation—behavioral learning theory , cognitive learning theory , constructivism, experiential ...solve problems, and make decisions. Experiential learning theory incorporates both behavioral and cognitive theories .104 This theory harnesses the...34Evaluation of the Effectiveness of Flight School XXI," 7. 106 David A. Kolb , Experiential Learning : Experience as the Source of

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo.

PubMed

Aber, J Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon

2017-02-01

Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.

Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study.

PubMed

Bressington, Daniel T; Wong, Wai-Kit; Lam, Kar Kei Claire; Chien, Wai Tong

2018-01-01

Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. This pilot study utilised a mixed-methods quasi-experimental design. The study was conducted in a University school of Nursing in Hong Kong. A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of concept mapping. Future studies should utilise a larger sample size and consider using the approach as a targeted intervention immediately before and during clinical learning placements. Copyright © 2017 Elsevier Ltd. All rights reserved.

Toward a Unified Sub-symbolic Computational Theory of Cognition

PubMed Central

Butz, Martin V.

2016-01-01

This paper proposes how various disciplinary theories of cognition may be combined into a unifying, sub-symbolic, computational theory of cognition. The following theories are considered for integration: psychological theories, including the theory of event coding, event segmentation theory, the theory of anticipatory behavioral control, and concept development; artificial intelligence and machine learning theories, including reinforcement learning and generative artificial neural networks; and theories from theoretical and computational neuroscience, including predictive coding and free energy-based inference. In the light of such a potential unification, it is discussed how abstract cognitive, conceptualized knowledge and understanding may be learned from actively gathered sensorimotor experiences. The unification rests on the free energy-based inference principle, which essentially implies that the brain builds a predictive, generative model of its environment. Neural activity-oriented inference causes the continuous adaptation of the currently active predictive encodings. Neural structure-oriented inference causes the longer term adaptation of the developing generative model as a whole. Finally, active inference strives for maintaining internal homeostasis, causing goal-directed motor behavior. To learn abstract, hierarchical encodings, however, it is proposed that free energy-based inference needs to be enhanced with structural priors, which bias cognitive development toward the formation of particular, behaviorally suitable encoding structures. As a result, it is hypothesized how abstract concepts can develop from, and thus how they are structured by and grounded in, sensorimotor experiences. Moreover, it is sketched-out how symbol-like thought can be generated by a temporarily active set of predictive encodings, which constitute a distributed neural attractor in the form of an interactive free-energy minimum. The activated, interactive network attractor essentially characterizes the semantics of a concept or a concept composition, such as an actual or imagined situation in our environment. Temporal successions of attractors then encode unfolding semantics, which may be generated by a behavioral or mental interaction with an actual or imagined situation in our environment. Implications, further predictions, possible verification, and falsifications, as well as potential enhancements into a fully spelled-out unified theory of cognition are discussed at the end of the paper. PMID:27445895

Student Perceptions of Teacher Support

ERIC Educational Resources Information Center

Dolan, Alyson Lavigne; McCaslin, Mary

2008-01-01

Background/Context: Working theories about student goal orientation, understanding of intelligence, and affective mediation of task engagement inform current beliefs about students and learning and motivation. Much research has focused on identifying effective teaching strategies to raise the achievement of disadvantaged students; however, less is…

Active-Passive-Intuitive Learning Theory: A Unified Theory of Learning and Development

ERIC Educational Resources Information Center

Sigette, Tyson

2009-01-01

This paper addresses many theories of learning and human development which are very similar with regards as to how they suggest learning occurs. The differences in most of the theories exist in how they treat the development of the learner compared to methods of teaching. Most of the major learning theories taught to educators today are based on…

Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

PubMed

Hearne, D; Stone, S

1995-01-01

The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

Social learning, culture and the 'socio-cultural brain' of human and non-human primates.

PubMed

Whiten, Andrew; van de Waal, Erica

2017-11-01

Noting important recent discoveries, we review primate social learning, traditions and culture, together with associated findings about primate brains. We survey our current knowledge of primate cultures in the wild, and complementary experimental diffusion studies testing species' capacity to sustain traditions. We relate this work to theories that seek to explain the enlarged brain size of primates as specializations for social intelligence, that have most recently extended to learning from others and the cultural transmission this permits. We discuss alternative theories and review a variety of recent findings that support cultural intelligence hypotheses for primate encephalization. At a more fine-grained neuroscientific level we focus on the underlying processes of social learning, especially emulation and imitation. Here, our own and others' recent research has established capacities for bodily imitation in both monkeys and apes, results that are consistent with a role for the mirror neuron system in social learning. We review important convergences between behavioural findings and recent non-invasive neuroscientific studies. Copyright © 2016 Elsevier Ltd. All rights reserved.

Learning Theory Foundations of Simulation-Based Mastery Learning.

PubMed

McGaghie, William C; Harris, Ilene B

2018-06-01

Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.

Sociocultural Theory and the Mediated Learning Experience.

ERIC Educational Resources Information Center

Kozulin, Alex

2002-01-01

Discusses the two theories that have contributed most to the development of the mediational approach to learning, Vygotskian sociocultural theory and Feuerstein's theory of Mediated Learning Experience. Both theories emphasize the importance of sociocultural forces in shaping a child's development and learning, and have generated a number of…

Framework for Conducting Empirical Observations of Learning Processes.

ERIC Educational Resources Information Center

Fischer, Hans Ernst; von Aufschnaiter, Stephan

1993-01-01

Reviews four hypotheses about learning: Comenius's transmission-reception theory, information processing theory, Gestalt theory, and Piagetian theory. Uses the categories preunderstanding, conceptual change, and learning processes to classify and assess investigations on learning processes. (PR)

A History and Overview of the Behavioral Neuroscience of Learning and Memory.

PubMed

Clark, Robert E

2018-01-01

Here, I provide a basic history of important milestones in the development of theories for how the brain accomplishes the phenomenon of learning and memory. Included are the ideas of Plato, René Descartes, Théodule Ribot, William James, Ivan Pavlov, John Watson, Karl Lashley, and others. The modern era of learning and memory research begins with the description of H.M. by Brenda Milner and the gradual discovery that the brain contains multiple learning and memory systems that are supported by anatomically discrete brain structures. Finally, a brief overview is provided for the chapters that are included in current topics in Behavioral Neuroscience-Learning and Memory.

A History and Overview of the Behavioral Neuroscience of Learning and Memory.

PubMed

Clark, Robert E

2018-01-05

Here, I provide a basic history of important milestones in the development of theories for how the brain accomplishes the phenomenon of learning and memory. Included are the ideas of Plato, René Descartes, Théodule Ribot, William James, Ivan Pavlov, John Watson, Karl Lashley, and others. The modern era of learning and memory research begins with the description of H.M. by Brenda Milner and the gradual discovery that the brain contains multiple learning and memory systems that are supported by anatomically discrete brain structures. Finally, a brief overview is provided for the chapters that are included in current topics in Behavioral Neuroscience-Learning and Memory.

Training in virtual environments: putting theory into practice.

PubMed

Moskaliuk, Johannes; Bertram, Johanna; Cress, Ulrike

2013-01-01

Virtual training environments are used when training in reality is challenging because of the high costs, danger, time or effort involved. In this paper we argue for a theory-driven development of such environments, with the aim of connecting theory to practice and ensuring that the training provided fits the needs of the trained persons and their organisations. As an example, we describe the development of VirtualPolice (ViPOL), a training environment for police officers in a federal state of Germany. We provided the theoretical foundation for ViPOL concerning the feeling of being present, social context, learning motivation and perspective-taking. We developed a framework to put theory into practice. To evaluate our framework we interviewed the stakeholders of ViPOL and surveyed current challenges and limitations of virtual training. The results led to a review of a theory-into-practice framework which is presented in the conclusion. Feeling of presence, social context, learning motivation and perspective-taking are relevant for training in virtual environments. The theory-into-practice framework presented here supports developers and trainers in implementing virtual training tools. The framework was validated with an interview study of stakeholders of a virtual training project. We identified limitations, opportunities and challenges.

Review. The incentive sensitization theory of addiction: some current issues.

PubMed

Robinson, Terry E; Berridge, Kent C

2008-10-12

We present a brief overview of the incentive sensitization theory of addiction. This posits that addiction is caused primarily by drug-induced sensitization in the brain mesocorticolimbic systems that attribute incentive salience to reward-associated stimuli. If rendered hypersensitive, these systems cause pathological incentive motivation ('wanting') for drugs. We address some current questions including: what is the role of learning in incentive sensitization and addiction? Does incentive sensitization occur in human addicts? Is the development of addiction-like behaviour in animals associated with sensitization? What is the best way to model addiction symptoms using animal models? And, finally, what are the roles of affective pleasure or withdrawal in addiction?

The Effect of Electric Current Teaching Based upon the 5E Model on Academic Achievement and Attitudes of Students

ERIC Educational Resources Information Center

Guzel, Hattice

2017-01-01

In this research, the purpose was to examine and compare the effect of teaching Electric Current, which is a topic of grade 11 physics lesson, on student achievement and attitude according to the 5E model belonging to the constructivist learning theory and the traditional teaching method. The research was conducted in the spring semester of…

Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective.

PubMed

Stenling, Andreas; Tafvelin, Susanne

2016-10-01

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs' daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

Non-medical use of prescription stimulants for academic purposes among college students: a test of social learning theory.

PubMed

Ford, Jason A; Ong, Julianne

2014-11-01

The current research examines whether measures associated with Akers' social learning theory are related to non-medical use of prescription stimulants for academic reasons among college students. We examine data from a sample of 549 undergraduate students at one public university in the Southeastern United States. We estimate several logistic regression models to test our hypotheses. The findings indicated that roughly 17% of students reported non-medical use of prescription stimulants for academic reasons during the past year. In separate models, all four of the social learning measures were significantly correlated to non-medical use. In the complete model, the risk of non-medical prescription stimulant use for academic reasons was increased for respondents who reported more of their friends used and also for respondents who believed that prescription stimulants were an effective study aid. The current research fills an important gap in the literature regarding theoretical explanations for non-medical prescription stimulant use. Given the high prevalence of non-medical prescription stimulant use and the known risks associated with non-medical use this research can help inform intervention strategies for college populations. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Twelve tips to promote successful development of a learner performance dashboard within a medical education program.

PubMed

Boscardin, Christy; Fergus, Kirkpatrick B; Hellevig, Bonnie; Hauer, Karen E

2017-11-09

Easily accessible and interpretable performance data constitute critical feedback for learners that facilitate informed self-assessment and learning planning. To provide this feedback, there has been a proliferation of educational dashboards in recent years. An educational (learner) dashboard systematically delivers timely and continuous feedback on performance and can provide easily visualized and interpreted performance data. In this paper, we provide practical tips for developing a functional, user-friendly individual learner performance dashboard and literature review of dashboard development, assessment theory, and users' perspectives. Considering key design principles and maximizing current technological advances in data visualization techniques can increase dashboard utility and enhance the user experience. By bridging current technology with assessment strategies that support learning, educators can continue to improve the field of learning analytics and design of information management tools such as dashboards in support of improved learning outcomes.

A Comparative Analysis of Three Unique Theories of Organizational Learning

ERIC Educational Resources Information Center

Leavitt, Carol C.

2011-01-01

The purpose of this paper is to present three classical theories on organizational learning and conduct a comparative analysis that highlights their strengths, similarities, and differences. Two of the theories -- experiential learning theory and adaptive -- generative learning theory -- represent the thinking of the cognitive perspective, while…

The unrealized promise of infant statistical word-referent learning

PubMed Central

Smith, Linda B.; Suanda, Sumarga H.; Yu, Chen

2014-01-01

Recent theory and experiments offer a new solution as to how infant learners may break into word learning, by using cross-situational statistics to find the underlying word-referent mappings. Computational models demonstrate the in-principle plausibility of this statistical learning solution and experimental evidence shows that infants can aggregate and make statistically appropriate decisions from word-referent co-occurrence data. We review these contributions and then identify the gaps in current knowledge that prevent a confident conclusion about whether cross-situational learning is the mechanism through which infants break into word learning. We propose an agenda to address that gap that focuses on detailing the statistics in the learning environment and the cognitive processes that make use of those statistics. PMID:24637154

A Conceptual Model for Effective Distance Learning in Higher Education

ERIC Educational Resources Information Center

Farajollahi, Mehran; Zare, Hosein; Hormozi, Mahmood; Sarmadi, Mohammad Reza; Zarifsanaee, Nahid

2010-01-01

The present research aims at presenting a conceptual model for effective distance learning in higher education. Findings of this research shows that an understanding of the technological capabilities and learning theories especially constructive theory and independent learning theory and communicative and interaction theory in Distance learning is…

Consciousness, social heredity, and development: the evolutionary thought of James Mark Baldwin.

PubMed

Wozniak, Robert H

2009-01-01

James Mark Baldwin is one of the most important and least known early American scientific psychologists. Drawing inspiration from Charles Darwin and other evolutionists of the period, Baldwin developed a biosocial theory of psychological development that influenced both Jean Piaget and Lev S. Vygotsky; and he proposed a mechanism relating learned adaptations in the individual to phylogenesis (frequently termed the "Baldwin effect") that is of considerable interest to those currently modeling processes of learning and evolution. After a brief introduction to Baldwin's career, this article describes the intellectual context within which his evolutionary thinking developed. Three of his most important contributions are then discussed: his theory of individual adaptation or learning, his concept of "social heredity," and his articulation of the "Baldwin effect." The article concludes with a brief evaluation of the contemporary importance of Baldwin's ideas. 2009 APA, all rights reserved

A cognitive movement scientist's view on the link between thought and action: insights from the "Badische Zimmer" metaphor.

PubMed

Hossner, Ernst-Joachim

2009-01-01

The problem of a bidirectional link between thought and action is approached from the perspective of cognitive movement science. The metaphor of the "Badische Zimmer" - an adaptation of Searle's Chinese room metaphor - is used to illustrate shortcomings in the classical conception of linear information processing and to introduce some features which current theories of movement control and learning should embrace. On this basis, the case is made for a return to an ideomotor view of motor control and learning based on effect prediction (E') as a function of the situational context (S') and one's own motor responses (R'). The relevance of the derived concept of sensorimotor chains linking elementary S'R'E' units in the course of motor learning is finally discussed with respect to potential implications for an integrative theory of perception, action, and decision making.

Learning higher-order generalizations through free play: Evidence from 2- and 3-year-old children.

PubMed

Sim, Zi L; Xu, Fei

2017-04-01

Constructivist views of cognitive development often converge on 2 key points: (a) the child's goal is to build large conceptual structures for understanding the world, and (b) the child plays an active role in developing these structures. While previous research has demonstrated that young children show a precocious capacity for concept and theory building when they are provided with helpful data within training settings, and that they explore their environment in ways that may promote learning, it remains an open question whether young children are able to build larger conceptual structures using self-generated evidence, a form of active learning. In the current study, we examined whether children can learn high-order generalizations (which form the basis for larger conceptual structures) through free play, and whether they can do so as effectively as when provided with relevant data. Results with 2- and 3-year-old children over 4 experiments indicate robust learning through free play, and generalization performance was comparable between free play and didactic conditions. Therefore, young children's self-directed learning supports the development of higher-order generalizations, laying the foundation for building larger conceptual structures and intuitive theories. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Teaching Literature to Adolescents

ERIC Educational Resources Information Center

Beach, Richard W.; Appleman, Deborah; Hynds, Susan; Wilhelm, Jeffrey

2006-01-01

This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. "Teaching Literature to…

Cognitive Science and Science Education.

ERIC Educational Resources Information Center

Carey, Susan

1986-01-01

The premise behind the cognitive approach to teaching is that understanding results when new learning is integrated with existing knowledge. But the goal of science instruction is to replace existing ideas with new theories. Current research in science education seeks to resolve these conflicting instructional approaches. (Author/VM)

Continuing Professional Education Delivery Systems.

ERIC Educational Resources Information Center

Weeks, James P.

This investigation of delivery systems for continuing professional education provides an overview of current operational delivery systems in continuing professional education, drawing on experience as found in the literature. Learning theories and conclusions are woven into the descriptive text. Delivery systems profiled in the paper include the…

Brain Research and Learning.

ERIC Educational Resources Information Center

Claycomb, Mary

Current research on brain activity has many implications for educators. The triune brain concept and the left and right hemisphere concepts are among the many complex theories evolving from experimentation and observation. The triune brain concept suggests that the human forebrain has expanded while retaining three structurally unique formations…

Home Study Course Development Handbook.

ERIC Educational Resources Information Center

Lambert, Michael P., Ed.; Welch, Sally R., Ed.

Intended for independent study directors, course authors, and directors of home based or distance learning projects, this collection of current, practical guides on correspondence course development contains fourteen chapters authored by practicing home study educators and experts in their field. From Theory to Practice lists steps in course…

An E-learning System based on Affective Computing

NASA Astrophysics Data System (ADS)

Duo, Sun; Song, Lu Xue

In recent years, e-learning as a learning system is very popular. But the current e-learning systems cannot instruct students effectively since they do not consider the emotional state in the context of instruction. The emergence of the theory about "Affective computing" can solve this question. It can make the computer's intelligence no longer be a pure cognitive one. In this paper, we construct an emotional intelligent e-learning system based on "Affective computing". A dimensional model is put forward to recognize and analyze the student's emotion state and a virtual teacher's avatar is offered to regulate student's learning psychology with consideration of teaching style based on his personality trait. A "man-to-man" learning environment is built to simulate the traditional classroom's pedagogy in the system.

An emerging research framework for studying informal learning and schools

NASA Astrophysics Data System (ADS)

Martin, Laura M. W.

2004-07-01

In recognition of the fact that science centers and other informal educational institutions can play a role in the reform of science, technology, engineering, and mathematics (STEM) education, several major research and professional programs are currently underway. This article discusses one such effort, the Center for Informal Learning and Schools (CILS), a collaboration of the Exploratorium, the University of California, Santa Cruz, and King's College, London and the need for a theoretical framework based on socio-cultural theory to link discussion of varied efforts characterizing science learning in informal settings. The article discusses two key problematics related to developments in the science education field of the past decade: (1) integrating studies that are undertaken from multiple disciplinary perspectives, namely, science education, developmental psychology, and cultural studies, and (2) characterizing critical properties of informal learning in museums. It reviews work that has been conducted in nonschool settings and, using examples from research conducted by the Center for Informal Learning and Schools, it reviews questions currently under investigation.

Aids to Computer-Based Multimedia Learning.

ERIC Educational Resources Information Center

Mayer, Richard E.; Moreno, Roxana

2002-01-01

Presents a cognitive theory of multimedia learning that draws on dual coding theory, cognitive load theory, and constructivist learning theory and derives some principles of instructional design for fostering multimedia learning. These include principles of multiple representation, contiguity, coherence, modality, and redundancy. (SLD)

Who Needs Learning Theory Anyway?

ERIC Educational Resources Information Center

Zemke, Ron

2002-01-01

Looks at a variety of learning theories: andragogy, behaviorism, cognitivism, conditions of learning, Gestalt, and social learning. Addresses the difficulty of selecting an appropriate theory for training. (JOW)

Responding mindfully to distressing psychosis: A grounded theory analysis.

PubMed

Abba, Nicola; Chadwick, Paul; Stevenson, Chris

2008-01-01

This study investigates the psychological process involved when people with current distressing psychosis learned to respond mindfully to unpleasant psychotic sensations (voices, thoughts, and images). Sixteen participants were interviewed on completion of a mindfulness group program. Grounded theory methodology was used to generate a theory of the core psychological process using a systematically applied set of methods linking analysis with data collection. The theory inducted describes the experience of relating differently to psychosis through a three-stage process: centering in awareness of psychosis; allowing voices, thoughts, and images to come and go without reacting or struggle; and reclaiming power through acceptance of psychosis and the self. The conceptual and clinical applications of the theory and its limits are discussed.

A narrative study of novice elementary teachers' perceptions of science instruction

NASA Astrophysics Data System (ADS)

Harrell, Roberta

It is hoped that, once implemented, the Next Generation Science Standards (NGSS) will engage students more deeply in science learning and build science knowledge sequentially beginning in Kindergarten (NRC, 2013). Early instruction is encouraged but must be delivered by qualified elementary teachers who have both the science content knowledge and the necessary instructional skills to teach science effectively to young children (Ejiwale, 2012, Spencer, Vogel, 2009, Walker, 2011). The purpose of this research study is to gain insight into novice elementary teachers' perceptions of science instruction. This research suggests that infusion of constructivist teaching in the elementary classroom is beneficial to the teacher's instruction of science concepts to elementary students. Constructivism is theory that learning is centered on the learner constructing new ideas or concepts built upon their current/past knowledge (Bruner, 1966). Based on this theory, it is recommended that the instructor should try to encourage students to discover principles independently; essentially the instructor presents the problem and lets students go (Good & Brophy, 2004). Discovery learning, hands-on, experimental, collaborative, and project-based learning are all approaches that use constructivist principles. The NGSS are based on constructivist principles. This narrative study provides insight into novice elementary teachers' perceptions of science instruction considered through the lens of Constructivist Theory (Bruner, 1960).

Effects of a National Public Service Information Campaign on Crime Prevention: Perspectives from Social Learning and Social Control Theory.

ERIC Educational Resources Information Center

Lordan, Edward J.; Kwon, Joongrok

This study examined the effects of public service advertising from two theoretical backgrounds: social learning theory and social control theory. Traditional social learning theory assumes that learning occurs by subjects performing responses and experiencing their effects, with reinforcement as the main determinant. Social control theory, as…

English as a Second Language: Current Issues.

ERIC Educational Resources Information Center

Lugton, Robert C., Ed.

This collection contains articles on teaching English to foreign students which range in subject matter from transformational-generative grammar to programed learning and which reflect a variety of viewpoints. The following articles are included: Leon A. Jakobovits, "Prolegomena to a Theory of Communicative Competence"; Renzo Titone, "A…

Response II: Preparing Teachers of Art for Tomorrow's Schools.

ERIC Educational Resources Information Center

Day, Michael D.

1993-01-01

Responds to Arthur Efland's analysis of the relationship between current theories of teaching and learning and preservice art teacher education. Asserts that the cultural pluralism of today's schools is a significant factor in curriculum planning for art education. Discusses three characteristics of successful art teachers. (CFR)

[Birth and succession of a current of learning in Korean medicine: the supporting yang current of learning].

PubMed

Oh, Chaekun

2014-04-01

In this study, I aim to reveal how Lee Gyoojoons medicine has given birth to a current of learning, the supporting yang current of learning, and describe its historical significance. Before anything, I'd like to throw the question of whether if there were any currents within the traditional Korean medicine. There are no records of medical currents being widely discussed until now in medical history of Korea; however, the current of Lee Jema's sasang medicine is the most noticeable one. Among the contemporaries of Lee Jema, during the late Chosun, there was also another famed medical practitioner called Lee Gyoojoon. Lee Gyoojoon mainly practiced his medicine within Pohang, Gyeongsangbuk-do area, his apprentices have formed a group and have succeeded his medical practice. Based on the analyses of Lee Gyoojoon's apprentices and the Somun Oriental Medical Society, which is known as a successor group to Lee Gyoojoon's medicine today, they are fully satisfying the five requirements to establish a medical current: first, they held Lee Gyoojoon as the first and foremost, representative practitioner of their current; second, they advocate the supporting yang theory suggested by Lee Gyoojoon, which is originated from his theory of Mind; third, books such as the Major Essentials of Huangdi's Internal Classic Plain Questions, and the Double Grinded Medical Mirror, were being used as the main textbooks to educate their students or to practice medicine. Fourth, Lee Gyoojoon's medical ideas were being transcended quite clearly within his group of apprentices, including Seo Byungoh, Lee Wonse, and the Somun Oriental Medical Society. Fifth, Lee Gyoojoon's apprentices were first produced through the Sukgok School, however, nowadays they are being produced through medical groups formed by Lee Wonse, the Somun Oriental Medical Society, regarding the propagation of medical theories, compilation of textbooks, publication of academic journals, etc. Then, what do the existence of the supporting yang current have their significances in history? First of all, Heo Joon, the great medical practitioner in 16th century Chosun, have revealed through his book the Treasured Mirror of Eastern Medicine (TMEM), that the essence of Eastern medicine differentiated from South and North medicine of China is being transcended in Korean medicine. However, we have not got a clear conclusion on what his views of the essence of Eastern medicine is. The TMEM is the legacy of Neo-confucianism, dominant in the Chosun at the time, and is considered the reference which covers from Taoism to Korean Medicine, that is practical as well as systematical in categorizing illnesses, their respective prescriptions, and herbs. Maybe, it seems that such characteristics of the TMEM naturally led the medical practitioners and Confucian scholars, Lee Jema and Lee Gyoojoon to adopt its principles, and furthermore, possibly contributed in materializing the tradition of Eastern Medicine. Secondly, both currents appeared in the late period of Chosun dynasty. Then, weren't there any preceding medical currents before them? The bureaucratic and centralized government of the Chosun dynasty demanded and supplied talents through a nationwide examination system. However, since the late-16th century, a few family from the Chungin class have come to dominate the important medical positions as inheritance doctors , bringing about the expansion of the private medical sector, as well as growth in the number of medical practitioners. This naturally brought about fierce competition among the practitioners, and it is probable that the competition sparked the need for standardized groups and societies that follow a single medical doctrine or theory, to differentiate from the others. Probably, the birth of current of learning, which succeeded to Lee Jema and Lee Gyoojoon's medical theory, exists as an extension of this social background. The major changes in systems to build a new Chosun in 1894 brought about the abolitions of old and antique institutions. Inheritance doctors naturally collapsed, and every medical practitioners had to compete in an open market. However, Lee Jema and Lee Gyoojoon, as a medical practitioner and Confucian scholar, weren't from medical families; instead, they have successfully established and led their medical groups. The Sasang medicine current, which first began in the Hamhung area, had creative medical theories and excellent practices, naturally led the discourses traditional medicine in the center areas of the Korean peninsula. In contrast, the supporting yang current, more popular in the Youngnam area at one time, struggled to keep their current during the period of Korean War, National Industrialization and Modernization. And it was only Lee Wonse's personal dedication to the current that made it survive through the times. It was not until the late 1990s, when the apprentices have gathered Lee Gyoojoon's accomplishments, that formed the Somun Oriental Medical Society as well as the supporting yang current. In summary, the birth and the succession of the supporting yang current clearly depicts how the various traditional medical groups and societies on the periphery have survived and transcended through difficult times. And at the same time, they can provide chance to ruminate the historical flow of traditional medicine in Korea.

Can goal-free problems facilitating students' flexible thinking?

NASA Astrophysics Data System (ADS)

Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

2017-08-01

Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.

Opiate versus psychostimulant addiction: the differences do matter

PubMed Central

Badiani, Aldo; Belin, David; Epstein, David; Calu, Donna; Shaham, Yavin

2013-01-01

The publication of the psychomotor stimulant theory of addiction in 1987 and the finding that addictive drugs increase dopamine concentrations in the rat mesolimbic system in 1988 have led to a predominance of psychobiological theories that consider addiction to opiates and addiction to psychostimulants as essentially identical phenomena. Indeed, current theories of addiction — hedonic allostasis, incentive sensitization, aberrant learning and frontostriatal dysfunction — all argue for a unitary account of drug addiction. This view is challenged by behavioural, cognitive and neurobiological findings in laboratory animals and humans. Here, we argue that opiate addiction and psychostimulant addiction are behaviourally and neurobiologically distinct and that the differences have important implications for addiction treatment, addiction theories and future research. PMID:21971065

Validity in work-based assessment: expanding our horizons.

PubMed

Govaerts, Marjan; van der Vleuten, Cees P M

2013-12-01

Although work-based assessments (WBA) may come closest to assessing habitual performance, their use for summative purposes is not undisputed. Most criticism of WBA stems from approaches to validity consistent with the quantitative psychometric framework. However, there is increasing research evidence that indicates that the assumptions underlying the predictive, deterministic framework of psychometrics may no longer hold. In this discussion paper we argue that meaningfulness and appropriateness of current validity evidence can be called into question and that we need alternative strategies to assessment and validity inquiry that build on current theories of learning and performance in complex and dynamic workplace settings. Drawing from research in various professional fields we outline key issues within the mechanisms of learning, competence and performance in the context of complex social environments and illustrate their relevance to WBA. In reviewing recent socio-cultural learning theory and research on performance and performance interpretations in work settings, we demonstrate that learning, competence (as inferred from performance) as well as performance interpretations are to be seen as inherently contextualised, and can only be under-stood 'in situ'. Assessment in the context of work settings may, therefore, be more usefully viewed as a socially situated interpretive act. We propose constructivist-interpretivist approaches towards WBA in order to capture and understand contextualised learning and performance in work settings. Theoretical assumptions underlying interpretivist assessment approaches call for a validity theory that provides the theoretical framework and conceptual tools to guide the validation process in the qualitative assessment inquiry. Basic principles of rigour specific to qualitative research have been established, and they can and should be used to determine validity in interpretivist assessment approaches. If used properly, these strategies generate trustworthy evidence that is needed to develop the validity argument in WBA, allowing for in-depth and meaningful information about professional competence. © 2013 John Wiley & Sons Ltd.

Advanced Learning Theories Applied to Leadership Development

DTIC Science & Technology

2006-11-01

Theory . We combined the cognitive , experiential and motivational components of advanced learning theories to develop a training application...Center for Army Leadership Technical Report 2006-2 Advanced Learning Theories Applied to Leadership Development Christina Curnow...2006 5a. CONTRACT NUMBER W91QF4-05-F-0026 5b. GRANT NUMBER 4. TITLE AND SUBTITLE Advanced Learning Theories Applied to Leadership Development 5c

Learning "in" or "with" Games? Quality Criteria for Digital Learning Games from the Perspectives of Learning, Emotion, and Motivation Theory

ERIC Educational Resources Information Center

Hense, Jan; Mandl, Heinz

2012-01-01

This conceptual paper aims to clarify the theoretical underpinnings of game based learning (GBL) and learning with digital learning games (DLGs). To do so, it analyses learning of game related skills and contents, which occurs constantly during playing conventional entertainment games, from three perspectives: learning theory, emotion theory, and…

Kolb's Experiential Learning Theory in Athletic Training Education: A Literature Review

ERIC Educational Resources Information Center

Schellhase, Kristen C.

2008-01-01

Objective: Kolb's Experiential Learning Theory offers insight into the development of learning styles, classification of learning styles, and how students learn through experience. Discussion is presented on the value of Kolb's Experiential Learning Theory for Athletic Training Education. Data Sources: This article reviews research related to…

The Application of Learning Theories in Community College Classrooms. UCLA Community College Bibliography

ERIC Educational Resources Information Center

Carducci, Rozana

2006-01-01

The references in this document provide an overview of empirical and conceptual scholarship on the application of learning theories in community college classrooms. Specific theories discussed in the citations include: active learning, cooperative learning, multiple intelligences, problem-based learning, and self-regulated learning. In addition to…

Theory to Practice: How Developing a K-12 Curriculum in Emergency Preparedness, Life Safety, or Homeland Security Can Lead to Resiliency

DTIC Science & Technology

2012-09-01

learning . ( Bandura , 1977) Additionally, the main concepts as posited by Bandura about the Social Learning theory are that... social learning had taken place, a piece seemed to be missing that could be explained through another theory . Bandura developed and posited the...of the Social Learning theory . ( Bandura , 1986) 2. Social Cognitive Theory The theory revolves around the process of acquiring

Learning Theory and the Study of Instruction

DTIC Science & Technology

1989-02-01

learning theories (e.g., Fitts 1962, Vygotsky 1978), cultural beliefs about learning, and commonsense observations of teaching and tutoring. But...LEARNING THEORY AND THE STUDY OF INSTRUCTION IRobert Glaser Miriam Bassok LEARNING RESEARCH AND DEVELOPMENT CENTER DTIC 7~jahELECTE (%Q)2 3 FEB 1989...University of Pittsburgh _o role=*--,-mW .,N89 2 23 025 a.wtt- &@I =01% N A I LEARNING THEORY AND THE STUDY OF INSTRUCTION Robert Glaser Miriam Bassok

Computer-based teaching module design: principles derived from learning theories.

PubMed

Lau, K H Vincent

2014-03-01

The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to take advantage of this unique teaching format as it gains increasing importance in medical education. © 2014 John Wiley & Sons Ltd.

Assessment of Higher Order Thinking Skills. Current Perspectives on Cognition, Learning and Instruction

ERIC Educational Resources Information Center

Schraw, Gregory, Ed.; Robinson, Daniel H., Ed.

2011-01-01

This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and self-regulation. Fourteen…

The Multidimensional Curriculum Model (MdCM)

ERIC Educational Resources Information Center

Vidergor, Hava E.

2010-01-01

The multidimensional Curriculum Model (MdCM) helps teachers to better prepare gifted and able students for our changing world, acquiring much needed skills. It is influenced by general learning theory of constructivism, notions of preparing students for 21st century, Teaching the Future Model, and current comprehensive curriculum models for…

Changing Mathematics Teachers' Conceptions of Assessment and Feedback

ERIC Educational Resources Information Center

Dixon, Helen; Haigh, Mavis

2009-01-01

Informed by an amalgam of notions drawn from constructivist, socio-cultural, metacognitive and self-regulation theory, the discourse created to describe assessment to enhance learning has gone through a number of iterations or discursive shifts. As a result, the current discourse is both ambitious and complex with the roles and responsibilities…

A Survey of Internet-Mediated Intercultural Foreign Language Education in China

ERIC Educational Resources Information Center

Wang, Liang; Coleman, James A.

2009-01-01

In all educational contexts, technological developments and changes in pedagogical theory mean that any picture of current practice and attitudes must be dynamic. In many countries, the learning outcomes of foreign language courses now include intercultural communicative competence (ICC), although the precise model for teaching ICC varies even…

Annual Review of Psychology, Volume 32, 1981.

ERIC Educational Resources Information Center

Rosenzweig, Mark R., Ed.; Porter, Lyman W., Ed.

This volume contains 19 essays on current research in representative areas of psychology. All of the authors are professors and researchers at universities in the United States. A wide range of topics is discussed. Included among these are human learning and memory; behavioral decision theory; categorization of natural objects; developmental…

Knowledge Sharing at NASA: Extending Social Constructivism to Space Exploration

ERIC Educational Resources Information Center

Chindgren, Tina M.

2008-01-01

Social constructivism provides the framework for exploring communities of practice and storytelling at the National Aeronautics and Space Administration (NASA) in this applied theory paper. A brief overview of traditional learning and development efforts as well as the current knowledge sharing initiative is offered. In addition, a conceptual plan…

Module Ten: Transformers; Basic Electricity and Electronics Individualized Learning System.

ERIC Educational Resources Information Center

Bureau of Naval Personnel, Washington, DC.

The module introduces a very important electrical device, the transformer. The module is divided into six lessons: transformer construction, transformer theory and operation, turns and voltage ratios, power and current, transformer efficiency, and semiconductor rectifiers. Each lesson consists of an overview, a list of study resources, lesson…

Curriculum Guide for Electronics in Technology Education.

ERIC Educational Resources Information Center

Connecticut Industrial Technology Association.

Consistent with the principles of the Connecticut Common Core of Learning, this competency-based curriculum guide for electronics provides a reference guide for educators to research and prepare for teaching the field of electronics. The guide contains 22 units that cover the following topics: theory of matter; safety; direct current; magnetism;…

Why Excel?

ERIC Educational Resources Information Center

Barreto, Humberto

2015-01-01

This article is not the usual Excel pedagogy fare in that it does not provide an application or example taught via a spreadsheet. Instead, it briefly reviews the history of spreadsheets in the economics classroom and explores the current environment, with an emphasis on modern learning theory. The conclusion is not surprising: spreadsheets improve…

The Child Care Professional/Parent/Child: An Emerging Triad.

ERIC Educational Resources Information Center

Yawkey, Thomas D.; Bakawa, Lois J.

The importance of parenting roles and home environments on the young child's learning is given support through an examination of current child development research and contemporary sociological theory. Some methods that can be employed by the child care professional to facilitate parent involvement and awareness include: (1) interaction groups…

Lewin's Impact on Education: Instilling Cooperation and Conflict Management Skills in School Children.

ERIC Educational Resources Information Center

Maruyama, Geoffrey

1992-01-01

A Lewinian orientation to educational problems fits current innovative thinking in education (e.g., models for making education multicultural), and provides the bases of important applied work on cooperative learning techniques and constructive ways of structuring conflict within educational settings. Lewinian field theory provides a broad…

Paradigms and Narratives for Sustainable Well-Being in Academic Life

ERIC Educational Resources Information Center

McGovern, Thomas V.

2013-01-01

I summarize multidisciplinary paradigms and best practices' recommendations for professional learning by higher education faculty members. This review leads to an innovative narrative model for academic life that synthesizes current personality and vocational psychology theory and positive psychology's emphasis on virtues and character…

Educational Applications of the Dialectic: Theory and Research.

ERIC Educational Resources Information Center

Slife, Brent D.

The field of education has largely ignored the concept of the dialectic, except in the Socratic teaching method, and even there bipolar meaning or reasoning has not been recognized. Mainstream educational psychology bases its assumptions about human reasoning and learning on current demonstrative concepts of information processing and levels of…

Some Nice Relations between Right-Angled Triangles and the Golden Section

ERIC Educational Resources Information Center

Scimone, Aldo

2011-01-01

The international debate about experimental approaches to the teaching and learning mathematics is very current. While number theory lends itself naturally to such approaches, elementary geometry can also provide interesting starting points for creative work in class. This article shows how simple considerations about right triangles and the…

Concepts for Care: 20 Essays on Infant/Toddler Development and Learning

ERIC Educational Resources Information Center

Lally, J. Ronald, Ed.; Mangione, Peter L., Ed.; Greenwald, Deborah, Ed.

2006-01-01

Leading experts in infant/toddler development have contributed succinct essays drawn from research, theory, clinical case studies, and carefully documented practice. Each essay represents current thinking in the field of infant/toddler development and care. Individually and as a collection, the essays provide a springboard for reflection,…

A Coding Scheme to Analyse the Online Asynchronous Discussion Forums of University Students

ERIC Educational Resources Information Center

Biasutti, Michele

2017-01-01

The current study describes the development of a content analysis coding scheme to examine transcripts of online asynchronous discussion groups in higher education. The theoretical framework comprises the theories regarding knowledge construction in computer-supported collaborative learning (CSCL) based on a sociocultural perspective. The coding…

Learning in Insect Pollinators and Herbivores.

PubMed

Jones, Patricia L; Agrawal, Anurag A

2017-01-31

The relationship between plants and insects is influenced by insects' behavioral decisions during foraging and oviposition. In mutualistic pollinators and antagonistic herbivores, past experience (learning) affects such decisions, which ultimately can impact plant fitness. The higher levels of dietary generalism in pollinators than in herbivores may be an explanation for the differences in learning seen between these two groups. Generalist pollinators experience a high level of environmental variation, which we suggest favors associative learning. Larval herbivores employ habituation and sensitization-strategies useful in their less variable environments. Exceptions to these patterns based on habitats, mobility, and life history provide critical tests of current theory. Relevant plant traits should be under selection to be easily learned and remembered in pollinators and difficult to learn in herbivores. Insect learning thereby has the potential to have an important, yet largely unexplored, role in plant-insect coevolution.

Early boost and slow consolidation in motor skill learning.

PubMed

Hotermans, Christophe; Peigneux, Philippe; Maertens de Noordhout, Alain; Moonen, Gustave; Maquet, Pierre

2006-01-01

Motorskill learning is a dynamic process that continues covertly after training has ended and eventually leads to delayed increments in performance. Current theories suggest that this off-line improvement takes time and appears only after several hours. Here we show an early transient and short-lived boost in performance, emerging as early as 5-30 min after training but no longer observed 4 h later. This early boost is predictive of the performance achieved 48 h later, suggesting its functional relevance for memory processes.

Teaching Learning Theories Via the Web.

ERIC Educational Resources Information Center

Schnackenberg, Heidi L.

This paper describes a World Wide Web site on learning theories, developed as a class assignment for a course on learning and instructional theories at Concordia University (Quebec). Groups of two to four students developed pages on selected theories of learning that were then linked to a main page developed by the instructor and a doctoral…

Incorporating Learning Theory into Existing Systems Engineering Models

DTIC Science & Technology

2013-09-01

3. Social  Cognition 22 Table 1. Classification of learning theories Behaviorism Cognitivism Constructivism Connectivism...Introdution to design of large scale systems. New York: Mcgraw-Hill. Grusec. J. (1992). Social learning theory and development psychology: The... LEARNING THEORY INTO EXISTING SYSTEMS ENGINEERING MODELS by Valentine Leo September 2013 Thesis Advisor: Gary O. Langford Co-Advisor

Effectiveness of past and current critical incident analysis on reflective learning and practice change.

PubMed

Vachon, Brigitte; LeBlanc, Jeannette

2011-09-01

Critical incident analysis (CIA) is one of the strategies frequently used to facilitate reflective learning. It involves the thorough description and analysis of an authentic and experienced event within its specific context. However, CIA has also been described as having the potential to expose vulnerabilities, threaten learners' coping mechanisms and increase rather than reduce their anxiety levels. The aim of this study was to compare the analysis of current critical incidents with that of past critical incidents, and to further explore why and how the former is more conducive to reflective learning and practice change than the latter. A collaborative research study was conducted. Eight occupational therapists were recruited to participate in a reflective learning group that convened for 12 meetings held over a 15-month period. The group facilitator planned and adapted the learning strategies to be used to promote reflective learning and guided the group process. Critical incident analysis represented the main activity carried out in the group discussions. The data collected were analysed using the grounded theory method. Three phenomena were found to differentiate between the learning contexts created by the analysis of, respectively, past and current critical incidents: attitudinal disposition; legitimacy of purpose, and the availability of opportunities for experimentation. Analysis of current clinical events was found to improve participants' motivation to self-evaluate, to increase their self-efficacy, and to help them transfer learning into action and to progressively self-regulate. The results of this collaborative research study suggest that the analysis of current clinical events in order to promote reflection offers a safer and more constructive learning environment than does the analysis of incidents that have occurred in the past. This learning strategy is directly grounded in health professional practice. The remaining challenge for continuing education providers is that of creating conditions conducive to its use. © Blackwell Publishing Ltd 2011.

Adult Learning Theories: Implications for Online Instruction

ERIC Educational Resources Information Center

Arghode, Vishal; Brieger, Earl W.; McLean, Gary N.

2017-01-01

Purpose: This paper analyzes critically four selected learning theories and their role in online instruction for adults. Design/methodology/approach: A literature review was conducted to analyze the theories. Findings: The theory comparison revealed that no single theory encompasses the entirety of online instruction for adult learning; each…

Transformative Learning as an "Inter-Practice" Phenomenon

ERIC Educational Resources Information Center

Hodge, Steven

2014-01-01

Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing…

Blocking Spatial Navigation Across Environments That Have a Different Shape

PubMed Central

2015-01-01

According to the geometric module hypothesis, organisms encode a global representation of the space in which they navigate, and this representation is not prone to interference from other cues. A number of studies, however, have shown that both human and non-human animals can navigate on the basis of local geometric cues provided by the shape of an environment. According to the model of spatial learning proposed by Miller and Shettleworth (2007, 2008), geometric cues compete for associative strength in the same manner as non-geometric cues do. The experiments reported here were designed to test if humans learn about local geometric cues in a manner consistent with the Miller-Shettleworth model. Experiment 1 replicated previous findings that humans transfer navigational behavior, based on local geometric cues, from a rectangle-shaped environment to a kite-shaped environment, and vice versa. In Experiments 2 and 3, it was observed that learning about non-geometric cues blocked, and were blocked by, learning about local geometric cues. The reciprocal blocking observed is consistent with associative theories of spatial learning; however, it is difficult to explain the observed effects with theories of global-shape encoding in their current form. PMID:26569017

A Wittgenstein Approach to the Learning of OO-modeling

NASA Astrophysics Data System (ADS)

Holmboe, Christian

2004-12-01

The paper uses Ludwig Wittgenstein's theories about the relationship between thought, language, and objects of the world to explore the assumption that OO-thinking resembles natural thinking. The paper imports from research in linguistic philosophy to computer science education research. I show how UML class diagrams (i.e., an artificial context-free language) correspond to the logically perfect languages described in Tractatus Logico-Philosophicus. In Philosophical Investigations Wittgenstein disputes his previous theories by showing that natural languages are not constructed by rules of mathematical logic, but are language games where the meaning of a word is constructed through its use in social contexts. Contradicting the claim that OO-thinking is easy to learn because of its similarity to natural thinking, I claim that OO-thinking is difficult to learn because of its differences from natural thinking. The nature of these differences is not currently well known or appreciated. I suggest how explicit attention to the nature and implications of different language games may improve the teaching and learning of OO-modeling as well as programming.

Not just numeracy and literacy: Theory of mind development and school readiness among low-income children.

PubMed

Cavadel, Elizabeth Woodburn; Frye, Douglas A

2017-12-01

The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher-income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children's understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Expansive learning in the university setting: the case for simulated clinical experience.

PubMed

Haigh, Jacquelyn

2007-03-01

This paper argues that simulated practice in the university setting is not just a second best to learning in the clinical area but one which offers the potential for deliberation and deep learning [Eraut, M., 2000. Non-formal learning, implicit learning and tacit knowledge in professional work. Journal of Educational Psychology, 70, 113-136]. The context of student learning in an undergraduate midwifery programme is analysed using human activity theory [Engeström, Y., 2001. Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133-156]. The advantages of this approach to student learning as opposed to situated learning theory and the concept of legitimate peripheral participation [Lave, J., Wenger, E., 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, New York] are discussed. An activity system changes as a result of contradictions and tensions between what it purports to produce and the views of stakeholders (multi-voicedness) as well as its historical context (Historicity of activity). A focus group with students highlights their expressed need for more simulated practice experience. The views of midwifery lecturers are sought as an alternative voice on this tension in the current programme. Qualitative differences in types of simulated experience are explored and concerns about resources are raised in the analysis. Discussion considers the value of well planned simulations in encouraging the expression of tacit understanding through a group deliberative learning process [Eraut, M., 2000. Non-formal learning, implicit learning and tacit knowledge in professional work. Journal of Educational Psychology, 70, 113-136].

Applications of operant learning theory to the management of challenging behavior after traumatic brain injury.

PubMed

Wood, Rodger Ll; Alderman, Nick

2011-01-01

For more than 3 decades, interventions derived from learning theory have been delivered within a neurobehavioral framework to manage challenging behavior after traumatic brain injury with the aim of promoting engagement in the rehabilitation process and ameliorating social handicap. Learning theory provides a conceptual structure that facilitates our ability to understand the relationship between challenging behavior and environmental contingencies, while accommodating the constraints upon learning imposed by impaired cognition. Interventions derived from operant learning theory have most frequently been described in the literature because this method of associational learning provides good evidence for the effectiveness of differential reinforcement methods. This article therefore examines the efficacy of applying operant learning theory to manage challenging behavior after TBI as well as some of the limitations of this approach. Future developments in the application of learning theory are also considered.

Applying Differential Coercion and Social Support Theory to Intimate Partner Violence.

PubMed

Zavala, Egbert; Kurtz, Don L

2017-09-01

A review of the current body of literature on intimate partner violence (IPV) shows that the most common theories used to explain this public health issue are social learning theory, a general theory of crime, general strain theory, or a combination of these perspectives. Other criminological theories have received less empirical attention. Therefore, the purpose of this study is to apply Differential Coercion and Social Support (DCSS) theory to test its capability to explain IPV. Data collected from two public universities ( N = 492) shows that three out of four measures of coercion (i.e., physical abuse, emotional abuse, and anticipated strain) predicted IPV perpetration, whereas social support was not found to be significant. Only two social-psychological deficits (anger and self-control) were found to be positive and significant in predicting IPV. Results, as well as the study's limitations and suggestions for future research, are discussed.

Examining Hypermedia Learning: The Role of Cognitive Load and Self-Regulated Learning

ERIC Educational Resources Information Center

Moos, Daniel

2013-01-01

Distinct theoretical perspectives, Cognitive Load Theory and Self-Regulated Learning (SRL) theory, have been used to examine individual differences the challenges faced with hypermedia learning. However, research has tended to use these theories independently, resulting in less robust explanations of hypermedia learning. This study examined the…

From Constructivism to Dialogism in the Classroom. Theory and Learning Environments

ERIC Educational Resources Information Center

de Mello, Roseli Rodrigues

2012-01-01

This paper discusses the move from learning theories from the industrial society to learning theories from and for dialogic societies. While in the past intrapsychological elements, such as mental schemata of prior knowledge, were the key to explain learning, today's theories point to interaction and dialogue as the main means for achieving deep…

Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

ERIC Educational Resources Information Center

McCray, Kimberly H.

2016-01-01

In order to better understand the importance of adult learning theory to museum educators' work, and that of their profession at large, museum professionals must address the need for more adult learning research and practice in museums--particularly work informed by existing theory and work seeking to generate new theory. Adult learning theory…

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.

PubMed

Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

2017-01-01

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

PubMed Central

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning. PMID:28861130

Formalizing Neurath's ship: Approximate algorithms for online causal learning.

PubMed

Bramley, Neil R; Dayan, Peter; Griffiths, Thomas L; Lagnado, David A

2017-04-01

Higher-level cognition depends on the ability to learn models of the world. We can characterize this at the computational level as a structure-learning problem with the goal of best identifying the prevailing causal relationships among a set of relata. However, the computational cost of performing exact Bayesian inference over causal models grows rapidly as the number of relata increases. This implies that the cognitive processes underlying causal learning must be substantially approximate. A powerful class of approximations that focuses on the sequential absorption of successive inputs is captured by the Neurath's ship metaphor in philosophy of science, where theory change is cast as a stochastic and gradual process shaped as much by people's limited willingness to abandon their current theory when considering alternatives as by the ground truth they hope to approach. Inspired by this metaphor and by algorithms for approximating Bayesian inference in machine learning, we propose an algorithmic-level model of causal structure learning under which learners represent only a single global hypothesis that they update locally as they gather evidence. We propose a related scheme for understanding how, under these limitations, learners choose informative interventions that manipulate the causal system to help elucidate its workings. We find support for our approach in the analysis of 3 experiments. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59.

PubMed

Ten Cate, Th J; Kusurkar, Rashmi A; Williams, Geoffrey C

2011-01-01

Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. The potential of SDT to help understand processes in medical education justifies this Guide. SDT is explained in seven principles, one of which is the distinction of three innate psychological needs of human beings: for competence, for autonomy and for relatedness. Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees.

Implicit associative learning in synesthetes and nonsynesthetes

PubMed Central

Bankieris, Kaitlyn R.; Aslin, Richard N.

2016-01-01

Although cross-modal neural connections and genetic underpinnings are prominent in most current theories regarding the development of synesthesia, the potential role of associative learning in the formation of synesthetic associations has recently been revitalized. In this study, we investigated implicit associative learning in synesthetes and nonsynesthetes by recording reaction times to a target whose color was probabilistically correlated with its shape. A continuous measure of target detection at multiple time points during learning revealed that synesthetes and nonsynesthetes learn associations differently. Specifically, our results demonstrate a ‘fast facilitation’ learning effect for nonsynesthetes and ‘fast interference, slow facilitation’ learning effect for synesthetes. Additionally, synesthetes exhibited superior long-term memory for learned associations in a surprise-delayed retest. After this retest, participants implicitly learned new (shuffled) shape-color associations. We found that synesthetes experienced greater interference while learning these new shape-color associations. These results detail ways in which implicit associative learning and memory differ between synesthetes and nonsynesthetes. PMID:27612860

Topics in Computational Learning Theory and Graph Algorithms.

ERIC Educational Resources Information Center

Board, Raymond Acton

This thesis addresses problems from two areas of theoretical computer science. The first area is that of computational learning theory, which is the study of the phenomenon of concept learning using formal mathematical models. The goal of computational learning theory is to investigate learning in a rigorous manner through the use of techniques…

Out on the Floor: Experiential Learning and the Implications for the Preparation of Docents

ERIC Educational Resources Information Center

Grenier, Robin S.; Sheckley, Barry

2008-01-01

Drawing on the foundational theories of experiential learning, this article explores recent developments in theory and research on experiential learning and addresses how this work can enhance the professional development of museum docents. We introduce theories of adult learning and professional development that emphasize experiential learning as…

Some Implications of Learning Theories on a Theory of Reading and Reading Instruction.

ERIC Educational Resources Information Center

Parsons, James B.

While stimulus-response theories of learning maintain the reality and importance of the stimulus outside the perception of the person, a cognitive-field learning theory insists that, in order to make meaning, a person must perceive and react with the stimulus. Holding to this or any learning model has implications for the following: a definition…

Machine-learning techniques for fast and accurate feature localization in holograms of colloidal particles

NASA Astrophysics Data System (ADS)

Hannel, Mark D.; Abdulali, Aidan; O'Brien, Michael; Grier, David G.

2018-06-01

Holograms of colloidal particles can be analyzed with the Lorenz-Mie theory of light scattering to measure individual particles' three-dimensional positions with nanometer precision while simultaneously estimating their sizes and refractive indexes. Extracting this wealth of information begins by detecting and localizing features of interest within individual holograms. Conventionally approached with heuristic algorithms, this image analysis problem can be solved faster and more generally with machine-learning techniques. We demonstrate that two popular machine-learning algorithms, cascade classifiers and deep convolutional neural networks (CNN), can solve the feature-localization problem orders of magnitude faster than current state-of-the-art techniques. Our CNN implementation localizes holographic features precisely enough to bootstrap more detailed analyses based on the Lorenz-Mie theory of light scattering. The wavelet-based Haar cascade proves to be less precise, but is so computationally efficient that it creates new opportunities for applications that emphasize speed and low cost. We demonstrate its use as a real-time targeting system for holographic optical trapping.

Neurobiological Underpinnings of Math and Reading Learning Disabilities

PubMed Central

Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod

2013-01-01

The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in each domain. Next we review functional imaging studies of MD and RD in children, integrating relevant theories from experimental psychology and cognitive neuroscience to characterize the functional neuroanatomy of cognitive dysfunction in MD and RD. We then review recent research on the anatomical correlates of MD and RD. Converging evidence from morphometry and tractography studies are presented to highlight distinct patterns of white matter pathways which are disrupted in MD and RD. Finally, we examine how the intersection of MD and RD provides a unique opportunity to clarify the unique and shared brain systems which adversely impact learning and skill acquisition in MD and RD, and point out important areas for future work on comorbid learning disabilities. PMID:23572008

Error Discounting in Probabilistic Category Learning

PubMed Central

Craig, Stewart; Lewandowsky, Stephan; Little, Daniel R.

2011-01-01

Some current theories of probabilistic categorization assume that people gradually attenuate their learning in response to unavoidable error. However, existing evidence for this error discounting is sparse and open to alternative interpretations. We report two probabilistic-categorization experiments that investigated error discounting by shifting feedback probabilities to new values after different amounts of training. In both experiments, responding gradually became less responsive to errors, and learning was slowed for some time after the feedback shift. Both results are indicative of error discounting. Quantitative modeling of the data revealed that adding a mechanism for error discounting significantly improved the fits of an exemplar-based and a rule-based associative learning model, as well as of a recency-based model of categorization. We conclude that error discounting is an important component of probabilistic learning. PMID:21355666

Web-Based Learning - Yes We Can!

NASA Astrophysics Data System (ADS)

Schroeder, Ulrik

Web-based Learning has become a matter of fact at universities. We are now at the edge of new developments with Web 2.0 applications and social software is radically changing the way of how we communicate and share in social networks. Can we expect an analogous revolution for university education 2.0? I will give some arguments that I rather expect an incremental evolution than a radical change. First, I take a look at current eLearning implementations and organizational frameworks and give an example from RWTH Aachen University. Against the background of cognitive theories the utilization of Web 2.0 applications are promising to strengthen 21st century learning. But methods and tools must be adapted to the context of institutional learning as well as the formal regulations must be adjusted vice versa.

Evolution of social learning does not explain the origin of human cumulative culture.

PubMed

Enquist, Magnus; Ghirlanda, Stefano

2007-05-07

Because culture requires transmission of information between individuals, thinking about the origin of culture has mainly focused on the genetic evolution of abilities for social learning. Current theory considers how social learning affects the adaptiveness of a single cultural trait, yet human culture consists of the accumulation of very many traits. Here we introduce a new modeling strategy that tracks the adaptive value of many cultural traits, showing that genetic evolution favors only limited social learning owing to the accumulation of maladaptive as well as adaptive culture. We further show that culture can be adaptive, and refined social learning can evolve, if individuals can identify and discard maladaptive culture. This suggests that the evolution of such "adaptive filtering" mechanisms may have been crucial for the birth of human culture.

A Framework for Re-thinking Learning in Science from Recent Cognitive Science Perspectives

NASA Astrophysics Data System (ADS)

Tytler, Russell; Prain, Vaughan

2010-10-01

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative-based representation rather than learners' cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children's learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students' representational resources.

Teaching 5th grade science for aesthetic understanding

NASA Astrophysics Data System (ADS)

Girod, Mark A.

Many scientists speak with great zeal about the role of aesthetics and beauty in their science and inquiry. Few systematic efforts have been made to teach science in ways that appeal directly to aesthetics and this research is designed to do just that. Drawing from the aesthetic theory of Dewey, I describe an analytic lens called learning for aesthetic understanding that finds power in the degree to which our perceptions of the world are transformed, our interests and enthusiasm piqued, and our actions changed as we seek further experiences in the world. This learning theory is contrasted against two other current and popular theories of science learning, that of learning for conceptual understanding via conceptual change theory and learning for a language-oriented or discourse-based understanding. After a lengthy articulation of the pedagogical strategies used to teach for aesthetic understanding the research is described in which comparisons are drawn between students in two 5th grade classrooms---one taught for the goal of conceptual understanding and the other taught for the goal of aesthetic understanding. Results of this comparison show that more students in the treatment classroom had aesthetic experiences with science ideas and came to an aesthetic understanding when studying weather, erosion, and structure of matter than students in the control group. Also statistically significant effects are shown on measures of interest, affect, and efficacy for students in the treatment class. On measures of conceptual understanding it appears that treatment class students learned more and forgot less over time than control class students. The effect of the treatment does not generally depend on gender, ethnicity, or prior achievement except in students' identity beliefs about themselves as science learners. In this case, a significant interaction for treatment class females on science identity beliefs did occur. A discussion of these results as well as elaboration and extension of the pedagogical model used in teaching for aesthetic understanding is discussed.

Psychological and Neural Mechanisms of Experimental Extinction: A Selective Review

PubMed Central

Delamater, Andrew R.; Westbrook, R. Frederick

2013-01-01

The present review examines key psychological concepts in the study of experimental extinction and implications these have for an understanding of the underlying neurobiology of extinction learning. We suggest that many of the signature characteristics of extinction learning (spontaneous recovery, renewal, reinstatement, rapid reacquisition) can be accommodated by the standard associative learning theory assumption that extinction results in partial erasure of the original learning together with new inhibitory learning. Moreover, we consider recent behavioral and neural evidence that supports the partial erasure view of extinction, but also note shortcomings in our understanding of extinction circuits as these relate to the negative prediction error concept. Recent work suggests that common prediction error and stimulus-specific prediction error terms both may be required to explain neural plasticity both in acquisition and extinction learning. In addition, we suggest that many issues in the content of extinction learning have not been fully addressed in current research, but that neurobiological approaches should be especially helpful in addressing such issues. These include questions about the nature of extinction learning (excitatory CS-No US, inhibitory CS-US learning, occasion setting processes), especially as this relates to studies of the micro-circuitry of extinction, as well as its representational content (sensory, motivational, response). An additional understudied problem in extinction research is the role played by attention processes and their underlying neural networks, although some research and theory converge on the idea that extinction is accompanied by attention decrements (i.e., habituation-like processes). PMID:24104049

Psychological and neural mechanisms of experimental extinction: a selective review.

PubMed

Delamater, Andrew R; Westbrook, R Frederick

2014-02-01

The present review examines key psychological concepts in the study of experimental extinction and implications these have for an understanding of the underlying neurobiology of extinction learning. We suggest that many of the signature characteristics of extinction learning (spontaneous recovery, renewal, reinstatement, rapid reacquisition) can be accommodated by the standard associative learning theory assumption that extinction results in partial erasure of the original learning together with new inhibitory learning. Moreover, we consider recent behavioral and neural evidence that supports the partial erasure view of extinction, but also note shortcomings in our understanding of extinction circuits as these relate to the negative prediction error concept. Recent work suggests that common prediction error and stimulus-specific prediction error terms both may be required to explain neural plasticity both in acquisition and extinction learning. In addition, we suggest that many issues in the content of extinction learning have not been fully addressed in current research, but that neurobiological approaches should be especially helpful in addressing such issues. These include questions about the nature of extinction learning (excitatory CS-No US, inhibitory CS-US learning, occasion setting processes), especially as this relates to studies of the micro-circuitry of extinction, as well as its representational content (sensory, motivational, response). An additional understudied problem in extinction research is the role played by attention processes and their underlying neural networks, although some research and theory converge on the idea that extinction is accompanied by attention decrements (i.e., habituation-like processes). Copyright © 2013 Elsevier Inc. All rights reserved.

Organizational Learning Theory in Schools

ERIC Educational Resources Information Center

Fauske, Janice R.; Raybould, Rebecca

2005-01-01

Purpose: The paper's purposes are to establish organizational learning theory as evolving from the theoretical and empirical study of organizations and to build grounded theory explaining organizational learning in schools. Design/methodology/approach: Implementation of instructional technology as a process of organizational learning was explored…

Examination of the teaching styles of nursing professional development specialists, part II: correlational study on teaching styles and use of adult learning theory.

PubMed

Curran, Mary K

2014-08-01

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development.

Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide no. 52.

PubMed

Durning, Steven J; Artino, Anthony R

2011-01-01

Situativity theory refers to theoretical frameworks which argue that knowledge, thinking, and learning are situated (or located) in experience. The importance of context to these theories is paramount, including the unique contribution of the environment to knowledge, thinking, and learning; indeed, they argue that knowledge, thinking, and learning cannot be separated from (they are dependent upon) context. Situativity theory includes situated cognition, situated learning, ecological psychology, and distributed cognition. In this Guide, we first outline key tenets of situativity theory and then compare situativity theory to information processing theory; we suspect that the reader may be quite familiar with the latter, which has prevailed in medical education research. Contrasting situativity theory with information processing theory also serves to highlight some unique potential contributions of situativity theory to work in medical education. Further, we discuss each of these situativity theories and then relate the theories to the clinical context. Examples and illustrations for each of the theories are used throughout. We will conclude with some potential considerations for future exploration. Some implications of situativity theory include: a new way of approaching knowledge and how experience and the environment impact knowledge, thinking, and learning; recognizing that the situativity framework can be a useful tool to "diagnose" the teaching or clinical event; the notion that increasing individual responsibility and participation in a community (i.e., increasing "belonging") is essential to learning; understanding that the teaching and clinical environment can be complex (i.e., non-linear and multi-level); recognizing that explicit attention to how participants in a group interact with each other (not only with the teacher) and how the associated learning artifacts, such as computers, can meaningfully impact learning.

Integrated Media: Toward a Theoretical Framework for Utilizing Their Potential.

ERIC Educational Resources Information Center

Journal of Special Education Technology, 1993

1993-01-01

This article discusses how current theories of learning and memory can guide the application of integrated media (IM) to embellish a standard curriculum; considers theoretical reasons for "breaking the mold"; and offers examples of IM-based alternatives to curricula in the areas of adult literacy, language arts, social studies, language skills,…

Virtual Seminars and Their Impact on the Role of the Teaching Staff.

ERIC Educational Resources Information Center

Jelfs, Anne; Colbourn, Chris

2002-01-01

Discusses current demands on teaching staff in United Kingdom higher education and the impact these demands have when teaching through electronic resources. Topics include collaborative small-group learning; transferable skills; nontraditional students; the role of the tutor; social theories of education; and a case study of virtual seminars for…

The First R: Every Child's Right to Read. (Language and Literacy Series).

ERIC Educational Resources Information Center

Graves, Michael F., Ed.; And Others

This book suggests that learning to read should be a right for all children. From this viewpoint, the book constructs a bridge between current knowledge of reading processes and educational practice by incorporating a comprehensive range of theory, practice, and research, and a solid foundation in education and psychological science. Topics…

Is Barbie To Blame?: Reconsidering How Children Learn Gender.

ERIC Educational Resources Information Center

MacNaughton, Glenda

1996-01-01

Examines current concerns of early childhood practitioners regarding the effects of popular toys such as Barbie dolls and Power Rangers on children's understanding of gender. Critiques traditional theories of sex role socialization and argues that feminist post-structuralist views of gender are useful in deciding if and how popular toys may be…

Neurobiological Underpinnings of Math and Reading Learning Disabilities

ERIC Educational Resources Information Center

Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod

2013-01-01

The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in…

Gender Differences in Identity and Acculturation Patterns and L2 Accent Attainment

ERIC Educational Resources Information Center

Polat, Nihat; Mahalingappa, Laura J.

2010-01-01

Addressing the influence of sociocultural theory, current views of second language acquisition situate language learning in a much broader context than the isolated box of the classroom. There is need to consider second language (L2) acquisition practices more broadly. This study addresses differences between girls and boys of Kurdish ethnic…

Exploring the Lived Experiences of Participants in Simulation-Based Learning Activities

ERIC Educational Resources Information Center

Beard, Rachael

2013-01-01

There is currently a small body of research on the experiences of participants, both facilitators and learners, during simulated mock codes (cardiac arrest) in the healthcare setting. This study was based on a practitioner's concerns that mock codes are facilitated differently among educators, mock codes are not aligned with andragogy theory of…

Blended Training on Scientific Software: A Study on How Scientific Data Are Generated

ERIC Educational Resources Information Center

Skordaki, Efrosyni-Maria; Bainbridge, Susan

2018-01-01

This paper presents the results of a research study on scientific software training in blended learning environments. The investigation focused on training approaches followed by scientific software users whose goal is the reliable application of such software. A key issue in current literature is the requirement for a theory-substantiated…

Promoting Online Learner Self-Efficacy through Instructional Strategies and Course Supports

ERIC Educational Resources Information Center

Backs, Annette

2017-01-01

The purpose of this basic qualitative study was to examine online learner self-efficacy in terms of instructional strategies and course supports. Prior studies have focused primarily on factors within learners (e.g., motivation, satisfaction, achievement). The current study, with a foundation in adult learning theory, bridged the gap between…

Computer Ethics: A Slow Fade from Black and White to Shades of Gray

ERIC Educational Resources Information Center

Kraft, Theresa A.; Carlisle, Judith

2011-01-01

The expanded use of teaching case based analysis based on current events and news stories relating to computer ethics improves student engagement, encourages creativity and fosters an active learning environment. Professional ethics standards, accreditation standards for computer curriculum, ethics theories, resources for ethics on the internet,…

Some Interrelationships between Constructivist Models of Learning and Current Neurobiological Theory, with Implications for Science Education.

ERIC Educational Resources Information Center

Anderson, O. Roger

1992-01-01

This paper examines how some fundamental mechanisms of nervous system activity can explain human information processing and the acquisition of knowledge and provides additional theoretical support for constructivist applications to science education reform. The implications for scientific epistemology and conceptual change processes in science…

Storying Environmental Education

ERIC Educational Resources Information Center

Blenkinsop, Sean; Judson, Gillian

2010-01-01

This paper sets out to explore the role of story in education. Through the employment of story itself as medium the discussion examines how story is currently used in educational settings. The next step is to posit story as a learning tool and curricular heavy-lifter through introduction to the theory of Imaginative Education as proposed by Kieran…

Family Literacy Programs: Where Have They Come from and Where Are They Going?

ERIC Educational Resources Information Center

Doyle, Antoinette

2012-01-01

Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support. Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs. In this paper, the influence of learning theories, the research on children's early literacy development, and…

Emotions in Reading: Disgust, Empathy and the Contextual Learning Hypothesis

ERIC Educational Resources Information Center

Silva, Catarina; Montant, Marie; Ponz, Aurelie; Ziegler, Johannes C.

2012-01-01

Emotion effects in reading have typically been investigated by manipulating words' emotional valence and arousal in lexical decision. The standard finding is that valence and arousal can have both facilitatory and inhibitory effects, which is hard to reconcile with current theories of emotion processing in reading. Here, we contrasted these…

Re-Mediating Literacy: Culture, Difference, and Learning for Students from Nondominant Communities

ERIC Educational Resources Information Center

Gutierrez, Kris D.; Morales, P. Zitlali; Martinez, Danny C.

2009-01-01

Deficit notions about the cognitive potential of individuals from nondominant communities have persisted in social science inquiry, particularly where literacy is concerned. The intellectual trails of current conflicting ideas about literacy can be traced in part to theories about the role of literacy in society. For example, the great divide…

General Knowledge Monitoring as a Predictor of In-Class Exam Performance

ERIC Educational Resources Information Center

Hartwig, Marissa K.; Was, Chris A.; Isaacson, Randy M.; Dunlosky, John

2012-01-01

Background: Current theories of self-regulated learning predict a positive link between student monitoring accuracy and performance: students who more accurately monitor their knowledge of a particular set of materials are expected to more effectively regulate their subsequent study of those materials, which in turn should lead to higher test…

Unifying Psychology and Experiential Education: Toward an Integrated Understanding of "Why" It Works

ERIC Educational Resources Information Center

Houge Mackenzie, Susan; Son, Julie S.; Hollenhorst, Steve

2014-01-01

This article examines the significance of psychology to experiential education (EE) and critiques EE models that have developed in isolation from larger psychological theories and developments. Following a review of literature and current issues, select areas of psychology are explored with reference to experiential learning processes. The state…

Chinese Education Examined via the Lens of Self-Determination

ERIC Educational Resources Information Center

Yu, Shi; Chen, Beiwen; Levesque-Bristol, Chantal; Vansteenkiste, Maarten

2018-01-01

Chinese education is controversial: it is not only lauded for Chinese students' high test achievements but also criticized for curbing students' deep learning and development into well-rounded individuals. In the current paper, we propose that self-determination theory (SDT) serves as a useful framework for anatomizing Chinese educational ecology,…

Proportional Reasoning of Preservice Elementary Education Majors: An Epistemic Model of the Proportional Reasoning Construct.

ERIC Educational Resources Information Center

Fleener, M. Jayne

Current research and learning theory suggest that a hierarchy of proportional reasoning exists that can be tested. Using G. Vergnaud's four complexity variables (structure, content, numerical characteristics, and presentation) and T. E. Kieren's model of rational number knowledge building, an epistemic model of proportional reasoning was…

Capturing Problem-Solving Processes Using Critical Rationalism

ERIC Educational Resources Information Center

Chitpin, Stephanie; Simon, Marielle

2012-01-01

The examination of problem-solving processes continues to be a current research topic in education. Knowing how to solve problems is not only a key aspect of learning mathematics but is also at the heart of cognitive theories, linguistics, artificial intelligence, and computers sciences. Problem solving is a multistep, higher-order cognitive task…

Presentation and Impact of Experimental Techniques in Chemistry

ERIC Educational Resources Information Center

Sojka, Zbigniew; Che, Michel

2008-01-01

Laboratory and practical courses, where students become familiar with experimental techniques and learn to interpret data and relate them to appropriate theory, play a vital role in chemical education. In the large panoply of currently available techniques, it is difficult to find a rational and easy way to classify the techniques in relation to…

Management of Learning. New Dimensions in Higher Education. Number 5.

ERIC Educational Resources Information Center

Duryea, E. D.; Hatch, Winslow R.

Areas of academic administration with which current thinking is concerned are indicated, and a conceptual scheme reflecting these areas and pointing to directions for future studies is suggested. Published and unpublished work that develops new insights into the theory, process, and operations of college and university administration is reviewed.…

An Examination of the Gender Inclusiveness of Current Theories of Sexual Violence in Adulthood: Recognizing Male Victims, Female Perpetrators, and Same-Sex Violence.

PubMed

Turchik, Jessica A; Hebenstreit, Claire L; Judson, Stephanie S

2016-04-01

Although the majority of adulthood sexual violence involves a male perpetrator and a female victim, there is also substantial evidence that members of both genders can be victims and perpetrators of sexual violence. As an alternative to viewing sexual violence within gender-specific terms, we advocate for the use of a gender inclusive conceptualization of sexual aggression that takes into account the factors that contribute to sexual victimization of, and victimization by, both men and women. The goal of the current review is to examine the need and importance of a gender inclusive conceptualization of sexual violence and to discuss how compatible our current theories are with this conceptualization. First, we examine evidence of how a gender-specific conceptualization of sexual violence aids in obscuring assault experiences that are not male to female and how this impacts victims of such violence. We specifically discuss this impact regarding research, law, public awareness, advocacy, and available victim treatment and resources. Next, we provide an overview of a number of major sexual violence theories that are relevant for adult perpetrators and adult victims, including neurobiological and integrated biological theories, evolutionary psychology theory, routine activity theory, feminist theory, social learning and related theories, typology approaches, and integrated theories. We critically examine these theories' applicability to thinking about sexual violence through a gender inclusive lens. Finally, we discuss further directions for research, clinical interventions, and advocacy in this area. Specifically, we encourage sexual violence researchers and clinicians to identify and utilize appropriate theoretical frameworks and to apply these frameworks in ways that incorporate a full range of sexual violence. © The Author(s) 2015.

Portfolios in Saudi medical colleges

PubMed Central

Fida, Nadia M.; Shamim, Muhammad S.

2016-01-01

Over recent decades, the use of portfolios in medical education has evolved, and is being applied in undergraduate and postgraduate programs worldwide. Portfolios, as a learning process and method of documenting and assessing learning, is supported as a valuable tool by adult learning theories that stress the need for learners to be self-directed and to engage in experiential learning. Thoughtfully implemented, a portfolio provides learning experiences unequaled by any single learning tool. The credibility (validity) and dependability (reliability) of assessment through portfolios have been questioned owing to its subjective nature; however, methods to safeguard these features have been described in the literature. This paper discusses some of this literature, with particular attention to the role of portfolios in relation to self-reflective learning, provides an overview of current use of portfolios in undergraduate medical education in Saudi Arabia, and proposes research-based guidelines for its implementation and other similar contexts. PMID:26905344

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

ERIC Educational Resources Information Center

Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

Sociocultural Theories of Learning and Motivation: Looking Back, Looking Forward. Research on Sociocultural Influences on Motivation and Learning

ERIC Educational Resources Information Center

McInerney, Dennis M., Ed.; Walker, Richard A., Ed.; Liem, Gregory Arief D., Ed.

2011-01-01

It is now nearly thirty years since sociocultural theories of learning created great excitement and debate amongst those concerned with learning in diverse contexts. Since that time significant advances have been made in sociocultural theory and research. Various sociocultural approaches to the understanding of learning (for example, sociocultural…

A framework for the management of intellectual capital in the health care industry.

PubMed

Grantham, C E; Nichols, L D; Schonberner, M

1997-01-01

This article proposes a new theoretical model for the effective management of intellectual capital in the health care industry. The evolution of knowledge-based resources as a value-adding characteristic of service industries coupled with mounting environmental pressures on health care necessitates the extension of current models of intellectual capital. Our theoretical model contains an expanded context linking its development to organizational learning theory and extends current theory by proposing a six-term archetype of organizational functioning built on flows of information. Further, our proposal offers a hierarchical dimension to intellectual capital and a method of scientific visualization for the measurement of intellectual capital. In conclusion, we offer some practical suggestions for future development, both for researchers and managers.

Repositioning Ideology Critique in a Critical Theory of Adult Learning.

ERIC Educational Resources Information Center

Brookfield, Stephen

2001-01-01

Reexamines critical theory as a response to Marxism and repositions ideology critique as a crucial adult learning process. Argues that a critical theory of adult learning should focus on how adults learn to recognize and challenge ideological domination and manipulation. (Contains 31 references.) (SK)

Learning Theories and Assessment Methodologies--An Engineering Educational Perspective

ERIC Educational Resources Information Center

Hassan, O. A. B.

2011-01-01

This paper attempts to critically review theories of learning from the perspective of engineering education in order to align relevant assessment methods with each respective learning theory, considering theoretical aspects and practical observations and reflections. The role of formative assessment, taxonomies, peer learning and educational…

Assessment of a Professional Development Program on Adult Learning Theory

ERIC Educational Resources Information Center

Malik, Melinda

2016-01-01

Librarians at colleges and universities invested in graduate education must understand and incorporate adult learning theories in their reference and instruction interactions with graduate students to more effectively support the students' learning. After participating in a professional development program about adult learning theory, librarians…

Instructable autonomous agents. Ph.D. Thesis

NASA Technical Reports Server (NTRS)

Huffman, Scott Bradley

1994-01-01

In contrast to current intelligent systems, which must be laboriously programmed for each task they are meant to perform, instructable agents can be taught new tasks and associated knowledge. This thesis presents a general theory of learning from tutorial instruction and its use to produce an instructable agent. Tutorial instruction is a particularly powerful form of instruction, because it allows the instructor to communicate whatever kind of knowledge a student needs at whatever point it is needed. To exploit this broad flexibility, however, a tutorable agent must support a full range of interaction with its instructor to learn a full range of knowledge. Thus, unlike most machine learning tasks, which target deep learning of a single kind of knowledge from a single kind of input, tutorability requires a breadth of learning from a broad range of instructional interactions. The theory of learning from tutorial instruction presented here has two parts. First, a computational model of an intelligent agent, the problem space computational model, indicates the types of knowledge that determine an agent's performance, and thus, that should be acquirable via instruction. Second, a learning technique, called situated explanation specifies how the agent learns general knowledge from instruction. The theory is embodied by an implemented agent, Instructo-Soar, built within the Soar architecture. Instructo-Soar is able to learn hierarchies of completely new tasks, to extend task knowledge to apply in new situations, and in fact to acquire every type of knowledge it uses during task performance - control knowledge, knowledge of operators' effects, state inferences, etc. - from interactive natural language instructions. This variety of learning occurs by applying the situated explanation technique to a variety of instructional interactions involving a variety of types of instructions (commands, statements, conditionals, etc.). By taking seriously the requirements of flexible tutorial instruction, Instructo-Soar demonstrates a breadth of interaction and learning capabilities that goes beyond previous instructable systems, such as learning apprentice systems. Instructo-Soar's techniques could form the basis for future 'instructable technologies' that come equipped with basic capabilities, and can be taught by novice users to perform any number of desired tasks.

Optimizing Computer Assisted Instruction By Applying Principles of Learning Theory.

ERIC Educational Resources Information Center

Edwards, Thomas O.

The development of learning theory and its application to computer-assisted instruction (CAI) are described. Among the early theoretical constructs thought to be important are E. L. Thorndike's concept of learning connectisms, Neal Miller's theory of motivation, and B. F. Skinner's theory of operant conditioning. Early devices incorporating those…

Learning Styles of Baccalaureate Nursing Students and Attitudes toward Theory-Based Nursing.

ERIC Educational Resources Information Center

Laschinger, Heather K.; Boss, Marvin K.

1989-01-01

The personal and environmental factors related to undergraduate and post-RN nursing students' attitudes toward theory-based nursing from Kolb's experiential learning theory perspective were investigated. Learning style and environmental press perceptions were found to be related to attitudes toward theory-based nursing. (Author/MLW)

The Scientific Status of Learning Styles Theories

ERIC Educational Resources Information Center

Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G.

2015-01-01

Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because…

Design of Learning Model of Logic and Algorithms Based on APOS Theory

ERIC Educational Resources Information Center

Hartati, Sulis Janu

2014-01-01

This research questions were "how do the characteristics of learning model of logic & algorithm according to APOS theory" and "whether or not these learning model can improve students learning outcomes". This research was conducted by exploration, and quantitative approach. Exploration used in constructing theory about the…

Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership

ERIC Educational Resources Information Center

Harris, Sandra; Lowery-Moore, Hollis; Farrow, Vicky

2008-01-01

This article describes collaborative efforts to frame university teacher preparation program activities within transfer of learning and transformative learning theories to promote teacher leadership. Specifically, we describe (a) a community sponsored, public school, campus-based experience during an introductory teacher preparation course; (b) a…

The Learning Theory Jungle

ERIC Educational Resources Information Center

Minter, Robert L.

2011-01-01

This article addresses the myriad of pedagogical and andragogical issues facing university educators in the student learning process. It briefly explores the proliferation of learning theories in an attempt to develop awareness among faculty who teach at the university/college levels that not all theories of learning apply to the adult learner. In…

Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory

ERIC Educational Resources Information Center

Johnson, David W.; Johnson, Roger T.; Smith, Karl A.

2014-01-01

Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic…

Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?

PubMed Central

Newton, Philip M.; Miah, Mahallad

2017-01-01

The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a ‘myth.’ In this study, we used a survey of academics in UK Higher Education (n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that ‘debunking’ Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education. PMID:28396647

Evidence-Based Higher Education - Is the Learning Styles 'Myth' Important?

PubMed

Newton, Philip M; Miah, Mahallad

2017-01-01

The basic idea behind the use of 'Learning Styles' is that learners can be categorized into one or more 'styles' (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a 'myth.' In this study, we used a survey of academics in UK Higher Education ( n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that 'debunking' Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education.

An Assessment of the Army Officer Education System From an Adult Learning Perspective

DTIC Science & Technology

2005-05-26

learning 2 Brockett, Ralph, and Roger Hiemstra. "Bridging the Theory -Practice Gap in Self-Directed... Learning ." In Self-Directed Learning : From Theory to Practice, edited by S. Brookfield. New Directions for Continuing Education No. 25. (San...offers conclusions and recommendations about the Army Officer Education System based on analysis from adult learning theory . Statement of the

Mobile technology and its use in clinical nursing education: a literature review.

PubMed

O'Connor, Siobhan; Andrews, Tom

2015-03-01

Nursing students face a variety of challenges to learning in clinical practice, from the theory-practice gap, to a lack of clinical supervision and the ad hoc nature of learning in clinical environments. Mobile technology is proposed as one way to address these challenges. This article comprehensively summarizes and critically reviews the available literature on mobile technology used in undergraduate clinical nursing education. It identifies the lack of clear definitions and theory in the current body of evidence; the variety of mobile devices and applications used; the benefits of mobile platforms in nursing education; and the complexity of sociotechnical factors, such as the cost, usability, portability, and quality of mobile tools, that affect their use in undergraduate clinical nursing education. Implications for nursing education and practice are outlined, and recommendations for future research are discussed. Copyright 2015, SLACK Incorporated.

Dorsal striatum is necessary for stimulus-value but not action-value learning in humans

PubMed Central

Vo, Khoi; Rutledge, Robb B.; Chatterjee, Anjan

2014-01-01

Several lines of evidence implicate the striatum in learning from experience on the basis of positive and negative feedback. However, the necessity of the striatum for such learning has been difficult to demonstrate in humans, because brain damage is rarely restricted to this structure. Here we test a rare individual with widespread bilateral damage restricted to the dorsal striatum. His performance was impaired and not significantly different from chance on several classic learning tasks, consistent with current theories regarding the role of the striatum. However, he also exhibited remarkably intact performance on a different subset of learning paradigms. The tasks he could perform can all be solved by learning the value of actions, while those he could not perform can only be solved by learning the value of stimuli. Although dorsal striatum is often thought to play a specific role in action-value learning, we find surprisingly that dorsal striatum is necessary for stimulus-value but not action-value learning in humans. PMID:25273995

Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement.

PubMed

Hodges, Linda C

2018-06-01

As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.

Interprofessional learning, impression management, and spontaneity in the acute healthcare setting.

PubMed

Bell, Elaine; McAllister, Sue; Ward, Paul R; Russell, Alison

2016-09-01

Spontaneous learning is integral to definitions of interprofessional learning (IPL) because it has been suggested that spontaneous learning can be deeply connected with the work that people do in collaboration with colleagues via their professional networks. However, its nature and the processes involved are not well understood. Goffman's theory of impression management offers a useful theoretical framework to consider the way in which interaction in the workplace connects to spontaneous learning. This article explores the current literature to investigate the usefulness of this framework to better understand and identify spontaneous learning in the workplace. Aspects such as the connections between spontaneous learning occurring in formal and informal work activities, the spaces in which it occurs, and the influence of professional networking are considered. It is proposed that research directed to developing a better understanding of the nature of spontaneous learning in IPL will assist in connecting this learning to formal IPL curricula, enhancing IPL and patient outcomes.

Why copy others? Insights from the social learning strategies tournament.

PubMed

Rendell, L; Boyd, R; Cownden, D; Enquist, M; Eriksson, K; Feldman, M W; Fogarty, L; Ghirlanda, S; Lillicrap, T; Laland, K N

2010-04-09

Social learning (learning through observation or interaction with other individuals) is widespread in nature and is central to the remarkable success of humanity, yet it remains unclear why copying is profitable and how to copy most effectively. To address these questions, we organized a computer tournament in which entrants submitted strategies specifying how to use social learning and its asocial alternative (for example, trial-and-error learning) to acquire adaptive behavior in a complex environment. Most current theory predicts the emergence of mixed strategies that rely on some combination of the two types of learning. In the tournament, however, strategies that relied heavily on social learning were found to be remarkably successful, even when asocial information was no more costly than social information. Social learning proved advantageous because individuals frequently demonstrated the highest-payoff behavior in their repertoire, inadvertently filtering information for copiers. The winning strategy (discountmachine) relied nearly exclusively on social learning and weighted information according to the time since acquisition.

Examination of the Teaching Styles of Nursing Professional Development Specialists, Part II: Correlational Study on Teaching Styles and Use of Adult Learning Theory.

PubMed

Curran, Mary K

2014-07-16

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development. J Contin Educ Nurs. 2014;45(8):xxx-xxx. Copyright 2014, SLACK Incorporated.

A new therapeutic community: development of a compassion-focussed and contextual behavioural environment.

PubMed

Veale, David; Gilbert, Paul; Wheatley, Jon; Naismith, Iona

2015-01-01

Social relationships and communities provide the context and impetus for a range of psychological developments, from genetic expression to the development of core self-identities. This suggests a need to think about the therapeutic changes and processes that occur within a community context and how communities can enable therapeutic change. However, the 'therapeutic communities' that have developed since the Second World War have been under-researched. We suggest that the concept of community, as a change process, should be revisited within mainstream scientific research. This paper briefly reviews the historical development of therapeutic communities and critically evaluates their current theory, practice and outcomes in a systematic review. Attention is drawn to recent research on the nature of evolved emotion regulation systems, the way these are entrained by social relationships, the importance of affiliative emotions in the regulation of threat and the role of fear of affiliative emotions in psychopathology. We draw on concepts from compassion-focussed therapy, social learning theory and functional analytical psychotherapy to consider how members of a therapeutic community can be aware of each other's acts of courage and respond using compassion. Living in structured and affiliative-orientated communities that are guided by scientific models of affect and self-regulation offers potential therapeutic advantages over individual outpatient therapy for certain client groups. This conclusion should be investigated further. Key Practitioner Message Current therapeutic community practice is not sufficiently evidence based and may not be maximizing the potential therapeutic value of a community. Compassion-focussed therapy and social learning theory offer new approaches for a therapeutic environment, involving an understanding of the role, nature and complexities of compassionate and affiliative relationships from staff and members, behavioural change guided by learning theory, a clear formulation based on threat-derived safety strategies, goal setting and positive reinforcement. Copyright © 2014 John Wiley & Sons, Ltd.

A Path Less Chosen: An Assessment of the School of Advanced Military Studies

DTIC Science & Technology

2014-05-22

the theory learned in course one.40 This course used theory , history, doctrine (both US and Soviet), and practical exercises to study the basic...relationships between learning domains, levels of learning and learning objectives, and the experiential learning model.96 In short, there is a major emphasis...discussion. There are multiple theories of education related to the use of discussion in learning . The most frequently cited or referred to amongst

What Learning Systems do Intelligent Agents Need? Complementary Learning Systems Theory Updated.

PubMed

Kumaran, Dharshan; Hassabis, Demis; McClelland, James L

2016-07-01

We update complementary learning systems (CLS) theory, which holds that intelligent agents must possess two learning systems, instantiated in mammalians in neocortex and hippocampus. The first gradually acquires structured knowledge representations while the second quickly learns the specifics of individual experiences. We broaden the role of replay of hippocampal memories in the theory, noting that replay allows goal-dependent weighting of experience statistics. We also address recent challenges to the theory and extend it by showing that recurrent activation of hippocampal traces can support some forms of generalization and that neocortical learning can be rapid for information that is consistent with known structure. Finally, we note the relevance of the theory to the design of artificial intelligent agents, highlighting connections between neuroscience and machine learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Constructive Reframing of Student Roles and Systems Learning in Medical Education Using a Communities of Practice Lens.

PubMed

Gonzalo, Jed D; Thompson, Britta M; Haidet, Paul; Mann, Karen; Wolpaw, Daniel R

2017-12-01

Health systems are in the midst of a transformation that is being driven by a variety of forces. This has important implications for medical educators because clinical practice environments play a key role in learning and professional development, and evolving health systems are beginning to demand that providers have "systems-ready" knowledge, attitudes, and skills. Such implications provide a clear mandate for medical schools to modify their goals and prepare physicians to practice flexibly within teams and effectively contribute to the improvement of health care delivery. In this context, the concepts of value-added medical education, authentic student roles, and health systems science are emerging as increasingly important. In this Article, the authors use a lens informed by communities of practice theory to explore these three concepts, examining the implications that the communities of practice theory has in the constructive reframing of educational practices-particularly common student roles and experiences-and charting future directions for medical education that better align with the needs of the health care system. The authors apply several key features of the communities of practice theory to current experiential roles for students, then propose a new approach to students' clinical experiences-value-added clinical systems learning roles-that provides students with opportunities to make meaningful contributions to patient care while learning health systems science at the patient and population level. Finally, the authors discuss implications for professional role formation and anticipated challenges to the design and implementation of value-added clinical systems learning roles.

Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace.

PubMed

Strand, Pia; Edgren, Gudrun; Borna, Petter; Lindgren, Stefan; Wichmann-Hansen, Gitte; Stalmeijer, Renée E

2015-05-01

The role of workplace supervisors in the clinical education of medical students is currently under debate. However, few studies have addressed how supervisors conceptualize workplace learning and how conceptions relate to current sociocultural workplace learning theory. We explored physician conceptions of: (a) medical student learning in the clinical workplace and (b) how they contribute to student learning. The methodology included a combination of a qualitative, inductive (conventional) and deductive (directed) content analysis approach. The study triangulated two types of interview data from 4 focus group interviews and 34 individual interviews. A total of 55 physicians participated. Three overarching themes emerged from the data: learning as membership, learning as partnership and learning as ownership. The themes described how physician conceptions of learning and supervision were guided by the notions of learning-as-participation and learning-as-acquisition. The clinical workplace was either conceptualized as a context in which student learning is based on a learning curriculum, continuity of participation and partnerships with supervisors, or as a temporary source of knowledge within a teaching curriculum. The process of learning was shaped through the reciprocity between different factors in the workplace context and the agency of students and supervising physicians. A systems-thinking approach merged with the "co-participation" conceptual framework advocated by Billet proved to be useful for analyzing variations in conceptions. The findings suggest that mapping workplace supervisor conceptions of learning can be a valuable starting point for medical schools and educational developers working with changes in clinical educational and faculty development practices.

Spiraling into Transformative Learning

ERIC Educational Resources Information Center

Cranton, Patricia

2010-01-01

This article explores how technical and vocational learning may spiral into transformative learning. Transformative learning theory is reviewed and the learning tasks of critical theory are used to integrate various approaches to transformative learning. With this as a foundation, the article explores how transformative learning can be fostered in…

Theory of mind selectively predicts preschoolers’ knowledge-based selective word learning

PubMed Central

Brosseau-Liard, Patricia; Penney, Danielle; Poulin-Dubois, Diane

2015-01-01

Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory-of-mind skills and selective learning. We hypothesized that high performance on theory-of-mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non-epistemic attribute). Three- and 4-year-olds (N = 65) completed two selective learning tasks, and their theory of mind abilities were assessed. As expected, performance on a theory-of-mind battery predicted children’s preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children’s developing social cognition and early learning. PMID:26211504

Theory of mind selectively predicts preschoolers' knowledge-based selective word learning.

PubMed

Brosseau-Liard, Patricia; Penney, Danielle; Poulin-Dubois, Diane

2015-11-01

Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory-of-mind skills and selective learning. We hypothesized that high performance on theory-of-mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non-epistemic attribute). Three- and 4-year-olds (N = 65) completed two selective learning tasks, and their theory-of-mind abilities were assessed. As expected, performance on a theory-of-mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning. © 2015 The British Psychological Society.

Reconstructing Constructivism: Causal Models, Bayesian Learning Mechanisms, and the Theory Theory

ERIC Educational Resources Information Center

Gopnik, Alison; Wellman, Henry M.

2012-01-01

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework…

A Critical Comparison of Transformation and Deep Approach Theories of Learning

ERIC Educational Resources Information Center

Howie, Peter; Bagnall, Richard

2015-01-01

This paper reports a critical comparative analysis of two popular and significant theories of adult learning: the transformation and the deep approach theories of learning. These theories are operative in different educational sectors, are significant, respectively, in each, and they may be seen as both touching on similar concerns with learning…

The Process of Developing Theories-in-Action with OELEs: A Qualitative Study.

ERIC Educational Resources Information Center

Land, Susan M.; Hannafin, Michael J.

Open-ended learning environments (OELEs) like microworlds have been touted as one approach for blending learning theory and emerging technology to support the building of student-centered understanding. The learning process involves developing a theory-in-action--an intuitive theory that is generated and changed by learners as they reflect upon…

Simulation Methodology in Nursing Education and Adult Learning Theory

ERIC Educational Resources Information Center

Rutherford-Hemming, Tonya

2012-01-01

Simulation is often used in nursing education as a teaching methodology. Simulation is rooted in adult learning theory. Three learning theories, cognitive, social, and constructivist, explain how learners gain knowledge with simulation experiences. This article takes an in-depth look at each of these three theories as each relates to simulation.…

A Beautiful Metaphor: Transformative Learning Theory

ERIC Educational Resources Information Center

Howie, Peter; Bagnall, Richard

2013-01-01

This article presents a critique of both transformative learning theory and critical comments on it to date. It argues that transformative learning theory remains substantively the same as its initial exposition, in spite of a raft of problematic contentions voiced against it. The theory is argued here to be conceptually problematic, except at the…

Prosocial norms as a positive youth development construct: a conceptual review.

PubMed

Siu, Andrew M H; Shek, Daniel T L; Law, Ben

2012-01-01

Prosocial norms like reciprocity, social responsibility, altruism, and volunteerism are ethical standards and beliefs that youth development programs often want to promote. This paper reviews evolutionary, social-cognitive, and developmental theories of prosocial development and analyzes how young people learn and adopt prosocial norms. The paper showed that very few current theories explicitly address the issue of how prosocial norms, in form of feelings of moral obligations, may be challenged by a norm of self-interest and social circumstances when prosocial acts are needed. It is necessary to develop theories which put prosocial norms as a central construct, and a new social cognitive theory of norm activation has the potential to help us understand how prosocial norms may be applied. This paper also highlights how little we know about young people perceiving and receiving prosocial norms and how influential of school policies and peer influence on the prosocial development. Lastly, while training of interpersonal competence (e.g., empathy, moral reasoning, etc.) was commonly used in the youth development, their effectiveness was not systematically evaluated. It will also be interesting to examine how computer and information technology or video games may be used in e-learning of prosocial norms.

Prosocial Norms as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Siu, Andrew M. H.; Shek, Daniel T. L.; Law, Ben

2012-01-01

Prosocial norms like reciprocity, social responsibility, altruism, and volunteerism are ethical standards and beliefs that youth development programs often want to promote. This paper reviews evolutionary, social-cognitive, and developmental theories of prosocial development and analyzes how young people learn and adopt prosocial norms. The paper showed that very few current theories explicitly address the issue of how prosocial norms, in form of feelings of moral obligations, may be challenged by a norm of self-interest and social circumstances when prosocial acts are needed. It is necessary to develop theories which put prosocial norms as a central construct, and a new social cognitive theory of norm activation has the potential to help us understand how prosocial norms may be applied. This paper also highlights how little we know about young people perceiving and receiving prosocial norms and how influential of school policies and peer influence on the prosocial development. Lastly, while training of interpersonal competence (e.g., empathy, moral reasoning, etc.) was commonly used in the youth development, their effectiveness was not systematically evaluated. It will also be interesting to examine how computer and information technology or video games may be used in e-learning of prosocial norms. PMID:22666157

Learning and Development of Second and Foreign Language Pragmatics as a Higher-Order Language Skill: A Brief Overview of Relevant Theories. Research Report. ETS RR-16-35

ERIC Educational Resources Information Center

Timpe-Laughlin, Veronika

2016-01-01

The development of effective second and foreign (L2) language learning materials needs to be grounded in two types of theories: (a) a theory of language and language use and (b) a theory of language learning. Both are equally important, insofar as an effective learning environment requires an understanding of the knowledge, skills, and abilities…

Sorority Affiliation and Sexual Assault Victimization: Assessing Vulnerability Using Path Analysis.

PubMed

Franklin, Cortney A

2016-07-01

The current research used survey data from 282 college women to investigate the relationship between female Greek membership and sexual assault victimization. Drawing from routine activity theory, low self-control, and social learning theory, this study tested a theoretical model that identified pertinent factors present among sorority environments to determine the relationships between Greek affiliation and sexual assault. Path analyses revealed that sorority women reported consuming more alcohol and with greater frequency, increased risk-taking behavior, delayed assessments of threat and responses to risk, and increased contact with fraternity men-all of which significantly predicted sexual assault. Future theory, research, and policy directions are proposed. © The Author(s) 2015.

An Organizational Learning Framework for Patient Safety.

PubMed

Edwards, Marc T

Despite concerted effort to improve quality and safety, high reliability remains a distant goal. Although this likely reflects the challenge of organizational change, persistent controversy over basic issues suggests that weaknesses in conceptual models may contribute. The essence of operational improvement is organizational learning. This article presents a framework for identifying leverage points for improvement based on organizational learning theory and applies it to an analysis of current practice and controversy. Organizations learn from others, from defects, from measurement, and from mindfulness. These learning modes correspond with contemporary themes of collaboration, no blame for human error, accountability for performance, and managing the unexpected. The collaborative model has dominated improvement efforts. Greater attention to the underdeveloped modes of organizational learning may foster more rapid progress in patient safety by increasing organizational capabilities, strengthening a culture of safety, and fixing more of the process problems that contribute to patient harm.

E-Learning Content Design Standards Based on Interactive Digital Concepts Maps in the Light of Meaningful and Constructivist Learning Theory

ERIC Educational Resources Information Center

Afify, Mohammed Kamal

2018-01-01

The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, organize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning…

The Conceptual Mechanism for Viable Organizational Learning Based on Complex System Theory and the Viable System Model

ERIC Educational Resources Information Center

Sung, Dia; You, Yeongmahn; Song, Ji Hoon

2008-01-01

The purpose of this research is to explore the possibility of viable learning organizations based on identifying viable organizational learning mechanisms. Two theoretical foundations, complex system theory and viable system theory, have been integrated to provide the rationale for building the sustainable organizational learning mechanism. The…

Adult Learning Assumptions

ERIC Educational Resources Information Center

Baskas, Richard S.

2011-01-01

The purpose of this study is to examine Knowles' theory of andragogy and his six assumptions of how adults learn while providing evidence to support two of his assumptions based on the theory of andragogy. As no single theory explains how adults learn, it can best be assumed that adults learn through the accumulation of formal and informal…

Case-Based Modeling for Learning: Socially Constructed Skill Development

ERIC Educational Resources Information Center

Lyons, Paul; Bandura, Randall P.

2018-01-01

Purpose: Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual…

Metacognitive Load--Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning

ERIC Educational Resources Information Center

Schwonke, Rolf

2015-01-01

Instructional design theories such as the "cognitive load theory" (CLT) or the "cognitive theory of multimedia learning" (CTML) explain learning difficulties in (computer-based) learning usually as a result of design deficiencies that hinder effective schema construction. However, learners often struggle even in well-designed…

Linking Developmental Themes to Theories in the Autobiographical Narratives of Life-Span Development Students

ERIC Educational Resources Information Center

Mayo, Joseph A.

2017-01-01

Prior research findings point to the efficacy of using autobiographical life-story narration as a learning tool in undergraduate classes. The current study seeks to add to the existing literature on this topic by performing a qualitative analysis across events recorded in students' autobiographical narratives. The purpose of this analysis is to…

Closed Classrooms, High Mountains and Strange Lands: An Inquiry into Culture and Caring.

ERIC Educational Resources Information Center

Kraft, Richard J.

1992-01-01

The current closed classroom system of education is not sufficient in preparing students for real world life. Proposes that the wilderness, cross-cultural, and international settings are a very powerful learning environment in which life-changing experiences can and do occur. Presents the Outward Bound process and Adler's stage theory of…

Moral Knowledge and Responsibilities in Evaluation Implementation: When Critical Theory and Responsive Evaluation Collide

ERIC Educational Resources Information Center

Freeman, Melissa; Preissle, Judith; Havick, Steven

2010-01-01

An external evaluation documented what occurred in an inaugural summer camp to teach high school students how to preserve religious freedom by learning about and acting on the history and current state of church-state separation and other first amendment issues. Camp designers hoped to promote religious diversity values and civic engagement in…

Reggio Emilia, Vygotsky, and Family Childcare: Four American Providers Describe Their Pedagogical Practice

ERIC Educational Resources Information Center

Freeman, Ramona

2011-01-01

This case study considers pedagogical techniques used in family childcare to promote children's learning experiences. Data extracted from an earlier study were used to inform this examination of four family childcare providers' pedagogy. In the current study, I use socio-cultural theory and the Reggio Emilia approach to address the following…

The "Animal House" Effect: How University-Themed Comedy Films Affect Students' Attitudes

ERIC Educational Resources Information Center

Wasylkiw, Louise; Currie, Michael

2012-01-01

Drawing from learning and attitude theories, the current investigation explores the effect of media on students' attitudes. Study 1 was a content analysis of 34 films classified as university-themed comedies and showed that such films highlighted risk-taking (e.g., alcohol consumption) and minimized the importance of academics (e.g., studying).…

Implications of Outcomes-Based Education for Children with Disabilities. Synthesis Report 6.

ERIC Educational Resources Information Center

Thurlow, Martha L.

This paper examines the concept of "outcomes-based education" (OBE), how it was developed, how it relates to other current reforms that encompass the notion of outcomes, and how it relates to students with disabilities in theory and in practice. Outcomes-based education holds that all children can learn and succeed and that schools are…

A Sense of Urgency: Transforming the Literate Identities of Students Who Struggle with Learning to Read

ERIC Educational Resources Information Center

Harmon, Melinda R.

2013-01-01

This Grounded Theory study explored the identity development of four current and two former Reading Recovery students. The study focused on the interactions between self-efficacy, self-regulation and identity as students participated in the Reading Recovery intervention to capture change over time in the identity development of students who…

Wikifolios and Participatory Assessment for Engagement, Understanding, and Achievement in Online Courses

ERIC Educational Resources Information Center

Hickey, Daniel; Rehak, Andrea

2013-01-01

This paper presents new insights from ongoing design-based research of graduate-level online courses in a school of education. This research has been refining the use of widely available wikis and online assessment tools to deliver broad learning outcomes. The research started with a general goal that reflects current situative theories of…

Teaching Strategies to Support isiXhosa Learners Who Receive Education in a Second/Third Language

ERIC Educational Resources Information Center

Kotzé, T.; Van der Westhuizen, M.; Barnard, E.

2017-01-01

There are a number of challenges related to teaching in a multi-linguistic classroom. Despite the literature clearly indicating how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical framework of Bronfenbrenner's ecological systems theory. In an attempt to…

Primary Strategy Learning Networks: A Local Study of a National Initiative

ERIC Educational Resources Information Center

Moore, Tessa A.; Rutherford, Desmond

2012-01-01

The use of networks as a means of communicating knowledge and ideas and in promoting innovation among schools has emerged globally over the past decade. Currently, inter-school collaboration is not only at the fore nationally in England, but also has become integral to the school improvement agenda. However, networking theory is a disparate field…

Preadolescence Female Development through Sport and Physical Activity: A Case Study of an Urban After-School Program

ERIC Educational Resources Information Center

Bruening, Jennifer E.; Dover, Kydani M.; Clark, Brianna S.

2009-01-01

Youth development research has found that children become more engaged and benefit more from being incorporated as decision makers. Thus participation helps promote development and encourages engagement. Based in theories of engagement and free-choice learning, the current research focused on a program combining sport/physical activity, life…

Perceiving Behaving Becoming. A New Focus for Education.

ERIC Educational Resources Information Center

Association for Supervision and Curriculum Development, Washington, DC.

This book is the 1962 Yearbook of the Association for Supervision and Curriculum Development (ASCD), conceived as a bridge between the learned disciplines of the social sciences on the one hand and the applied field of public school endeavor on the other. The Yearbook Committee was charged with the task of examining current theory about the…

Testing Causal Impacts of a School-Based SEL Intervention Using Instrumental Variable Techniques

ERIC Educational Resources Information Center

Torrente, Catalina; Nathanson, Lori; Rivers, Susan; Brackett, Marc

2015-01-01

Children's social-emotional skills, such as conflict resolution and emotion regulation, have been linked to a number of highly regarded academic and social outcomes. The current study presents preliminary results from a causal test of the theory of change of RULER, a universal school-based approach to social and emotional learning (SEL).…

Moving Feedback Forward: Theory to Practice

ERIC Educational Resources Information Center

Orsmond, Paul; Maw, Stephen J.; Park, Julian R.; Gomez, Stephen; Crook, Anne C.

2013-01-01

There is substantial research interest in tutor feedback and students' perception and use of such feedback. This paper considers some of the major issues raised in relation to tutor feedback and student learning. We explore some of the current feedback drivers, most notably the need for feedback to move away from simply a monologue from a tutor to…

Multiplayer Online Games as Educational Tools: Facing New Challenges in Learning

ERIC Educational Resources Information Center

Paraskeva, Fotini; Mysirlaki, Sofia; Papagianni, Aikaterini

2010-01-01

This paper outlines a proposal for the development of educational multiplayer online games based on the activity theory, as an alternative to the current trend in multiplayer gaming and a means of promoting collaboration among students. In order to examine whether online games are engaging for learners, we consider multiple factors regarding game…

Disciplinary Identity as Analytic Construct and Design Goal: Making Learning Sciences Matter

ERIC Educational Resources Information Center

Carlone, Heidi B.

2017-01-01

Bent Flyvbjerg (2001), in his book "Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again," argues that social science's aims and methods are currently, and perhaps always will be, ill suited to the type of cumulative and predictive theory that characterizes inquiry and knowledge generation in the natural…

Self-Reflections on Differentiation: Understanding How We Teach in Higher Education

ERIC Educational Resources Information Center

Jackson, Nykela; Evans, Lesley

2017-01-01

Teachers are called to accommodate the individualized learning needs of a wide range of students. To support prospective and current teachers with this challenge, it is imperative to help them not only understand the theory of differentiated instruction, but how to implement it into practice. Building upon past research in the realm of higher…

An examination of the divergent general, specific, and other criminogenic risk/needs across neuropathic and psychopathic pathways to homicide.

PubMed

Gilligan, D G; Lennings, C J

2011-08-01

The social learning theory underlying Andrews and Bonta's Psychology of Criminal Conduct model has generally been seen as guiding risk assessment, with good relevance to mentally ill as well as non-mentally ill offenders. The current study reports a novel approach to qualitative assessment of 26 murderers found not guilty by reason of insanity (NGRI), divided into two groups--neuropathic offenders characterised by frontal lobe deficits and psychosis and psychopathic murderers characterised by high scores on psychopathy and an absence of neuropathic factors. The findings of the present research support the notion that the two pathways are embedded in two diverging theoretical frameworks of psychopathology and social learning theory, with each corresponding to the neuropathic and psychopathic pathways, respectively. Models of social learning theory may have limited utility to the total mentally disordered offender population overall as they apply more specifically to offenders within special offender groups or perhaps more specifically to offenders with psychopathic characteristics. However, the significantly greater association of the other social, physical, and mental health risk/needs with the neuropathic pathway suggests that pathological models are important for understanding the neuropathic pathway in relation to homicide offence and risk of future violence in NGRI samples.

Optimizing biomedical science learning in a veterinary curriculum: a review.

PubMed

Warren, Amy L; Donnon, Tyrone

2013-01-01

As veterinary medical curricula evolve, the time dedicated to biomedical science teaching, as well as the role of biomedical science knowledge in veterinary education, has been scrutinized. Aside from being mandated by accrediting bodies, biomedical science knowledge plays an important role in developing clinical, diagnostic, and therapeutic reasoning skills in the application of clinical skills, in supporting evidence-based veterinary practice and life-long learning, and in advancing biomedical knowledge and comparative medicine. With an increasing volume and fast pace of change in biomedical knowledge, as well as increased demands on curricular time, there has been pressure to make biomedical science education efficient and relevant for veterinary medicine. This has lead to a shift in biomedical education from fact-based, teacher-centered and discipline-based teaching to applicable, student-centered, integrated teaching. This movement is supported by adult learning theories and is thought to enhance students' transference of biomedical science into their clinical practice. The importance of biomedical science in veterinary education and the theories of biomedical science learning will be discussed in this article. In addition, we will explore current advances in biomedical teaching methodologies that are aimed to maximize knowledge retention and application for clinical veterinary training and practice.

The past, present, and future of paediatric cardiology training at the Johns Hopkins Hospital, in the tradition of Dr Helen Taussig.

PubMed

Beasley, Gary S; Murphy, Anne M; Brenner, Joel I; Ravekes, William J

2016-12-01

Johns Hopkins has been a leader in paediatric cardiology for over 85 years. In the 1940s, Dr Helen Taussig began training fellows in paediatric cardiology at Johns Hopkins at a time when the diagnosis and treatment of CHD were in the earliest stage. Under her leadership, the fellowship developed a strong foundation that has continued to evolve to meet the current needs of learners and educators. In the current era, the Johns Hopkins programme implements the current theories of adult education and actively engages our fellows in learning as well as teaching. The programme uses techniques such as flipped classroom, structured case-based small-group learning, observed and structured clinical examination, simulations, and innovative educational technology. These strategies combined with our faculty and rich history give our fellows a unique educational experience.

The history of imitation in learning theory: the language acquisition process.

PubMed Central

Kymissis, E; Poulson, C L

1990-01-01

The concept of imitation has undergone different analyses in the hands of different learning theorists throughout the history of psychology. From Thorndike's connectionism to Pavlov's classical conditioning, Hull's monistic theory, Mowrer's two-factor theory, and Skinner's operant theory, there have been several divergent accounts of the conditions that produce imitation and the conditions under which imitation itself may facilitate language acquisition. In tracing the roots of the concept of imitation in the history of learning theory, the authors conclude that generalized imitation, as defined and analyzed by operant learning theorists, is a sufficiently robust formulation of learned imitation to facilitate a behavior-analytic account of first-language acquisition. PMID:2230633

More than a feeling: incidental learning of array geometry by blindfolded adult humans revealed through touch.

PubMed

Sturz, Bradley R; Green, Marshall L; Gaskin, Katherine A; Evans, Alicia C; Graves, April A; Roberts, Jonathan E

2013-02-15

View-based matching theories of orientation suggest that mobile organisms encode a visual memory consisting of a visual panorama from a target location and maneuver to reduce discrepancy between current visual perception and this stored visual memory to return to a location. Recent success of such theories to explain the orientation behavior of insects and birds raises questions regarding the extent to which such an explanation generalizes to other species. In the present study, we attempted to determine the extent to which such view-based matching theories may explain the orientation behavior of a mammalian species (in this case adult humans). We modified a traditional enclosure orientation task so that it involved only the use of the haptic sense. The use of a haptic orientation task to investigate the extent to which view-based matching theories may explain the orientation behavior of adult humans appeared ideal because it provided an opportunity for us to explicitly prohibit the use of vision. Specifically, we trained disoriented and blindfolded human participants to search by touch for a target object hidden in one of four locations marked by distinctive textural cues located on top of four discrete landmarks arranged in a rectangular array. Following training, we removed the distinctive textural cues and probed the extent to which participants learned the geometry of the landmark array. In the absence of vision and the trained textural cues, participants showed evidence that they learned the geometry of the landmark array. Such evidence cannot be explained by an appeal to view-based matching strategies and is consistent with explanations of spatial orientation related to the incidental learning of environmental geometry.

Gaming, texting, learning? Teaching engineering ethics through students' lived experiences with technology.

PubMed

Voss, Georgina

2013-09-01

This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'.

Treatment of adolescent sexual offenders: theory-based practice.

PubMed

Sermabeikian, P; Martinez, D

1994-11-01

The treatment of adolescent sexual offenders (ASO) has its theoretical underpinnings in social learning theory. Although social learning theory has been frequently cited in literature, a comprehensive application of this theory, as applied to practice, has not been mapped out. The social learning and social cognitive theories of Bandura appear to be particularly relevant to the group treatment of this population. The application of these theories to practice, as demonstrated in a program model, is discussed as a means of demonstrating how theory-driven practice methods can be developed.

A Joyful Classroom Learning System with Robot Learning Companion for Children to Learn Mathematics Multiplication

ERIC Educational Resources Information Center

Wei, Chun-Wang; Hung, I-Chun; Lee, Ling; Chen, Nian-Shing

2011-01-01

This research demonstrates the design of a Joyful Classroom Learning System (JCLS) with flexible, mobile and joyful features. The theoretical foundations of this research include the experiential learning theory, constructivist learning theory and joyful learning. The developed JCLS consists of the robot learning companion (RLC), sensing input…

A New Approach to Teaching Biomechanics Through Active, Adaptive, and Experiential Learning.

PubMed

Singh, Anita

2017-07-01

Demand of biomedical engineers continues to rise to meet the needs of healthcare industry. Current training of bioengineers follows the traditional and dominant model of theory-focused curricula. However, the unmet needs of the healthcare industry warrant newer skill sets in these engineers. Translational training strategies such as solving real world problems through active, adaptive, and experiential learning hold promise. In this paper, we report our findings of adding a real-world 4-week problem-based learning unit into a biomechanics capstone course for engineering students. Surveys assessed student perceptions of the activity and learning experience. While students, across three cohorts, felt challenged to solve a real-world problem identified during the simulation lab visit, they felt more confident in utilizing knowledge learned in the biomechanics course and self-directed research. Instructor evaluations indicated that the active and experiential learning approach fostered their technical knowledge and life-long learning skills while exposing them to the components of adaptive learning and innovation.

Why Copy Others? Insights from the Social Learning Strategies Tournament

PubMed Central

Rendell, L.; Boyd, R.; Cownden, D.; Enquist, M.; Eriksson, K.; Feldman, M. W.; Fogarty, L.; Ghirlanda, S.; Lillicrap, T.; Laland, K. N.

2010-01-01

Social learning (learning through observation or interaction with other individuals) is widespread in nature and is central to the remarkable success of humanity, yet it remains unclear why it pays to copy, and how best to do so. To address these questions we organised a computer tournament in which entrants submitted strategies specifying how to use social learning and its asocial alternative (e.g. trial-and-error) to acquire adaptive behavior in a complex environment. Most current theory predicts the emergence of mixed strategies that rely on some combination of the two types of learning. In the tournament, however, strategies that relied heavily on social learning were found to be remarkably successful, even when asocial information was no more costly than social information. Social learning proved advantageous because individuals frequently demonstrated the highest-payoff behavior in their repertoire, inadvertently filtering information for copiers. The winning strategy (discountmachine) relied exclusively on social learning, and weighted information according to the time since acquisition. PMID:20378813

Three Key Concepts of the Theory of Objectification: Knowledge, Knowing, and Learning

ERIC Educational Resources Information Center

Radford, Luis

2013-01-01

In this article I sketch three key concepts of a cultural-historical theory of mathematics teaching and learning--the theory of objectification. The concepts are: knowledge, knowing and learning. The philosophical underpinning of the theory revolves around the work of Georg W. F. Hegel and its further development in the philosophical works of K.…

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

ERIC Educational Resources Information Center

Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W.

2018-01-01

To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…

Learning Theories Applied to Teaching Technology: Constructivism versus Behavioral Theory for Instructing Multimedia Software Programs

ERIC Educational Resources Information Center

Reed, Cajah S.

2012-01-01

This study sought to find evidence for a beneficial learning theory to teach computer software programs. Additionally, software was analyzed for each learning theory's applicability to resolve whether certain software requires a specific method of education. The results are meant to give educators more effective teaching tools, so students…

Experiential learning: transforming theory into practice.

PubMed

Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

2012-01-01

Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.

Learning and Generalization under Ambiguity: An fMRI Study

PubMed Central

Chumbley, J. R.; Flandin, G.; Bach, D. R.; Daunizeau, J.; Fehr, E.; Dolan, R. J.; Friston, K. J.

2012-01-01

Adaptive behavior often exploits generalizations from past experience by applying them judiciously in new situations. This requires a means of quantifying the relative importance of prior experience and current information, so they can be balanced optimally. In this study, we ask whether the brain generalizes in an optimal way. Specifically, we used Bayesian learning theory and fMRI to test whether neuronal responses reflect context-sensitive changes in ambiguity or uncertainty about experience-dependent beliefs. We found that the hippocampus expresses clear ambiguity-dependent responses that are associated with an augmented rate of learning. These findings suggest candidate neuronal systems that may be involved in aberrations of generalization, such as over-confidence. PMID:22275857

Learning and generalization under ambiguity: an fMRI study.

PubMed

Chumbley, J R; Flandin, G; Bach, D R; Daunizeau, J; Fehr, E; Dolan, R J; Friston, K J

2012-01-01

Adaptive behavior often exploits generalizations from past experience by applying them judiciously in new situations. This requires a means of quantifying the relative importance of prior experience and current information, so they can be balanced optimally. In this study, we ask whether the brain generalizes in an optimal way. Specifically, we used Bayesian learning theory and fMRI to test whether neuronal responses reflect context-sensitive changes in ambiguity or uncertainty about experience-dependent beliefs. We found that the hippocampus expresses clear ambiguity-dependent responses that are associated with an augmented rate of learning. These findings suggest candidate neuronal systems that may be involved in aberrations of generalization, such as over-confidence.

The Effect of Interactivity and Instructional Exposure on Learning Effectiveness and Knowledge Retention: A Comparative Study of Two U.S. Air Force Computer-Based Training (CBT) Courses for Network User Licensing

DTIC Science & Technology

2003-03-01

sociocultural theory of learning was pioneered by Lev Vygotsky in the early twentieth century Soviet Union. Although his works were not published...Overview ....................................................................................................................... 14 Learning Theories ...and Teaching Strategies .................................................................. 14 Learning Theories and CBT

Using Active-Learning Pedagogy to Develop Essay-Writing Skills in Introductory Political Theory Tutorials

ERIC Educational Resources Information Center

Murphy, Michael P. A.

2017-01-01

Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the "thesis-building carousel," designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap…

Theory and Practice: How Filming "Learning in the Real World" Helps Students Make the Connection

ERIC Educational Resources Information Center

Commander, Nannette Evans; Ward, Teresa E.; Zabrucky, Karen M.

2012-01-01

This article describes an assignment, titled "Learning in the Real World," designed for graduate students in a learning theory course. Students work in small groups to create high quality audio-visual films that present "real learning" through interviews and/or observations of learners. Students select topics relevant to theories we are discussing…

Alternative Organisational Learning Therapy: An Empirical Case Study Using Behaviour and U Theory

ERIC Educational Resources Information Center

Ho, Li-An; Kuo, Tsung-Hsien

2009-01-01

This paper draws on the concept and process of deeper learning, namely the U theory (Senge, Scharmer, Jaworski, & Flowers, 2004a). As a driver to get a deeper exploration of organisational change process, the theory of U goes beyond the interpersonal aspects of learning, instead focusing on a deeper personal generative learning that emphasizes…

A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts

NASA Technical Reports Server (NTRS)

Willis, Jerry W.

1993-01-01

For a number of years, the Software Technology Branch of the Information Systems Directorate has been involved in the application of cutting edge hardware and software technologies to instructional tasks related to NASA projects. The branch has developed intelligent computer aided training shells, instructional applications of virtual reality and multimedia, and computer-based instructional packages that use fuzzy logic for both instructional and diagnostic decision making. One outcome of the work on space-related technology-supported instruction has been the creation of a significant pool of human talent in the branch with current expertise on the cutting edges of instructional technologies. When the human talent is combined with advanced technologies for graphics, sound, video, CD-ROM, and high speed computing, the result is a powerful research and development group that both contributes to the applied foundations of instructional technology and creates effective instructional packages that take advantage of a range of advanced technologies. Several branch projects are currently underway that combine NASA-developed expertise to significant instructional problems in public education. The branch, for example, has developed intelligent computer aided software to help high school students learn physics and staff are currently working on a project to produce educational software for young children with language deficits. This report deals with another project, the adult literacy tutor. Unfortunately, while there are a number of computer-based instructional packages available for adult literacy instruction, most of them are based on the same instructional models that failed these students when they were in school. The teacher-centered, discrete skill and drill-oriented, instructional strategies, even when they are supported by color computer graphics and animation, that form the foundation for most of the computer-based literacy packages currently on the market may not be the most effective or most desirable way to use computer technology in literacy programs. This project is developing a series of instructional packages that are based on a different instructional model - authentic instruction. The instructional development model used to create these packages is also different. Instead of using the traditional five stage linear, sequential model based on behavioral learning theory, the project uses the recursive, reflective design and development model (R2D2) that is based on cognitive learning theory, particularly the social constructivism of Vygotsky, and an epistemology based on critical theory. Using alternative instructional and instructional development theories, the result of the summer faculty fellowship is LiteraCity, a multimedia adult literacy instructional package that is a simulation of finding and applying for a job. The program, which is about 120 megabytes, is distributed on CD-ROM.

Situated Learning in Computer Science Education

ERIC Educational Resources Information Center

Ben-Ari, Mordechai

2004-01-01

Sociocultural theories of learning such as Wenger and Lave's situated learning have been suggested as alternatives to cognitive theories of learning like constructivism. This article examines situated learning within the context of computer science (CS) education. Situated learning accurately describes some CS communities like open-source software…

Collective-Intelligence Recommender Systems: Advancing Computer Tailoring for Health Behavior Change Into the 21st Century.

PubMed

Sadasivam, Rajani Shankar; Cutrona, Sarah L; Kinney, Rebecca L; Marlin, Benjamin M; Mazor, Kathleen M; Lemon, Stephenie C; Houston, Thomas K

2016-03-07

What is the next frontier for computer-tailored health communication (CTHC) research? In current CTHC systems, study designers who have expertise in behavioral theory and mapping theory into CTHC systems select the variables and develop the rules that specify how the content should be tailored, based on their knowledge of the targeted population, the literature, and health behavior theories. In collective-intelligence recommender systems (hereafter recommender systems) used by Web 2.0 companies (eg, Netflix and Amazon), machine learning algorithms combine user profiles and continuous feedback ratings of content (from themselves and other users) to empirically tailor content. Augmenting current theory-based CTHC with empirical recommender systems could be evaluated as the next frontier for CTHC. The objective of our study was to uncover barriers and challenges to using recommender systems in health promotion. We conducted a focused literature review, interviewed subject experts (n=8), and synthesized the results. We describe (1) limitations of current CTHC systems, (2) advantages of incorporating recommender systems to move CTHC forward, and (3) challenges to incorporating recommender systems into CTHC. Based on the evidence presented, we propose a future research agenda for CTHC systems. We promote discussion of ways to move CTHC into the 21st century by incorporation of recommender systems.

Collective-Intelligence Recommender Systems: Advancing Computer Tailoring for Health Behavior Change Into the 21st Century

PubMed Central

Cutrona, Sarah L; Kinney, Rebecca L; Marlin, Benjamin M; Mazor, Kathleen M; Lemon, Stephenie C; Houston, Thomas K

2016-01-01

Background What is the next frontier for computer-tailored health communication (CTHC) research? In current CTHC systems, study designers who have expertise in behavioral theory and mapping theory into CTHC systems select the variables and develop the rules that specify how the content should be tailored, based on their knowledge of the targeted population, the literature, and health behavior theories. In collective-intelligence recommender systems (hereafter recommender systems) used by Web 2.0 companies (eg, Netflix and Amazon), machine learning algorithms combine user profiles and continuous feedback ratings of content (from themselves and other users) to empirically tailor content. Augmenting current theory-based CTHC with empirical recommender systems could be evaluated as the next frontier for CTHC. Objective The objective of our study was to uncover barriers and challenges to using recommender systems in health promotion. Methods We conducted a focused literature review, interviewed subject experts (n=8), and synthesized the results. Results We describe (1) limitations of current CTHC systems, (2) advantages of incorporating recommender systems to move CTHC forward, and (3) challenges to incorporating recommender systems into CTHC. Based on the evidence presented, we propose a future research agenda for CTHC systems. Conclusions We promote discussion of ways to move CTHC into the 21st century by incorporation of recommender systems. PMID:26952574

Finding accurate frontiers: A knowledge-intensive approach to relational learning

NASA Technical Reports Server (NTRS)

Pazzani, Michael; Brunk, Clifford

1994-01-01

An approach to analytic learning is described that searches for accurate entailments of a Horn Clause domain theory. A hill-climbing search, guided by an information based evaluation function, is performed by applying a set of operators that derive frontiers from domain theories. The analytic learning system is one component of a multi-strategy relational learning system. We compare the accuracy of concepts learned with this analytic strategy to concepts learned with an analytic strategy that operationalizes the domain theory.

Learning control system design based on 2-D theory - An application to parallel link manipulator

NASA Technical Reports Server (NTRS)

Geng, Z.; Carroll, R. L.; Lee, J. D.; Haynes, L. H.

1990-01-01

An approach to iterative learning control system design based on two-dimensional system theory is presented. A two-dimensional model for the iterative learning control system which reveals the connections between learning control systems and two-dimensional system theory is established. A learning control algorithm is proposed, and the convergence of learning using this algorithm is guaranteed by two-dimensional stability. The learning algorithm is applied successfully to the trajectory tracking control problem for a parallel link robot manipulator. The excellent performance of this learning algorithm is demonstrated by the computer simulation results.

Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

PubMed

Lavoie, Patrick; Michaud, Cécile; Bélisle, Marilou; Boyer, Louise; Gosselin, Émilie; Grondin, Myrian; Larue, Caroline; Lavoie, Stéphan; Pepin, Jacinthe

2018-02-01

To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Theoretical review. Research papers (N = 182) published between 1999-2015 describing simulation in nursing education. Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students' perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. © 2017 John Wiley & Sons Ltd.

Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories.

PubMed

Monteverde, Settimio

2014-06-01

This article combines foundational and empirical aspects of healthcare education and develops a framework for teaching ethical theories inspired by pragmatist learning theory and recent work on the concept of moral resilience. It describes an exemplary implementation and presents data from student evaluation. After a pilot implementation in a regular ethics module, the feasibility and acceptance of the novel framework by students were evaluated. In addition to the regular online module evaluation, specific questions referring to the teaching of ethical theories were added using simple (yes/no) and Likert rating answer formats. At the Bern University of Applied Sciences, a total of 93 students from 2 parallel sub-cohorts of the bachelor's program in nursing science were sent the online survey link after having been exposed to the same modular contents. A total of 62% of all students participated in the survey. The survey was voluntary and anonymous. Students were free to write their name and additional comments. Students consider ethical theories-as taught within the proposed framework-as practically applicable, useful, and transferable into practice. Teaching ethical theories within the proposed framework overcomes the shortcomings described by current research. Students do not consider the mutually exclusive character of ethical theories as an insurmountable problem. The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to "frame" and "name" the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice. © The Author(s) 2013.

Theories of Learning and Their Impact on OPAC Instruction.

ERIC Educational Resources Information Center

Frick, Elizabeth

1989-01-01

Describes four major types of learning theories (behavioral, cognitive, cybernetic, and andragogical); examines pertinent literature for each; and traces links between the literature of learning theory and that of the design of online public access catalog instructional systems. (32 references) (Author/CLB)

The Effect of Learning Type and Avatar Similarity on Learning Outcomes in Educational Video Games

ERIC Educational Resources Information Center

Lewis, Melissa L.

2009-01-01

Two theories guide two very different ideas about learning. Social cognitive theory (Bandura, 1977, 1989) places the greater emphasis on observational learning, or learning by watching a model produce a behavior before doing it oneself. Other researchers purport that experiential learning, or learning by doing, results in stronger learning (Kolb,…

Applying learning theories and instructional design models for effective instruction.

PubMed

Khalil, Mohammed K; Elkhider, Ihsan A

2016-06-01

Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory. Copyright © 2016 The American Physiological Society.

Taking Stock.

ERIC Educational Resources Information Center

Merriam, Sharan B.

1993-01-01

A complete theory of adult learning must take into consideration the learner, learning process, and context. Andragogy, self-directed learning, consciousness, critical theory, feminism, transformational learning, and situated cognition contribute to understanding of this complex phenomenon. (SK)

Developing a Taxonomy of Characteristics and Features of Learning Systems and Internet Gaming Environments

DTIC Science & Technology

2006-09-01

Learning methodologies have been developed over a number of years and it has evolved as technologies advance and new learning theories emerge. We...can be used to justify learning systems. Many theories are developed . We introduce significant learning theories in this section. 2.1 Behaviorism...not fitting well with traditional classroom environment. 3 2.3 Cognitivism Piaget believed that humans desire a state of cognitive balance or

Birds, primates, and spoken language origins: behavioral phenotypes and neurobiological substrates

PubMed Central

Petkov, Christopher I.; Jarvis, Erich D.

2012-01-01

Vocal learners such as humans and songbirds can learn to produce elaborate patterns of structurally organized vocalizations, whereas many other vertebrates such as non-human primates and most other bird groups either cannot or do so to a very limited degree. To explain the similarities among humans and vocal-learning birds and the differences with other species, various theories have been proposed. One set of theories are motor theories, which underscore the role of the motor system as an evolutionary substrate for vocal production learning. For instance, the motor theory of speech and song perception proposes enhanced auditory perceptual learning of speech in humans and song in birds, which suggests a considerable level of neurobiological specialization. Another, a motor theory of vocal learning origin, proposes that the brain pathways that control the learning and production of song and speech were derived from adjacent motor brain pathways. Another set of theories are cognitive theories, which address the interface between cognition and the auditory-vocal domains to support language learning in humans. Here we critically review the behavioral and neurobiological evidence for parallels and differences between the so-called vocal learners and vocal non-learners in the context of motor and cognitive theories. In doing so, we note that behaviorally vocal-production learning abilities are more distributed than categorical, as are the auditory-learning abilities of animals. We propose testable hypotheses on the extent of the specializations and cross-species correspondences suggested by motor and cognitive theories. We believe that determining how spoken language evolved is likely to become clearer with concerted efforts in testing comparative data from many non-human animal species. PMID:22912615

The Development of a Comprehensive and Coherent Theory of Learning

ERIC Educational Resources Information Center

Illeris, Knud

2015-01-01

This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal…

Experiential Learning Theory as One of the Foundations of Adult Learning Practice Worldwide

ERIC Educational Resources Information Center

Dernova, Maiya

2015-01-01

The paper presents the analysis of existing theory, assumptions, and models of adult experiential learning. The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so…

Full Spectrum Training and Development: Soldier Skills and Attributes

DTIC Science & Technology

2010-07-01

aspects of social interdependence theory , which suggests that socioemotional as well as cognitive benefits can accrue from such training (O’Donnell...sociocognitive learning theories . In the ARC, P2P training can guide cadre and student interaction while creating an active learning environment...learning theories (Costanza et al., 2009). Behavioral theory prescribes gradually approximating, or shaping, the desired response until it meets

From Theory Use to Theory Building in Learning Analytics: A Commentary on "Learning Analytics to Support Teachers during Synchronous CSCL"

ERIC Educational Resources Information Center

Chen, Bodong

2015-01-01

In this commentary on Van Leeuwen (2015, this issue), I explore the relation between theory and practice in learning analytics. Specifically, I caution against adhering to one specific theoretical doctrine while ignoring others, suggest deeper applications of cognitive load theory to understanding teaching with analytics tools, and comment on…

Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theory.

PubMed

Gopnik, Alison; Wellman, Henry M

2012-11-01

We propose a new version of the "theory theory" grounded in the computational framework of probabilistic causal models and Bayesian learning. Probabilistic models allow a constructivist but rigorous and detailed approach to cognitive development. They also explain the learning of both more specific causal hypotheses and more abstract framework theories. We outline the new theoretical ideas, explain the computational framework in an intuitive and nontechnical way, and review an extensive but relatively recent body of empirical results that supports these ideas. These include new studies of the mechanisms of learning. Children infer causal structure from statistical information, through their own actions on the world and through observations of the actions of others. Studies demonstrate these learning mechanisms in children from 16 months to 4 years old and include research on causal statistical learning, informal experimentation through play, and imitation and informal pedagogy. They also include studies of the variability and progressive character of intuitive theory change, particularly theory of mind. These studies investigate both the physical and the psychological and social domains. We conclude with suggestions for further collaborative projects between developmental and computational cognitive scientists.

Learned-Helplessness Theory: Implications for Research in Learning Disabilities.

ERIC Educational Resources Information Center

Canino, Frank J.

1981-01-01

The application of learned helplessness theory to achievement is discussed within the context of implications for research in learning disabilities. Finally, the similarities between helpless children and learning disabled students in terms of problems solving and attention are discussed. (Author)

Learning Study: Helping Teachers to Use Theory, Develop Professionally, and Produce New Knowledge to Be Shared

ERIC Educational Resources Information Center

Pang, Ming Fai; Ling, Lo Mun

2012-01-01

The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory--the variation theory of learning. In this paper, we argue that having an…

The CABES (Clare Adult Basic Education Service) Framework as a Tool for Teaching and Learning

ERIC Educational Resources Information Center

Greene, Moira

2015-01-01

This article describes a Framework that can be used to help bridge the gap between theory and practice in adult learning. The Framework promotes practice informed by three strands important to adult literacy work: social theories of literacy, social-constructivist learning theory and principles of adult learning. The Framework shows how five key…

Processes of Self-Regulated Learning in Music Theory in Elementary Music Schools in Slovenia

ERIC Educational Resources Information Center

Fritz, Barbara Smolej; Peklaj, Cirila

2011-01-01

The aim of our study was determine how students regulate their learning in music theory (MT). The research is based on the socio-cognitive theory of learning. The aim of our study was twofold: first, to design the instruments for measuring (meta)cognitive and affective-motivational processes in learning MT, and, second, to examine the relationship…

What is Informal Learning and What are its Antecedents? An Integrative and Meta-Analytic Review

DTIC Science & Technology

2014-07-01

formal training. Unfortunately, theory and research surrounding informal learning remains fragmented. Given that there has been little systematic...future-oriented. Applying this framework, the construct domain of informal learning in organizations is articulated. Second, an interactionist theory ...theoretical framework and outline an agenda for future theory development, research, and application of informal learning principles in organizations

The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

ERIC Educational Resources Information Center

Miller, Christopher T.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

A pre-registered naturalistic observation of within domain mental fatigue and domain-general depletion of self-control

PubMed Central

Harlow, Iain; Inzlicht, Michael

2017-01-01

Self-control is often believed to operate as if it were a finite, domain-general resource. However, recent attempts to demonstrate this under transparent conditions have failed to yield positive results. In the current study, we monitor two groups of students (N1 = 8,867, N2 = 8,754) over separate 17-week intervals with 24-hour coverage, as they engage in voluntary learning and self-testing using an online program. We use daily behavior to assess whether time-of-day effects support domain-general theories of self-control. Additionally, we assess whether mental fatigue emerges within task during prolonged persistent effort. Results reveal within-task fatigue emerges within an hour on-task. However, there is a negligible effect on ability throughout the day. Additionally, time-of-day has no detrimental effect on motivation; rather there is a strong tendency to increase learning time at night. Results are consistent with theories indicating people lose motivation within a specific task, but at odds with theories that argue for a domain-general self-control resource. PMID:28931013

Commentary on "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning"

ERIC Educational Resources Information Center

Hewitt, Jim

2015-01-01

The article, "Distributed Revisiting: An Analytic for Retention of Coherent Science Learning" is an interesting study that operates at the intersection of learning theory and learning analytics. The authors observe that the relationship between learning theory and research in the learning analytics field is constrained by several…

The Psychology of Mathematics Learning: Past and Present.

ERIC Educational Resources Information Center

Education and Urban Society, 1985

1985-01-01

Reviews trends in applying psychology to mathematics learning. Discusses the influence of behaviorism and other functionalist theories, Gestalt theory, Piagetian theory, and the "new functionalism" evident in computer-oriented theories of information processing. (GC)

ecco: An error correcting comparator theory.

PubMed

Ghirlanda, Stefano

2018-03-08

Building on the work of Ralph Miller and coworkers (Miller and Matzel, 1988; Denniston et al., 2001; Stout and Miller, 2007), I propose a new formalization of the comparator hypothesis that seeks to overcome some shortcomings of existing formalizations. The new model, dubbed ecco for "Error-Correcting COmparisons," retains the comparator process and the learning of CS-CS associations based on contingency. ecco assumes, however, that learning of CS-US associations is driven by total error correction, as first introduced by Rescorla and Wagner (1972). I explore ecco's behavior in acquisition, compound conditioning, blocking, backward blocking, and unovershadowing. In these paradigms, ecco appears capable of avoiding the problems of current comparator models, such as the inability to solve some discriminations and some paradoxical effects of stimulus salience. At the same time, ecco exhibits the retrospective revaluation phenomena that are characteristic of comparator theory. Copyright © 2018 Elsevier B.V. All rights reserved.

Theory-of-Mind Training Causes Honest Young Children to Lie.

PubMed

Ding, Xiao Pan; Wellman, Henry M; Wang, Yu; Fu, Genyue; Lee, Kang

2015-11-01

Theory of mind (ToM) has long been recognized to play a major role in children's social functioning. However, no direct evidence confirms the causal linkage between the two. In the current study, we addressed this significant gap by examining whether ToM causes the emergence of lying, an important social skill. We showed that after participating in ToM training to learn about mental-state concepts, 3-year-olds who originally had been unable to lie began to deceive consistently. This training effect lasted for more than a month. In contrast, 3-year-olds who participated in control training to learn about physical concepts were significantly less inclined to lie than the ToM-trained children. These findings provide the first experimental evidence supporting the causal role of ToM in the development of social competence in early childhood. © The Author(s) 2015.

Theories and control models and motor learning: clinical applications in neuro-rehabilitation.

PubMed

Cano-de-la-Cuerda, R; Molero-Sánchez, A; Carratalá-Tejada, M; Alguacil-Diego, I M; Molina-Rueda, F; Miangolarra-Page, J C; Torricelli, D

2015-01-01

In recent decades there has been a special interest in theories that could explain the regulation of motor control, and their applications. These theories are often based on models of brain function, philosophically reflecting different criteria on how movement is controlled by the brain, each being emphasised in different neural components of the movement. The concept of motor learning, regarded as the set of internal processes associated with practice and experience that produce relatively permanent changes in the ability to produce motor activities through a specific skill, is also relevant in the context of neuroscience. Thus, both motor control and learning are seen as key fields of study for health professionals in the field of neuro-rehabilitation. The major theories of motor control are described, which include, motor programming theory, systems theory, the theory of dynamic action, and the theory of parallel distributed processing, as well as the factors that influence motor learning and its applications in neuro-rehabilitation. At present there is no consensus on which theory or model defines the regulations to explain motor control. Theories of motor learning should be the basis for motor rehabilitation. The new research should apply the knowledge generated in the fields of control and motor learning in neuro-rehabilitation. Copyright © 2011 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

Programmatic assessment of competency-based workplace learning: when theory meets practice

PubMed Central

2013-01-01

Background In competency-based medical education emphasis has shifted towards outcomes, capabilities, and learner-centeredness. Together with a focus on sustained evidence of professional competence this calls for new methods of teaching and assessment. Recently, medical educators advocated the use of a holistic, programmatic approach towards assessment. Besides maximum facilitation of learning it should improve the validity and reliability of measurements and documentation of competence development. We explored how, in a competency-based curriculum, current theories on programmatic assessment interacted with educational practice. Methods In a development study including evaluation, we investigated the implementation of a theory-based programme of assessment. Between April 2011 and May 2012 quantitative evaluation data were collected and used to guide group interviews that explored the experiences of students and clinical supervisors with the assessment programme. We coded the transcripts and emerging topics were organised into a list of lessons learned. Results The programme mainly focuses on the integration of learning and assessment by motivating and supporting students to seek and accumulate feedback. The assessment instruments were aligned to cover predefined competencies to enable aggregation of information in a structured and meaningful way. Assessments that were designed as formative learning experiences were increasingly perceived as summative by students. Peer feedback was experienced as a valuable method for formative feedback. Social interaction and external guidance seemed to be of crucial importance to scaffold self-directed learning. Aggregating data from individual assessments into a holistic portfolio judgement required expertise and extensive training and supervision of judges. Conclusions A programme of assessment with low-stakes assessments providing simultaneously formative feedback and input for summative decisions proved not easy to implement. Careful preparation and guidance of the implementation process was crucial. Assessment for learning requires meaningful feedback with each assessment. Special attention should be paid to the quality of feedback at individual assessment moments. Comprehensive attention for faculty development and training for students is essential for the successful implementation of an assessment programme. PMID:24020944

Learning theories application in nursing education

PubMed Central

Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

2015-01-01

Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is located with the meaning and meaningful. It applies the minds and feelings of the person. From this group, the main focus will be on the works of Rogers and Novels. Finally, it could be concluded that the usage of any of these theoriesin its place would be desired and useful. PMID:25767813

Learning theories application in nursing education.

PubMed

Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

2015-01-01

Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is located with the meaning and meaningful. It applies the minds and feelings of the person. From this group, the main focus will be on the works of Rogers and Novels. Finally, it could be concluded that the usage of any of these theoriesin its place would be desired and useful.

Born Pupils? Natural Pedagogy and Cultural Pedagogy.

PubMed

Heyes, Cecilia

2016-03-01

The theory of natural pedagogy is an important focus of research on the evolution and development of cultural learning. It proposes that we are born pupils; that human children genetically inherit a package of psychological adaptations that make them receptive to teaching. In this article, I first examine the components of the package-eye contact, contingencies, infant-directed speech, gaze cuing, and rational imitation-asking in each case whether current evidence indicates that the component is a reliable feature of infant behavior and a genetic adaptation for teaching. I then discuss three fundamental insights embodied in the theory: Imitation is not enough for cumulative cultural inheritance, the extra comes from blind trust, and tweaking is a powerful source of cognitive change. Combining the results of the empirical review with these insights, I argue that human receptivity to teaching is founded on nonspecific genetic adaptations for social bonding and social learning and acquires its species- and functionally specific features through the operation of domain-general processes of learning in sociocultural contexts. We engage, not in natural pedagogy, but in cultural pedagogy. © The Author(s) 2016.

Myths and legends in learning classification rules

NASA Technical Reports Server (NTRS)

Buntine, Wray

1990-01-01

A discussion is presented of machine learning theory on empirically learning classification rules. Six myths are proposed in the machine learning community that address issues of bias, learning as search, computational learning theory, Occam's razor, universal learning algorithms, and interactive learning. Some of the problems raised are also addressed from a Bayesian perspective. Questions are suggested that machine learning researchers should be addressing both theoretically and experimentally.

The theoretical base of e-learning and its role in surgical education.

PubMed

Evgeniou, Evgenios; Loizou, Peter

2012-01-01

The advances in Internet and computer technology offer many solutions that can enhance surgical education and increase the effectiveness of surgical teaching. E-learning plays an important role in surgical education today, with many e-learning projects already available on the Internet. E-learning is based on a mixture of educational theories that derive from behaviorist, cognitivist, and constructivist educational theoretical frameworks. CAN EDUCATIONAL THEORY IMPROVE E-LEARNING?: Conventional educational theory can be applied to improve the quality and effectiveness of e-learning. The theory of "threshold concepts" and educational theories on reflection, motivation, and communities of practice can be applied when designing e-learning material. E-LEARNING IN SURGICAL EDUCATION: E-learning has many advantages but also has weaknesses. Studies have shown that e-learning is an effective teaching method that offers high levels of learner satisfaction. Instead of trying to compare e-learning with traditional methods of teaching, it is better to integrate in e-learning elements of traditional teaching that have been proven to be effective. E-learning can play an important role in surgical education as a blended approach, combined with more traditional methods of teaching, which offer better face-to-interaction with patients and colleagues in different circumstances and hands on practice of practical skills. National provision of e-learning can make evaluation easier. The correct utilization of Internet and computer resources combined with the application of valid conventional educational theory to design e-learning relevant to the various levels of surgical training can be effective in the training of future surgeons. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Toward an instructionally oriented theory of example-based learning.

PubMed

Renkl, Alexander

2014-01-01

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) phases of skill acquisition, and (c) learning processes. The prescriptive subtheory proposes instructional principles that make full exploitation of the potential of example-based learning possible. Copyright © 2013 Cognitive Science Society, Inc.

Improving High School Students' Understanding of Potential Difference in Simple Electric Circuits

ERIC Educational Resources Information Center

Liegeois, Laurent; Chasseigne, G'erard; Papin, Sophie; Mullet, Etienne

2003-01-01

This paper reports two studies into the understanding of the concept of potential difference in the current-potential difference-resistance context among 8th-12th graders (Study 1), and the efficiency of a learning device derived from Social Judgment Theory (Study 2). These two studies showed that: (a) when asked to infer potential difference from…

Employing Design and Development Research (DDR): Approaches in the Design and Development of Online Arabic Vocabulary Learning Games Prototype

ERIC Educational Resources Information Center

Sahrir, Muhammad Sabri; Alias, Nor Aziah; Ismail, Zawawi; Osman, Nurulhuda

2012-01-01

The design and development research, first proposed by Brown and Collins in the 1990s, is currently among the well-known methods in educational research to test theory and validate its practicality. The method is also known as developmental research, design research, design-based research, formative research and design-cased and possesses…

Development links psychological causes to evolutionary explanations.

PubMed

Fedyk, Mark; Kushnir, Tamar

2014-04-01

Our conscious abilities are learned in environments that have evolved to support them. This insight provides an alternative way of framing Huang & Bargh's (H&B's) provocative hypothesis. To understand the conflict between unconscious goals and consciousness, we can study the emergence of conscious thought and control in childhood. These developmental processes are also central to the best available current evolutionary theories.

Designing On-Line Chinese Language Courses: New Roles for Educators

ERIC Educational Resources Information Center

Zheng, Tongtao

2005-01-01

The purpose of this paper is threefold. Firstly, it will review the theories and practice of on-line learning and the need for new roles in the development of new media delivery systems. Secondly, the current status of university teachers will be analyzed within the context of the new roles. And thirdly, new roles for teachers and course designers…

Investigating the Effect of Extensive Reading on EFL Learners' Reading Attitudes at Hail University in KSA

ERIC Educational Resources Information Center

Salameh, Lina Abedelqader Mohmmad

2017-01-01

Extensive reading approach (ER) has received conceptual support from views and theories that prioritize the importance of input in second language acquisition. ER is probably one of the easiest ways to implement an input-rich learning environment in a pedagogical setting. Accordingly, the current study is an attempt to investigate the effect of ER…

Learning from Seneca: A Stoic Perspective on the Art of Living and Education

ERIC Educational Resources Information Center

Groenendijk, Leendert F.; de Ruyter, Doret J.

2009-01-01

There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current "art of living" theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on…

A Policy of Individualization and Flexibility Ignoring the Situation of Non-Self-Reliant Individuals: The Example of Swedish Basic Adult Education

ERIC Educational Resources Information Center

Loeb, Ingrid Henning; Wass, Karin Lumsden

2014-01-01

Based on a case study in Swedish municipal basic adult education this article addresses current policies for providing individualized and flexible learning, which have been reinforced in recent adult education reforms. Concepts from the organization theory of "action nets" have been used. Institutionalized procedures and a number of…

Prior Self-Efficacy Interacts with Experiential Valence to Influence Self-Efficacy among Engineering Students: An Experimental Study

ERIC Educational Resources Information Center

Chang, Yevvon Yi-Chi; Chiou, Wen-Bin

2017-01-01

Self-efficacy toward science learning has been shown to play a crucial role in determining students' motivation and achievements. Social cognitive theory proposes that positive and negative task outcomes affect mastery experiences from which self-efficacy develops. The current research examined whether prior level of self-efficacy would serve as a…

Ways of Knowing, Sharing, and Translating Agricultural Knowledge and Perspectives: Alternative Epistemologies across Non-Formal and Informal Settings

ERIC Educational Resources Information Center

Mars, Matthew M.; Ball, Anna L.

2016-01-01

The mainstream agricultural literacy movement has been mostly focused on school-based learning through formal curricula and standardized non-formal models (e.g., FFA, 4-H). The purpose of the current study is to qualitatively explore through a grounded theory approach, the development, sharing, and translation of diverse forms of agricultural…

Parallel Distributed Processing at 25: further explorations in the microstructure of cognition.

PubMed

Rogers, Timothy T; McClelland, James L

2014-08-01

This paper introduces a special issue of Cognitive Science initiated on the 25th anniversary of the publication of Parallel Distributed Processing (PDP), a two-volume work that introduced the use of neural network models as vehicles for understanding cognition. The collection surveys the core commitments of the PDP framework, the key issues the framework has addressed, and the debates the framework has spawned, and presents viewpoints on the current status of these issues. The articles focus on both historical roots and contemporary developments in learning, optimality theory, perception, memory, language, conceptual knowledge, cognitive control, and consciousness. Here we consider the approach more generally, reviewing the original motivations, the resulting framework, and the central tenets of the underlying theory. We then evaluate the impact of PDP both on the field at large and within specific subdomains of cognitive science and consider the current role of PDP models within the broader landscape of contemporary theoretical frameworks in cognitive science. Looking to the future, we consider the implications for cognitive science of the recent success of machine learning systems called "deep networks"-systems that build on key ideas presented in the PDP volumes. Copyright © 2014 Cognitive Science Society, Inc.

Social Learning Theory and Behavioral Therapy: Considering Human Behaviors within the Social and Cultural Context of Individuals and Families.

PubMed

McCullough Chavis, Annie

2011-01-01

This article examines theoretical thoughts of social learning theory and behavioral therapy and their influences on human behavior within a social and cultural context. The article utilizes two case illustrations with applications for consumers. It points out the abundance of research studies concerning the effectiveness of social learning theory, and the paucity of research studies regarding effectiveness and evidence-based practices with diverse groups. Providing a social and cultural context in working with diverse groups with reference to social learning theory adds to the literature for more cultural considerations in adapting the theory to women, African Americans, and diverse groups.

Three Theories of Psychological Development; Implications for Children's Dentistry.

ERIC Educational Resources Information Center

George, James M.; McIver, F. Thomas

1983-01-01

A slide-tape series developed for introduction of developmental and learning theories in freshman dental curriculum is described. Theories of social-emotional development, cognitive development, and theories of conditioning and observational learning are included. (MSE)

Time to rethink the role of the library in educating doctors: driving information literacy in the clinical environment.

PubMed

Simons, Mary R; Morgan, Michael Kerin; Davidson, Andrew Stewart

2012-10-01

Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning? The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM's educational and clinical environments. A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians' literature search strategies, results, and conclusions. Librarians provided support to clinicians' literature searches and assessed their presentations using a checklist. Outcome data showed clinicians' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided. IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment.

Neural Basis of Reinforcement Learning and Decision Making

PubMed Central

Lee, Daeyeol; Seo, Hyojung; Jung, Min Whan

2012-01-01

Reinforcement learning is an adaptive process in which an animal utilizes its previous experience to improve the outcomes of future choices. Computational theories of reinforcement learning play a central role in the newly emerging areas of neuroeconomics and decision neuroscience. In this framework, actions are chosen according to their value functions, which describe how much future reward is expected from each action. Value functions can be adjusted not only through reward and penalty, but also by the animal’s knowledge of its current environment. Studies have revealed that a large proportion of the brain is involved in representing and updating value functions and using them to choose an action. However, how the nature of a behavioral task affects the neural mechanisms of reinforcement learning remains incompletely understood. Future studies should uncover the principles by which different computational elements of reinforcement learning are dynamically coordinated across the entire brain. PMID:22462543

Learning by doing - Piagets Konstruktivistische Lerntheorie und Ihre Konsequenzen FÜR Die PÄDAGOGISCHE Praxis

NASA Astrophysics Data System (ADS)

Vollmers, Burkhard

1997-01-01

Piaget's theory of genetic recognition has a number of pedagogical implications. With the swing from structuralism to constructivism, Piaget created one of the first constructivist learning theories around the middle of this century. After this has been briefly presented, its relationship to present-day teaching and learning research, pedagogical practice and other forms of constructivism is examined critically. Although Piaget's theory does not embrace all forms of human learning, it does contain some significant pointers for pedagogical practice. An appropriate practical application of Piaget's learning theory would be to teach by encouraging spontaneous activity and the interests of the pupils.

The Leader's Role in Strategic Knowledge Creation and Mobilization

ERIC Educational Resources Information Center

Reid, Steven

2013-01-01

The purpose of this paper is to explore how leaders influence knowledge creation and mobilization processes. As a basis for the theoretical framework, the researcher selected theories that informed the investigation of this influence: leadership theory, knowledge theory, learning theory, organizational learning theory, and organizational knowledge…

Developing a Domain Theory Defining and Exemplifying a Learning Theory of Progressive Attainments

ERIC Educational Resources Information Center

Bunderson, C. Victor

2011-01-01

This article defines the concept of Domain Theory, or, when educational measurement is the goal, one might call it a "Learning Theory of Progressive Attainments in X Domain". The concept of Domain Theory is first shown to be rooted in validity theory, then the concept of domain theory is expanded to amplify its necessary but long neglected…

Orthopaedic Surgeons as Clinical Leaders in the National Health Service, United Kingdom (NHS UK): Can the World Learn From Us?

PubMed

Javed, Mustafa; Moulder, Elizabeth; Mohsen, Amr

2015-07-01

This article outlines some of the key concepts in leadership (both styles and theories) to provide a platform for further learning and to help the modern day orthopaedic surgeons to apply these concepts to their current practice. It is focused on two major aspects: management of medical organizations and effective twenty-first century care by surgeons through proper leadership guide and aimed in improving patient care outcomes. Practicing proper leadership skills based on evidence resulted in effective management of organization. Thus achieving patient's satisfaction.

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

ERIC Educational Resources Information Center

MacCallum, Kathryn; Day, Stephanie; Skelton, David; Verhaart, Michael

2017-01-01

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning…

ChemApproach: Validation of a Questionnaire to Assess the Learning Approaches of Chemistry Students

ERIC Educational Resources Information Center

Lastusaari, Mika; Laakkonen, Eero; Murtonen, Mari

2016-01-01

The theory of learning approaches has proven to be one of the most powerful theories explaining university students' learning. However, learning approaches are sensitive to the situation and the content of learning. Chemistry has its own specific features that should be considered when exploring chemistry students' learning habits, specifically…

The Nature of Student Teachers' Regulation of Learning in Teacher Education

ERIC Educational Resources Information Center

Endedijk, Maaike D.; Vermunt, Jan D.; Verloop, Nico; Brekelmans, Mieke

2012-01-01

Background: Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and…

Reflection of Learning Theories in Iranian ELT Textbooks

ERIC Educational Resources Information Center

Neghad, Hossein Hashem

2014-01-01

This study was undertaken to evaluate Iranian ELT English textbooks (Senior High school and Pre-University) in the light of three learning theories i.e., behaviourism, cognitivism, and constructivism. Each of these learning theories embedding an array of instructional strategies and techniques acted as evaluation checklist. That is, Iranian ELT…

Personality and Second Language Learning. Language in Education: Theory and Practice, No. 12.

ERIC Educational Resources Information Center

Hodge, Virginia D.

This annotated reading list addresses the problem of the paucity of literature dealing specifically with the relationship between personality and language learning. There is no general theoretical model that encompasses personality theory, self-concept, ego development, learning theory, motivation, and body image as they relate to…

Adult Learning Theory: A Primer. Information Series.

ERIC Educational Resources Information Center

Baumgartner, Lisa M.; Lee, Ming-Yeh; Birden, Susan; Flowers, Doris

The purpose of this monograph is to serve as a primer for practitioners on the foundational theories of adult learning. It begins with an explanation two lenses through which learning theory is viewed: behaviorism and constructivism. The next section defines andragogy and delineates Knowles's five assumptions about adult learners. This is followed…

Applying Distributed Learning Theory in Online Business Communication Courses.

ERIC Educational Resources Information Center

Walker, Kristin

2003-01-01

Focuses on the critical use of technology in online formats that entail relatively new teaching media. Argues that distributed learning theory is valuable for teachers of online business communication courses for several reasons. Discusses the application of distributed learning theory to the teaching of business communication online. (SG)

Kolb's Experiential Learning Model: Critique from a Modeling Perspective

ERIC Educational Resources Information Center

Bergsteiner, Harald; Avery, Gayle C.; Neumann, Ruth

2010-01-01

Kolb's experiential learning theory has been widely influential in adult learning. The theory and associated instruments continue to be criticized, but rarely is the graphical model itself examined. This is significant because models can aid scientific understanding and progress, as well as theory development and research. Applying accepted…

Applying Learning Theories and Instructional Design Models for Effective Instruction

ERIC Educational Resources Information Center

Khalil, Mohammed K.; Elkhider, Ihsan A.

2016-01-01

Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning…

Putting Transformative Learning Theory into Practice

ERIC Educational Resources Information Center

Christie, Michael; Carey, Michael; Robertson, Ann; Grainger, Peter

2015-01-01

This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow's theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make…

Social Learning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura.

ERIC Educational Resources Information Center

Grusec, Joan E.

1992-01-01

Social learning theory is evaluated from a historical perspective that goes up to the present. Sears and others melded psychoanalytic and stimulus-response learning theory into a comprehensive explanation of human behavior. Bandura emphasized cognitive and information-processing capacities that mediate social behavior. (LB)

Centering Marxist-Feminist Theory in Adult Learning

ERIC Educational Resources Information Center

Carpenter, Sara

2012-01-01

Using feminist extensions of Marxist theory, this article argues that a Marxist-feminist theory of adult learning offers a significant contribution to feminist pedagogical debates concerning the nature of experience and learning. From this theoretical perspective, the individual and the social are understood to exist in a mutually determining…

A Study of Flow Theory in the Foreign Language Classroom.

ERIC Educational Resources Information Center

Egbert, Joy

2003-01-01

Focuses on the relationship between flow experiences and language learning. Flow theory suggests that flow experiences can lead to optimal learning. Findings suggest flow does exist in the foreign language classroom and that flow theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities.…

Cognitive theories and the design of e-learning environments.

PubMed

Gillani, Bijan; O'Guinn, Christina

2004-01-01

Cognitive development refers to a mental process by which knowledge is acquired, stored, and retrieved to solve problems. Therefore, cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development and their capacity to learn and solve problems. Cognitive developmental research has had a great impact on the constructivism movement in education and educational technology. In order to appreciate how cognitive developmental theories have contributed to the design, process and development of constructive e-learning environments, we shall first present Piaget's cognitive theory and derive an inquiry training model from it that will support a constructivism approach to teaching and learning. Second, we will discuss an example developed by NASA that used the Web as an appropriate instructional delivery medium to apply Piaget's cognitive theory to create e-learning environments.

Learning a theory of causality.

PubMed

Goodman, Noah D; Ullman, Tomer D; Tenenbaum, Joshua B

2011-01-01

The very early appearance of abstract knowledge is often taken as evidence for innateness. We explore the relative learning speeds of abstract and specific knowledge within a Bayesian framework and the role for innate structure. We focus on knowledge about causality, seen as a domain-general intuitive theory, and ask whether this knowledge can be learned from co-occurrence of events. We begin by phrasing the causal Bayes nets theory of causality and a range of alternatives in a logical language for relational theories. This allows us to explore simultaneous inductive learning of an abstract theory of causality and a causal model for each of several causal systems. We find that the correct theory of causality can be learned relatively quickly, often becoming available before specific causal theories have been learned--an effect we term the blessing of abstraction. We then explore the effect of providing a variety of auxiliary evidence and find that a collection of simple perceptual input analyzers can help to bootstrap abstract knowledge. Together, these results suggest that the most efficient route to causal knowledge may be to build in not an abstract notion of causality but a powerful inductive learning mechanism and a variety of perceptual supports. While these results are purely computational, they have implications for cognitive development, which we explore in the conclusion.

Socio-material perspectives on interprofessional team and collaborative learning.

PubMed

McMurtry, Angus; Rohse, Shanta; Kilgour, Kelly N

2016-02-01

Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in interprofessional contexts. © 2016 John Wiley & Sons Ltd.

Know your RO from your AE? Learning styles in practice.

PubMed

Woods, Helen Buckley

2012-06-01

In this article, Kolb's cycle of learning is put forward as a useful theory to consult when planning information literacy or other teaching sessions. The learning cycle is contextualised and Kolb's and other theories are briefly explored. The author then considers how learning style theories can be utilised when planning teaching and learning activities. The use of planning tools is advocated and ideas for sessions are suggested. HS. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.

From Tootsie Rolls to Composites: Assessing a Spectrum of Active Learning Activities in Engineering Mechanics

DTIC Science & Technology

2009-05-01

Appendix 9.1. Learning Styles & Pedagogical Theory Overview Educational theory plays a foundational role for the methodology and the development...of ALPs. We selected two methods to categorize student’s learning styles: (1) MBTI, (2) VARK, and five models of the learning process: (1) Kolb , (2... learning process which gives our work a more balanced foundation than may be possible if one bases their approach on one or two theories only, 2) our work

Myths and legends in learning classification rules

NASA Technical Reports Server (NTRS)

Buntine, Wray

1990-01-01

This paper is a discussion of machine learning theory on empirically learning classification rules. The paper proposes six myths in the machine learning community that address issues of bias, learning as search, computational learning theory, Occam's razor, 'universal' learning algorithms, and interactive learnings. Some of the problems raised are also addressed from a Bayesian perspective. The paper concludes by suggesting questions that machine learning researchers should be addressing both theoretically and experimentally.

Co-Operative Learning and Development Networks.

ERIC Educational Resources Information Center

Hodgson, V.; McConnell, D.

1995-01-01

Discusses the theory, nature, and benefits of cooperative learning. Considers the Cooperative Learning and Development Network (CLDN) trial in the JITOL (Just in Time Open Learning) project and examines the relationship between theories about cooperative learning and the reality of a group of professionals participating in a virtual cooperative…

Snapshots of Informed Learning: LIS and Beyond

ERIC Educational Resources Information Center

Hughes, Hilary; Bruce, Christine

2013-01-01

Responding to the need for innovative LIS curriculum and pedagogy, grounded in both information and learning theory, this paper introduces the theory and practice of "informed learning" [3]. After explaining how informed learning originated within the LIS discipline we outline the principles and characteristics of informed learning. Then…