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Related Concept Videos

Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Hindsight Biases01:12

Hindsight Biases

Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now?
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Social Loafing01:37

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...
Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...

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Related Experiment Video

Updated: Jul 13, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

High-quality learning: harder to achieve than we think?

Karen Mattick1, Lynn Knight

  • 1Institute of Clinical Education, Peninsula Medical School, Exeter, UK. karen.mattick@pms.ac.uk

Medical Education
|July 7, 2007
PubMed
Summary

High-quality medical education requires understanding student perceptions. Self-directed learning aids deep understanding, but feedback and curriculum challenges can hinder progress.

Area of Science:

  • Medical Education
  • Cognitive Science in Learning

Background:

  • High-quality learning in medical education involves deep learning approaches and metacognitive skills.
  • Student perceptions of the learning environment significantly influence their study methods, posing a challenge for educators.
  • Modern undergraduate programs aim to foster high-quality learning, but achieving this is complex.

Purpose of the Study:

  • To explore factors that facilitate and impede high-quality learning in an innovative undergraduate medical program.
  • To understand student perspectives on the learning and assessment environment.

Main Methods:

  • Semi-structured interviews were conducted with second-year undergraduate medical students.
  • Qualitative data analysis to identify themes related to learning facilitators and barriers.

Related Experiment Videos

Last Updated: Jul 13, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Main Results:

  • Self-directed, problem-based, and vocationally relevant learning activities were found to promote high-quality learning.
  • Identified barriers included insufficient feedback, assessment of applied medical knowledge for some students, the subject of anatomy, and information overload.

Conclusions:

  • Understanding student-perceived barriers is crucial for designing effective curriculum modifications.
  • Evidence-based changes are needed to successfully promote high-quality learning in medical education.