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Related Concept Videos

Cognitivism01:17

Cognitivism

Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process information is...
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...
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...
Structuralism01:26

Structuralism

Structuralism, an early psychological theory developed by Wilhelm Wundt and his student Edward Bradford Titchener, sought to dissect the human mind into its most fundamental components. Wundt's groundbreaking work in his laboratory set the stage for Titchener to define structuralism's goal as cataloging the "atoms" of the mind—sensations, images, and feelings—akin to how chemists identify elements of matter.
Titchener's approach to structuralism was unique. He employed introspection, a method...
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?
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.

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Related Experiment Video

Updated: Jun 12, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Explicit constructivism: a missing link in ineffective lectures?

E S Prakash1

  • 1Department of Physiology, AIMST University, Kedah Darul Aman, Malaysia. dresprakash@gmail.com

Advances in Physiology Education
|June 5, 2010
PubMed
Summary
This summary is machine-generated.

Interactive lectures that activate prior knowledge improve immediate learning outcomes in medical students. However, these benefits did not persist in long-term assessments of the respiratory system course.

Related Experiment Videos

Last Updated: Jun 12, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Medical Education
  • Cognitive Science in Learning

Background:

  • Traditional lectures may not optimally engage students or facilitate deep understanding.
  • Activating prior knowledge and using logical questioning are proposed pedagogical strategies to enhance learning.

Purpose of the Study:

  • To compare the effectiveness of constructivist lectures versus typical lectures on the regulation of respiration.
  • To assess the immediate and long-term impact of interactive, prior-knowledge-activating lectures on medical student learning.

Main Methods:

  • A randomized controlled trial involving 54 second-year Bachelor of Medicine and Bachelor of Surgery students.
  • Two lecture types were delivered: 'typical' and 'constructivist' (interactive, question-driven).
  • Student learning was assessed via pretests, immediate posttests, and a delayed posttest (4 months later).

Main Results:

  • Constructivist lectures led to significantly higher scores on the immediate posttest compared to typical lectures (P = 0.004).
  • No significant difference in scores was observed between the two groups on the delayed posttest (P = 0.94).
  • Students in the constructivist group reported higher satisfaction with their learning experience.

Conclusions:

  • Interactive, constructivist lectures can enhance immediate knowledge acquisition in medical education.
  • The long-term retention benefits of this interactive approach require further investigation.
  • Explicitly constructing knowledge can make learning more effective and enjoyable for students.