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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...
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...
Critical Thinking01:19

Critical Thinking

Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
Critical Thinking II01:25

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
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...
Long-term Potentiation01:25

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Hebbian LTP
LTP can occur when presynaptic neurons...

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Moving youth participation into the classroom: students as allies.

New directions for youth development·2003
See all related articles

Related Experiment Videos

Powerful learning with public purpose.

Barbara Cervone1

  • 1What Kids Can Do.

New Directions for Youth Development
|October 26, 2010
PubMed
Summary
This summary is machine-generated.

Student engagement combats academic failure and boredom, increasing graduation rates. Collaborative, student-led projects foster achievement by empowering young people as knowledge creators and community resources.

Related Experiment Videos

Area of Science:

  • Education
  • Youth Development
  • Sociology

Background:

  • Student disengagement and academic failure are significant issues impacting graduation rates.
  • Boredom and lack of challenge contribute to student disengagement.
  • High-quality instruction and meaningful activities are crucial for academic achievement.

Purpose of the Study:

  • To explore the impact of student engagement on academic performance.
  • To demonstrate how collaborative, student-led projects foster engagement and achievement.
  • To highlight the role of programs like What Kids Can Do in empowering young people.

Main Methods:

  • Analysis of data and real-world examples of student-led projects.
  • Examination of the principles advocated by the What Kids Can Do program.
  • Qualitative assessment of student and community benefits.

Main Results:

  • Engaged students exhibit higher academic performance.
  • Challenging and meaningful activities reduce boredom and disengagement.
  • Collaborative projects yield significant benefits for students and their communities.

Conclusions:

  • Fostering student engagement through meaningful activities and collaborative projects is key to improving academic outcomes.
  • Empowering students as knowledge creators and critical voices enhances their value to society.
  • Programs supporting student-led initiatives contribute to a culture of achievement and policy engagement.