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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...
Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
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...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values, beliefs, and...

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Related Experiment Videos

Citizen Schools' partner-dependent expanded learning model.

Eric Schwarz1, Emily McCann

  • 1Citizen Schools.

New Directions for Youth Development
|October 27, 2011
PubMed
Summary
This summary is machine-generated.

Citizen Schools shares key lessons from developing and sustaining effective school partnerships nationwide. This experience offers valuable insights for educational collaboration and organizational development.

Related Experiment Videos

Area of Science:

  • Educational Partnerships
  • Nonprofit Management
  • Community Engagement

Background:

  • Citizen Schools is a national nonprofit organization with extensive experience in education.
  • The organization has a history of developing and sustaining partnerships with schools across the country.

Purpose of the Study:

  • To share practical lessons learned from years of experience in building and maintaining school partnerships.
  • To provide insights for other organizations and educational institutions seeking to establish similar collaborations.

Main Methods:

  • The study is based on the accumulated experience and documented practices of Citizen Schools.
  • Lessons learned are derived from the organization's long-term engagement with various educational settings.

Main Results:

  • Effective partnerships require sustained effort and strategic planning.
  • Key factors for success include mutual understanding, shared goals, and adaptable collaboration models.
  • Lessons learned encompass challenges and best practices in school-community engagement.

Conclusions:

  • The experience of Citizen Schools provides a valuable case study for effective educational partnerships.
  • Sharing these lessons can inform and improve the development of future school collaborations nationwide.