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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...
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...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Theory of Attribution II: Kelley's Covariation Theory01:29

Theory of Attribution II: Kelley's Covariation Theory

Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus: Comparing...
Behaviorism01:28

Behaviorism

The field of behaviorism was pioneered by figures such as Ivan Pavlov, John B. Watson, and B.F. Skinner fundamentally shifted the focus of psychology to the observable and controllable aspects of human and animal behavior. This shift marked a critical evolution in the discipline, emphasizing scientific rigor and experimental methodology.
The core premise of behaviorism is its focus on observable behavior rather than internal thoughts or feelings. This approach argues that true scientific...

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Related Experiment Video

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Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes
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Toward an instructionally oriented theory of example-based learning.

Alexander Renkl1

  • 1Department of Psychology, University of Freiburg.

Cognitive Science
|September 28, 2013
PubMed
Summary
This summary is machine-generated.

Example-based learning is effective for acquiring cognitive skills. This theory integrates worked examples, observational learning, and analogical reasoning to improve instructional design for skill acquisition.

Keywords:
Analogical reasoningObservational learningSkill acquisitionTransferWorked example

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Instructional Design

Background:

  • Learning from examples is a highly effective method for initial cognitive skill acquisition.
  • Extensive research exists on example-based learning, but a unified theory is lacking.
  • Existing research spans worked examples, observational learning, and analogical reasoning.

Purpose of the Study:

  • To present an instructionally oriented theory of example-based learning.
  • To integrate theoretical assumptions and findings from three key research areas.
  • To provide both descriptive and prescriptive elements for optimizing learning from examples.

Main Methods:

  • The theory integrates findings from research on worked examples, observational learning, and analogical reasoning.
  • A descriptive subtheory addresses example relevance, effectiveness, skill acquisition phases, and learning processes.
  • A prescriptive subtheory outlines instructional principles for maximizing the potential of example-based learning.

Main Results:

  • The integrated theory offers a comprehensive framework for understanding example-based learning.
  • Descriptive elements clarify how examples function and impact skill acquisition.
  • Prescriptive elements provide actionable principles for instructional design.

Conclusions:

  • Example-based learning is a powerful educational tool when optimally designed.
  • Integrating insights from worked examples, observational learning, and analogical reasoning enhances learning outcomes.
  • The proposed theory provides a foundation for developing effective instructional strategies for skill acquisition.