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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

1.6K
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...
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Purposive Learning01:22

Purposive Learning

691
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...
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Metacognition01:26

Metacognition

1.1K
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
1.1K
Natural and Artificial Concepts01:24

Natural and Artificial Concepts

737
In psychology, concepts can be divided into two categories: natural and artificial. Natural concepts are formed through direct or indirect experiences. For example, consider the concept of snow. If you live in a place with regular snowfall, such as Essex Junction, Vermont, you know snow through direct experiences. You’ve seen it fall, touched it, shoveled it, and played in it. You recognize its texture, appearance, and even its smell. In contrast, if you live on an island like Saint...
737
Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

1.8K
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,...
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Elaborative Rehearsals01:07

Elaborative Rehearsals

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Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
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Transcranial Direct Current Stimulation tDCS of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition
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Meaningful learning: theoretical support for concept-based teaching.

Teresa J Getha-Eby, Theresa Beery, Yin Xu

    The Journal of Nursing Education
    |August 21, 2014
    PubMed
    Summary
    This summary is machine-generated.

    Novice nurses struggle to apply classroom learning at the bedside, impacting patient safety. Concept-based teaching, grounded in constructivist principles and Ausubel’s theory, enhances knowledge transfer and meaningful learning in nursing education.

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    Area of Science:

    • Nursing Education
    • Pedagogy
    • Cognitive Psychology

    Background:

    • Novice nurses' difficulty transferring knowledge from classroom to clinical practice is linked to adverse patient outcomes.
    • Concept-based teaching is a pedagogical approach shown to improve knowledge transfer.

    Purpose of the Study:

    • To explore the application of constructivist principles and meaningful learning in nursing pedagogy.
    • To provide a model for understanding and implementing concept-based teaching.

    Main Methods:

    • The article reviews constructivist teaching principles.
    • It examines Ausubel's theory of meaningful learning and substantive knowledge integration.
    • It synthesizes findings from cognitive psychology, human development, and neurobiology.

    Main Results:

    • Concept-based teaching, rooted in constructivism, facilitates effective knowledge transfer.
    • Meaningful learning, supported by substantive knowledge integration, is crucial for applying theoretical knowledge in practice.
    • Empirical evidence supports the link between concept-based teaching, meaningful learning, and improved knowledge transfer.

    Conclusions:

    • Concept-based teaching, informed by constructivist theory and meaningful learning, offers a framework to improve nursing education and patient safety.
    • Educators can utilize Ausubel's model to implement and evaluate concept-based teaching strategies.
    • Integrating cognitive and neurobiological findings strengthens the rationale for concept-based teaching in nursing.