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Related Concept Videos

Purposive Learning01:22

Purposive Learning

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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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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.
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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
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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.
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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...
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

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Learners benefit more from reduced explanations with inference prompts than complete explanations. Interactive learning activities, particularly those using revision prompts, enhance conceptual knowledge acquisition.

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Learning Sciences

Background:

  • Instructional explanations often fail if not integrated into effective learning activities.
  • The active-constructive-interactive (ACI) framework proposes an effectiveness hierarchy: interactive > constructive > active learning.
  • Understanding how to elicit these learning activities is crucial for optimizing instruction.

Purpose of the Study:

  • To test the active < constructive learning hypothesis of the ACI framework.
  • To investigate methods for eliciting interactive learning activities.
  • To examine the effectiveness of different prompt types combined with instructional explanations.

Main Methods:

  • Experiment 1: 83 students randomly assigned to conditions varying explanation completeness and prompt type (engaging vs. inference).
  • Experiment 1: Remedial explanations with unspecific engaging or revision prompts were provided for struggling learners.
  • Experiment 2: 40 students compared reduced explanations with inference prompts versus add-on remedial explanations and revision prompts.

Main Results:

  • Learners with reduced explanations and inference prompts outperformed those with complete explanations and engaging prompts (active < constructive).
  • Revision prompts were more effective than engaging prompts in eliciting interactive learning.
  • Reduced explanations with inference prompts plus remedial explanations and revision prompts led to greater conceptual knowledge acquisition (constructive < interactive).

Conclusions:

  • Reduced explanations coupled with inference prompts support more effective learning than complete explanations.
  • Interactive learning, facilitated by revision prompts and remedial explanations, surpasses constructive learning in knowledge acquisition.
  • The findings support and extend the active-constructive-interactive framework's predictions regarding learning activity effectiveness.