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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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Informal learning.

Maureen Callanan1, Christi Cervantes2, Molly Loomis3

  • 1Department of Psychology, University of California, Santa Cruz, CA, USA.

Wiley Interdisciplinary Reviews. Cognitive Science
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Summary
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Informal learning extends beyond traditional schooling, encompassing non-didactic, collaborative, and interest-driven experiences across various life domains. This research explores its key dimensions and applications.

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Area of Science:

  • Cognitive Science
  • Education Theory

Background:

  • Informal learning is often contrasted with formal learning, focusing on where it occurs.
  • Existing theories primarily define informal learning by its opposition to formal educational settings.

Purpose of the Study:

  • To move beyond the formal/informal learning dichotomy.
  • To identify and analyze key dimensions of informal learning.
  • To explore informal learning across diverse life contexts.

Main Methods:

  • Literature review of research and theory on informal learning.
  • Analysis of five key dimensions: non-didactic, social collaboration, meaningful activity, learner-initiated, and absence of external assessment.
  • Examination of four domains: first language acquisition, socio-emotional learning, science learning, and workplace learning.

Main Results:

  • Informal learning is characterized by five distinct dimensions.
  • These dimensions are applicable across various domains, including language, socio-emotional development, science, and professional settings.
  • Learning is a continuous process not confined to institutional environments.

Conclusions:

  • Informal learning is a multifaceted phenomenon distinct from formal education.
  • Further research is needed to explore convergences and divergences in informal learning literature.
  • Understanding informal learning is crucial for a comprehensive view of human development and knowledge acquisition.