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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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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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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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Learning Disabilities01:25

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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.
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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Cognitive Dissonance01:38

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Associative Learning01:27

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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.
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Updated: Mar 19, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Asynchronous learning: student utilization out of sync with their preference.

Edward K Lew1, Erik K Nordquist2

  • 1Department of Emergency Medicine, Stanford University, Stanford, CA, USA; elew@stanford.edu.

Medical Education Online
|June 10, 2016
PubMed
Summary
This summary is machine-generated.

Medical students preferred asynchronous learning but had low engagement with online emergency medicine (EM) modules. The online curriculum did not significantly impact test scores, suggesting careful consideration for converting core EM topics to online formats.

Keywords:
asynchronous learningclerkshipclinical educationcurriculum developmentemergency medicinemedical educationmedical studentonline

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Area of Science:

  • Medical Education
  • Emergency Medicine
  • Asynchronous Learning

Background:

  • Asynchronous learning is increasingly popular in medical education.
  • Limited data exists on its use for emergency medicine (EM) rotations.
  • Faculty time constraints necessitate exploring alternative teaching modalities.

Purpose of the Study:

  • To evaluate the effectiveness, participation, and student preference for an online asynchronous curriculum in EM.
  • To assess the impact of online learning on medical student performance.

Main Methods:

  • Developed five online, narrated PowerPoint presentations for fourth-year medical students.
  • Students accessed the curriculum voluntarily at their convenience.
  • Pretest and posttest scores were compared between students who viewed modules and those who did not.

Main Results:

  • 107 students participated; the curriculum was rated highly.
  • No significant difference in posttest scores between compliant and non-compliant groups.
  • Majority favored asynchronous learning (69.2%), but module completion was low (22.4% viewed all).

Conclusions:

  • Student preference for asynchronous learning does not guarantee high engagement.
  • Online EM curriculum had no significant positive or negative impact on test scores.
  • Educators should carefully consider the conversion of core EM topics to online formats.