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Related Concept Videos

Purposive Learning01:22

Purposive Learning

558
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...
558
Associative Learning01:27

Associative Learning

1.7K
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...
1.7K
Social Exchange Theory02:06

Social Exchange Theory

40.9K
We have discussed why we form relationships, what attracts us to others, and different types of love. But what determines whether we are satisfied with and stay in a relationship? One theory that provides an explanation is social exchange theory. According to social exchange theory, we act as naïve economists in keeping a tally of the ratio of costs and benefits of forming and maintaining a relationship with others (Rusbult & Van Lange, 2003).
40.9K
Social Exchange Theory01:26

Social Exchange Theory

642
As formulated by John Thibaut and Harold Kelley, Social Exchange Theory explains human relationships as economic-like exchanges that maximize rewards and minimize costs. This theory suggests that individuals engage in relationships to gain benefits and reduce burdens, similar to economic transactions. It has been widely applied to various types of relationships, including romantic, professional, and social interactions.Rewards and Costs in RelationshipsRelationship rewards include emotional...
642
Cognitive Learning01:21

Cognitive Learning

1.5K
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...
1.5K
Robbers Cave04:49

Robbers Cave

14.9K
During the 1950s, the landmark Robbers Cave experiment demonstrated that when groups must compete with one another, intergroup conflict, hostility, and even violence may result. At the Oklahoman summer camp, two troops of boys—termed the Rattlers and the Eagles—took part in a week-long tournament. During this time, their negativity culminated in derogatory name-calling, fistfights, and even vandalism and destruction of property. However, this work also revealed that such tension...
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Related Experiment Video

Updated: Mar 11, 2026

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study
04:44

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

5.1K

Collaborative Learning in Higher Education: Evoking Positive Interdependence.

Karin Scager1, Johannes Boonstra2, Ton Peeters2

  • 1Department of Social Sciences, Utrecht University, 3508 TC Utrecht, The Netherlands k.scager@uu.nl.

CBE Life Sciences Education
|December 3, 2016
PubMed
Summary

Effective collaborative learning in higher education requires challenging tasks that foster student autonomy and shared ownership. This approach enhances engagement and learning outcomes by minimizing free-riding and prioritizing achievement over grades.

Related Experiment Videos

Last Updated: Mar 11, 2026

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study
04:44

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

5.1K

Area of Science:

  • Life Sciences Education
  • Higher Education Pedagogy
  • Collaborative Learning Strategies

Background:

  • Collaborative learning is a common instructional method in higher education.
  • Its full learning potential is often not realized in practice.
  • Identifying key factors for effective collaboration is crucial.

Purpose of the Study:

  • To determine factors contributing to effective collaborative learning in undergraduate life sciences courses.
  • To understand student perspectives on what enhances collaboration.

Main Methods:

  • Qualitative study analyzing five successful undergraduate life sciences courses.
  • Conducted nine focus group interviews with students.
  • Analyzed student-reported factors influencing collaboration effectiveness.

Main Results:

  • Effective collaboration was linked to student autonomy and self-regulation.
  • Challenging, open-ended tasks requiring original creation were key.
  • Course design fostered responsibility and shared ownership of the process and product.
  • Students reported an absence of free-riders and valued achievement and learning over grades.

Conclusions:

  • Collaborative learning in higher education should incorporate challenging, relevant tasks.
  • Designing for shared ownership enhances the collaborative process and outcomes.
  • Fostering autonomy and self-regulation are critical for effective group work.