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Related Concept Videos

Purposive Learning01:22

Purposive Learning

381
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 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.
Tolman introduced the idea that behavior is influenced by...
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Learning Disabilities01:25

Learning Disabilities

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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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Fundamental Attribution Error01:14

Fundamental Attribution Error

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According to some social psychologists, people tend to overemphasize internal factors as explanations—or attributions—for the behavior of other people. They tend to assume that the behavior of another person is a trait of that person, and to underestimate the power of the situation on the behavior of others. They tend to fail to recognize when the behavior of another is due to situational variables, and thus to the person’s state. This erroneous assumption is...
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Associative Learning01:27

Associative Learning

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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.
Classical conditioning, also known...
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Persuasion Strategies01:52

Persuasion Strategies

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Researchers have tested many persuasion strategies, including the foot-in-the door and the door-in-the-face techniques, in a variety of contexts. Ultimately, the principles are effective in selling products and changing people’s attitude, ideas, and behaviors (Cialdini & Goldstein, 2004).
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Related Experiment Video

Updated: Dec 27, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Providing Instruction Based on Students' Learning Style Preferences Does Not Improve Learning.

Beth A Rogowsky1, Barbara M Calhoun2, Paula Tallal3,4

  • 1Department of Teaching and Learning, Bloomsburg University of Pennsylvania, Bloomsburg, PA, United States.

Frontiers in Psychology
|March 3, 2020
PubMed
Summary
This summary is machine-generated.

This study found no evidence that matching teaching to visual or auditory learning styles improves student comprehension. Tailoring instruction to perceived learning styles may hinder, not help, student academic success.

Keywords:
auditory learnersexperimental designfifth gradelearning stylesmodality preferencereading and listening comprehensionvisual learners

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Area of Science:

  • Educational Psychology
  • Cognitive Science

Background:

  • The common practice of categorizing students as visual or auditory learners lacks empirical support.
  • Previous research, including Pashler et al. (2009), highlighted the absence of rigorous experimental studies on learning styles in education.
  • Rogowsky et al. (2015) conducted the first study adhering to experimental criteria, focusing on adult learners.

Purpose of the Study:

  • To investigate the relationship between visual/auditory learning style preferences and comprehension in school-aged children.
  • To replicate the methodology of Rogowsky et al. (2015) with a younger population.
  • To determine if learning style preference predicts academic performance in elementary students.

Main Methods:

  • The study employed the experimental design and methodology established by Rogowsky et al. (2015).
  • Participants were assessed for visual or auditory learning style preferences.
  • Comprehension and retention were measured based on the mode of instruction.

Main Results:

  • No significant relationship was found between auditory or visual learning style preference and comprehension in fifth graders.
  • Students with a visual learning style preference scored higher on listening and reading comprehension measures compared to those with an auditory preference.
  • Findings align with previous research on adult learners, indicating a lack of learning style validity.

Conclusions:

  • The findings challenge the prevalent educational belief in tailoring instruction to perceived learning styles.
  • Current practices of assessing and matching curriculum to learning styles may be detrimental to student learning.
  • Educational strategies should move beyond unsubstantiated learning style theories towards evidence-based instruction.