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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.
Tolman introduced the idea that behavior is influenced by...
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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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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Case Studies01:22

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Introspection01:29

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Introspection, long upheld as a reliable route to self-knowledge, involves examining one's thoughts, emotions, and mental processes. It underpins many psychological practices, from mindfulness meditation to psychotherapy and self-help strategies. However, empirical evidence challenges the accuracy of introspection as a means of understanding oneself.Limitations of Introspective InsightSeminal work by Nisbett and Wilson demonstrated that individuals are frequently unaware of the true causes...
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Role-Based Identity01:21

Role-Based Identity

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Role-based identities are central to understanding how individuals navigate social environments by adopting distinct self-conceptions aligned with various societal roles. These identities are not fixed traits but are constructed through personal actions and the social feedback individuals receive in context-specific interactions. Each social role, such as student, teacher, or friend, carries a set of expectations and norms that influence how people think, feel, and behave within that...
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Experiential Learning in Career Development.

Amr S Soliman1, Leslie Stainton2, Robert M Chamberlain3,4

  • 1Medical School, The City University of New York, 160 Convent Avenue- Harris Hall 313, New York, NY, 10031, USA. asoliman@med.cuny.edu.

Journal of Cancer Education : the Official Journal of the American Association for Cancer Education
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Summary
This summary is machine-generated.

Graduate students gained valuable cancer epidemiology and prevention research skills through a long-running mentored field program. This National Cancer Institute (NCI)-funded initiative successfully trained nearly 200 students in diverse settings.

Keywords:
Cancer educationCareer developmentExperiential learningShort-term experienceSpecial populations

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Area of Science:

  • Public Health
  • Cancer Epidemiology
  • Global Health Training

Background:

  • Mentored field research is crucial for public health training.
  • Experiential learning in cancer epidemiology and prevention requires structured programs.
  • Sustained funding is essential for effective research training initiatives.

Purpose of the Study:

  • To demonstrate the learning experiences of graduate public health students in mentored field research.
  • To evaluate a long-term R25 grant-funded program in cancer epidemiology and prevention.
  • To highlight the impact of research training on student careers.

Main Methods:

  • Review of a 13-year program funded by the National Cancer Institute (NCI).
  • Analysis of student recruitment, selection, mentorship, and evaluation data.
  • Inclusion of learning experiences in US minority and international settings.

Main Results:

  • Nearly 200 students from various US universities participated.
  • The program provided research training in diverse domestic and international locations.
  • Students developed lifelong skills that significantly shaped their careers.

Conclusions:

  • The NCI-funded R25 grant program has successfully fostered experiential learning in cancer research.
  • Mentored field research is an effective model for training future public health professionals.
  • The program's long-term success validates the importance of investing in cancer training.