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Related Concept Videos

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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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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Introduction to Learning01:18

Introduction to Learning

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
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Steps in the Modeling Process01:14

Steps in the Modeling Process

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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
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Cognitivism01:17

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Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process...
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Observational Learning01:12

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
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Genuine Movement Learning Through a Deleuzian Approach.

Håkan Larsson1, Gunn Nyberg2, Dean Barker3

  • 1Department of Movement, Culture and Society, The Swedish School of Sport and Health Sciences, Stockholm, Sweden.

Frontiers in Sports and Active Living
|December 24, 2021
PubMed
Summary
This summary is machine-generated.

Deleuzian concepts, like apprenticeship in signs, enhance movement learning by focusing on concepts, percepts, and affects. This approach fosters genuine learning through exploration, moving beyond rigid execution to open-ended potential in education.

Keywords:
Deleuzedancinggenuine learningjugglingmovement learningteachingunicycling

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Area of Science:

  • Philosophy of Education
  • Movement Science
  • Learning Theory

Background:

  • Traditional movement education often focuses on prescribed techniques.
  • Deleuzian philosophy offers a framework for understanding complex learning processes.
  • An 'apprenticeship in signs' and 'pedagogy of the concept' provide novel analytical tools.

Purpose of the Study:

  • To explore how Deleuzian concepts can enhance understanding of movement learning.
  • To provide insights into pedagogical implications for movement education settings.
  • To analyze student experiences in learning new movements through a Deleuzian lens.

Main Methods:

  • A 'theoreticoempirical' exposition combining theoretical analysis with empirical data.
  • Analysis of pedagogical interventions involving exploration of 'kinescapes'.
  • Application of Deleuzian concepts (concepts, percepts, affects) to understand learning dynamics.

Main Results:

  • Students move through interpretative illusions to achieve 'genuine learning'.
  • The triadic relation of concepts, percepts, and affects illuminates the learning process.
  • Learning is characterized by immanent differentiation and the actualization of potential.

Conclusions:

  • Movement learning, viewed as an apprenticeship in signs, is an open-ended, continuous process.
  • Genuine learning involves embracing potential rather than narrowing execution.
  • Movement educators should facilitate explorative pursuits, helping learners overcome preconceptions.