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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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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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Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Early cognitive intervention using mediated learning for preschoolers with developmental delay: A randomized

Alice Yuen-Ching Keung1,2, Vania Fai-Ling Ho2, Kathy Kar-Man Shum1

  • 1Department of Psychology, The University of Hong Kong, Hong Kong.

The British Journal of Educational Psychology
|February 23, 2022
PubMed
Summary

Early cognitive intervention using mediated learning significantly improved language and cognitive skills in Hong Kong preschoolers with developmental delay. The Think Bright program showed promising results for enhancing overall development.

Keywords:
developmental delaylanguagemediated learningpreschoolersthinking skills

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Speech and Language Pathology

Background:

  • Mediated learning effectively enhances cognitive development.
  • Its impact on language development in early intervention is less understood.
  • Preschoolers with developmental delay require targeted cognitive and language support.

Purpose of the Study:

  • To evaluate the Think Bright program, an early cognitive intervention.
  • To assess its effects on cognitive and language development in Hong Kong preschoolers with developmental delay.
  • To explore the role of mediated learning in this population.

Main Methods:

  • A 6-month randomized controlled trial involving 68 preschoolers with developmental delay.
  • The Think Bright group received 12 individual 1-hour sessions on thinking skills.
  • The control group received standard rehabilitation center training.

Main Results:

  • The Think Bright group showed significant improvements in language, general cognition, analogical thinking, sequential thinking, and logical reasoning compared to the control group.
  • Teachers' mediation skills improved and positively correlated with student language gains.
  • Early cognitive intervention demonstrates broad developmental benefits.

Conclusions:

  • Mediated learning within an early cognitive intervention program is effective for preschoolers with developmental delay.
  • The Think Bright program shows promise for enhancing both cognitive and language skills.
  • This approach offers a valuable strategy for supporting children with developmental delays.