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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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Observational Learning01:12

Observational Learning

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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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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Cognitive Learning01:21

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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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Steps in the Modeling Process01:14

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189
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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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Norm learning, teaching, and change.

Bertram F Malle1, Vivienne Bihe Chi1

  • 1Department of Cognitive and Psychological Sciences, Brown University, United States.

Current Opinion in Psychology
|September 22, 2024
PubMed
Summary
This summary is machine-generated.

This study introduces a new framework for understanding norm change by focusing on individual norm representations and their properties. It explores how norm learning and teaching influence these individual changes, offering insights into community-level shifts.

Keywords:
Moral normsNorm representationsSocial normsSocialization

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Area of Science:

  • Social Psychology
  • Cognitive Science
  • Sociology

Background:

  • Norms are crucial for social coordination but their change mechanisms are complex.
  • Existing research often focuses on community-level norm change, overlooking individual cognitive processes.

Purpose of the Study:

  • To propose a broad framework for understanding norms and norm change.
  • To investigate changes in individual norm representations, characterized by properties like context specificity and deontic force.
  • To explore how norm learning and teaching influence these individual changes.

Main Methods:

  • Review of existing research on norm learning through observation, imitation, and inference.
  • Analysis of norm learning via teaching methods: modeling, demonstration, instruction, and feedback.
  • Examination of the six properties of individual norm representations.

Main Results:

  • Identified key properties of individual norm representations that undergo change.
  • Detailed various pathways of norm learning (observational, imitative, inferential, instructional, feedback-based).
  • Established a link between individual norm changes and community-level norm dynamics.

Conclusions:

  • Individual norm representation changes are central to understanding broader norm evolution.
  • Different teaching and learning strategies impact specific properties of norm representations.
  • Community norm shifts are influenced by the aggregation of individual learning experiences.