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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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Purposive Learning01:22

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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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Higher Mental Functions of Brain: Learning and Memory01:26

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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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Learning Disabilities01:25

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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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Associative Learning01:27

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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.
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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.
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Interactive Learning for Functional Cognition: Translating Theory to Practice with Multimedia E-Learning Modules.

McKenzie Behrendt1, Claire Vanderbeek1, Carley Leners1

  • 1University of Nebraska Medical Center, Omaha, Nebraska, USA.

Occupational Therapy in Health Care
|October 23, 2025
PubMed
Summary
This summary is machine-generated.

Occupational therapy practitioners (OTPs) can now access new multimedia e-learning modules to improve functional cognition. These resources bridge the gap between theory and practice in occupational therapy.

Keywords:
Cognitive rehabilitatione-learning modulesfunctional cognitionoccupational therapy education

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Area of Science:

  • Occupational therapy
  • Cognitive rehabilitation
  • Educational technology

Background:

  • Functional cognition is essential in occupational therapy practice.
  • Limited open-access, self-directed learning resources exist for functional cognition.
  • Occupational therapy practitioners (OTPs) and students need enhanced knowledge in this area.

Purpose of the Study:

  • Introduce a series of multimedia e-learning modules for functional cognition.
  • Support understanding and application of occupational therapy strategies for functional cognition.
  • Provide accessible resources for OTPs and students.

Main Methods:

  • Development of multimedia e-learning modules.
  • Incorporation of theoretical foundations in instructional design.
  • Inclusion of case-based applications within the modules.
  • Focus on flexible and interactive learning tools.

Main Results:

  • Creation of innovative e-learning modules for functional cognition.
  • Modules designed to bridge the gap between theory and practice.
  • Resources offer self-directed learning opportunities for OTPs.
  • Enhanced understanding and application of functional cognition strategies.

Conclusions:

  • Multimedia e-learning modules provide an innovative solution for functional cognition education.
  • These modules enhance the ability of OTPs to apply theory to practice.
  • The resources support continuous professional development in occupational therapy.
  • Accessible learning tools are crucial for advancing functional cognition interventions.