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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

990
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...
990
Observational Learning01:12

Observational Learning

804
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...
804
Purposive Learning01:22

Purposive Learning

428
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...
428
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

222
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
222
Steps in the Modeling Process01:14

Steps in the Modeling Process

607
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...
607
Response Surface Methodology01:16

Response Surface Methodology

590
Response Surface Methodology (RSM) is a collection of statistical and mathematical techniques used to develop, improve, and optimize processes. It is particularly valuable when many input variables or factors potentially influence a response variable.
The process of RSM involves several key steps:
590

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Occupational therapy's oversight: How science veiled our humanity.

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Related Experiment Video

Updated: Jan 11, 2026

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes
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Responsive learning in practice: A grounded theory.

Cait Harvey1,2, Clare Hocking3, Margaret Jones3

  • 1School of Occupational Therapy, Otago Polytechnic, Hamilton, New Zealand.

Scandinavian Journal of Occupational Therapy
|November 12, 2025
PubMed
Summary
This summary is machine-generated.

Occupational therapy involves bidirectional learning between therapists and clients. This responsive learning is relational, emphasizing collaboration and mutual understanding for effective intervention and integration into daily life.

Keywords:
Clinical educationcollaborative practicecollaborative relationshipsparent educationtailoring interventiontherapist responsiveness

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Area of Science:

  • Occupational Therapy
  • Education Theory
  • Health Sciences

Background:

  • Teaching and learning are integral to occupational therapy (OT) practice.
  • Therapists are often seen as educators, yet OT-specific learning theories are underdeveloped.
  • Current practice demands theories reflecting the nuances of therapist-client learning.

Purpose of the Study:

  • To develop a theory explaining the learning process between occupational therapists and clients.
  • To explicate the dynamic and relational nature of learning within therapy contexts.

Main Methods:

  • Constructivist grounded theory methodology.
  • Data collection included interviews with parents and occupational therapists, therapy session observations, and analysis of instructional materials.
  • Study focused on therapy for preschool children with long-term intervention needs.

Main Results:

  • A substantive theory of 'Responsive learning: Learning from and with each other' was constructed.
  • The learning process is complex, dynamic, and bidirectional.
  • Learning is deeply relational, requiring ongoing connection and partnership.

Conclusions:

  • Therapists must establish collaborative relationships with clients.
  • Recognizing therapists as co-learners alongside clients is crucial.
  • Responding effectively to the learning process enhances therapeutic outcomes.