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相关概念视频

Schemas01:42

Schemas

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A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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Horney's Sociocultural Approach01:27

Horney's Sociocultural Approach

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Karen Horney's psychoanalytic theories emphasize the potential for self-realization and the importance of addressing social and cultural, rather than biological, factors in personality development. She challenged traditional Freudian views, particularly Freud's concept of "penis envy," which she argued stemmed from cultural influences rather than inherent biological differences. Horney believed that any sense of inferiority in women was a result of societal conditioning, such as...
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Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Structuralism01:26

Structuralism

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Structuralism, an early psychological theory developed by Wilhelm Wundt and his student Edward Bradford Titchener, sought to dissect the human mind into its most fundamental components. Wundt's groundbreaking work in his laboratory set the stage for Titchener to define structuralism's goal as cataloging the "atoms" of the mind—sensations, images, and feelings—akin to how chemists identify elements of matter.
Titchener's approach to structuralism was unique. He...
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Critical Thinking01:19

Critical Thinking

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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
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Models, Theories, and Laws01:16

Models, Theories, and Laws

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Scientists frequently use models to help them comprehend a specific collection of phenomena. In physics, a model is a condensed version of a physical system that is too complex to study thoroughly. One such example is the light wave model; unlike water waves, light waves are typically invisible to us. Nonetheless, it is helpful to think of light as being composed of waves, since investigations show that light behaves like water waves. Since it is impossible to visually see what is genuinely...
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触发警告作为学习工具 - - 理论化一个不断变化的文化概念.

Helen Anne Nolan1, Lesley Roberts1

  • 1Warwick Medical School, Coventry, UK.

Medical education
|August 2, 2023
PubMed
概括

教育中的触发警告受到争议,但证据表明它们不会影响理解或情绪. 它们可以增加对材料的参与,支持医疗保健教育中的知情学习和批判性反思.

科学领域:

  • 教育教育教育教育教育教育.
  • 心理学 心理学 心理学
  • 医疗保健 职业 教育 教育 专业

背景情况:

  • 触发警告在教育领域受到讨论,人们对学术自由和弹性感到担忧.
  • 支持者认为触发警告是促进包容性和知情参与的适应措施.
  • 一项元分析显示,对情绪或理解没有影响,但可能会增加参与度.

研究的目的:

  • 审查和综合有关医疗保健专业教育中的触发警告的证据.
  • 探索触发警告在理论框架中的作用,如andragogy和变革性学习.
  • 在教育环境中解决情绪学习和学习者需求之间的紧张关系.

主要方法:

  • 进行了叙事审查和综合来自各个学科的证据.
  • 应用证据与医疗保健专业教育相关的理论框架.
  • 探索了有关触发警告的理论差距和局限性.

主要成果:

  • 在医疗保健教育中关于触发警告的证据有限.
  • 触发警告可能会增加对材料的参与度,但由于异质性,研究结果需要谨慎解释.
  • 控制的实验设计不能完全捕捉复杂的社会学习环境.

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结论:

  • 触发警告可以成为批判性反思和情感素养的工具.
  • 它们可以帮助策划有效的学习环境,并支持人文专业认同.
  • 提出了一个概念模型,用于创伤信息化的教学中触发警告.