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Cognitive Learning01:21

Cognitive Learning

278
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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Social Loafing01:37

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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Metacognition01:26

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Lazarus's Cognitive Appraisal Theory01:20

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Cognitive psychologist Richard Lazarus proposed the cognitive-mediational theory of emotions, which emphasizes how individuals' assessments of stressors significantly affect their experience of stress. According to Lazarus, the stress response is determined by a two-step appraisal process: primary appraisal and secondary appraisal. These cognitive appraisals help individuals evaluate the potential impact of a stressor and determine the adequacy of their coping resources.
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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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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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认知负载理论在行动中:电子学习模块提高了基于模拟的教育中的表现. 一个试点研究研究.

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  • 1Department of Psychiatry, Kingston Health Sciences Center, Kingston, ON, Canada.

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医学教育中的准备性在线模块优化了认知负载,并在基于模拟的评估中提高了性能. 这种方法通过减少外在的认知负载和增加德语负载来增强学习,以获得更好的结果.

关键词:
认知负载的认知负载学习 学习 学习 学习 学习目标 结构化临床检查在线模块在线模块基于模拟的教育 基于模拟的教育

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科学领域:

  • 医学教育 医学教育
  • 认知科学 认知科学
  • 医疗保健模拟器 医疗保健模拟器

背景情况:

  • 基于模拟的教育可能导致认知过载,阻碍医疗学员的学习和表现.
  • 减轻认知过载的现有策略往往忽视了在线平台的好处,如可访问性和可扩展性.
  • 在理解如何将在线预备模块纳入模拟课程方面存在差距.

研究的目的:

  • 评估准备性在线模块对研究生医学实习生的认知负载和表现的影响.
  • 确定通过在线模块传递的预告会内容是否可以在基于模拟的培训中优化认知负载.
  • 评估在线模块在复苏课程中的有效性.

主要方法:

  • 53名研究生医学实习生被分配到在线模块组或对照组.
  • 认知负载 (内在,外在,外在) 使用修改后的问卷进行测量.
  • 通过基于模拟的客观结构化临床检查 (OSCE) 使用太华外科能力手术室评估来评估性能.

主要成果:

  • 在线模块组表现出更高的内在和外在认知负载,但较低的外在认知负载.
  • 使用在线模块的实习生在欧安组织的表现得分明显更高 (p=0.0077).
  • 主要组件分析证实了认知负载问卷调查结果.

结论:

  • 准备性在线模块在接受基于模拟的复苏培训的学员中促进了认知优化.
  • 观察到的认知变化可能有助于改善客观结构化临床检查的表现.
  • 建议进行进一步的研究,以探索在线医疗准备培训的长期影响和实施障碍.