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相关概念视频

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.
Tolman introduced the idea that behavior is influenced by...
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Cognitive Theories: Lazarus Mediational Theory of Emotion01:17

Cognitive Theories: Lazarus Mediational Theory of Emotion

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Richard Lazarus' cognitive mediational theory highlights the pivotal role of cognitive appraisal in shaping emotional responses. According to this theory, the evaluation of a stimulus — based on personal values, goals, beliefs, and expectations — mediates the emotional response. This appraisal process is immediate and often occurs unconsciously, influencing the intensity and nature of the resulting emotion.
Cognitive Appraisal and Emotional Response
Lazarus proposed that...
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Cognitive Theories: Schachter-Singer Theory of Emotion01:20

Cognitive Theories: Schachter-Singer Theory of Emotion

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Stanley Schachter and Jerome Singer proposed the two-factor theory of emotion, which emphasizes the interplay between physiological arousal and cognitive labeling in forming emotional experiences. This theory suggests that emotions are not simply a result of physiological responses but rather a combination of these responses and the individual's cognitive interpretation of them.
Physiological Arousal and Cognitive Labeling
According to this theory, when an individual experiences...
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Lazarus's Cognitive Appraisal Theory01:20

Lazarus's Cognitive Appraisal Theory

1.8K
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.
Primary Appraisal:...
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Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

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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...
2.1K
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

1.6K
Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
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相关实验视频

Updated: Jan 29, 2026

Shuttle Box Assay as an Associative Learning Tool for Cognitive Assessment in Learning and Memory Studies using Adult Zebrafish
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超越认知负载理论:为什么学习不仅需要记忆管理

Andrew Sortwell1,2,3, Evgenia Gkintoni4,5, Jesús Díaz-García6,7

  • 1School of Education, The University of Notre-Dame Australia, Sydney 2007, Australia.

Brain sciences
|January 28, 2026
PubMed
概括
此摘要是机器生成的。

认知负载理论 (CLT) 可能会忽视学习中的关键社会情感技能. 一个新的框架整合了认知,情感和人际关系因素,以实现整体的发展和有效的教育.

关键词:
大脑耐力训练认知储备是一个认知储备.这是一种元认知 (metacognition).神经生物学 神经生物学 神经生物学科学是为了学习,是为了学习.

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Novel Object Recognition Test for the Investigation of Learning and Memory in Mice
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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
  • 神经科学是一个神经科学.
  • 健康科学 卫生科学 卫生科学

背景情况:

  • 认知负载理论 (CLT) 越来越多地被认为是有效的教学和教学设计中的作用.
  • CLT的重点是管理工作记忆负载,以提高学习成果.
  • 批评者认为,CLT可能过度强调认知效率,忽视了人类学习的复杂性.

研究的目的:

  • 检查K-12学习中CLT的范围,条件和局限性.
  • 确定CLT内部的理论问题,特别是缺乏对人际关系和自我管理技能的考虑.
  • 为有效的学习提出一个更全面的框架.

主要方法:

  • 概念论文综合了认知科学,发育心理学,神经科学,健康科学和教育研究的证据.
  • 分析CLT作为K-12教育的一般框架的适用性.
  • 在现实教育环境中识别局限性.

主要成果:

  • CLT对认知效率的强调可能不足以实现现实世界的学习.
  • 人际交往和自我管理技能至关重要,但经常被CLT忽视.
  • 神经发育信息整体学习和发展框架的介绍.

结论:

  • 拟议的框架整合了认知,情感和人际关系的维度,以实现有效的学习.
  • 实践者提供神经发育相关的见解,这些见解超越了认知效率.
  • 该框架更好地反映了现实世界学习的多维性质.