NRS 352 Learning Theories Flash Cards

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Title: NRS 352 Learning Theories
Description: NRS 352 Learning Theories
Number of Cards: 56
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Author: jadona88
Created: 2009-03-12
Tags: 352 learning nrs theories
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    • Question
    • Answer
    • Side 3
    • BEHAVIORIST
      Learning Procedures
    • Environmental stimulus conditions and reinforcement promote changes in responses.
    • BEHAVIORIST
      Learning Procedures
    • To change behavior, change the environment.
    • BEHAVIORIST
      Assumptions About the Learner
    • Passive, reactive learner responds to environmental conditions (stimuli and reinforcement).
    • BEHAVIORIST
      Educator's Task
    • Active educator manipulates stimuli and reinforcement to direct learning and change.
    • BEHAVIORIST
      Sources of Motivation
    • Drive reduction.
    • BEHAVIORIST
      Transfer of Learning
    • Practice; similarity in stimulus conditions and responses between learning and new situations
    • COGNITIVE
      Learning Procedures
    • Internal perception and thought processing within context of human development promote learning and change.
    • COGNITIVE
      Learning Procedures
    • To change behavior, change congnitions.
    • COGNITIVE
      Assumptions About the Learner
    • Active learner determines patterning of experiences; is strongly influenced by attributions.
    • COGNITIVE
      Educator's Task
    • Active educator structures experiences (through organization and meaningfulness) to encourage the reorganization of cognitions.
    • COGNITIVE
      Sources of Motivation
    • Expectations
    • COGNITIVE
      Sources of Motivation
    • Disequilibrium
    • COGNITIVE
      Transfer of Learning
    • Mental and physical activity
    • COGNITIVE
      Transfer of Learning
    • Common patterns.
    • COGNITIVE
      Transfer of Learning
    • understanding
    • COGNITIVE
      Transfer of Learning
    • learning to learn
    • SOCIAL LEARNING
      Learning Procedures
    • External role models and their perceived reinforcement along with learner's internal influences.
    • SOCIAL LEARNING
      Learning Procedures
    • To change behavior, change role models, perceived reinforcement, and the learner's self-regulating mechanisms.
    • SOCIAL LEARNING
      Assumptions About the Learner
    • Active learner observes others and regulates decision to reproduce behavior.
    • SOCIAL LEARNING
      Educator's Task
    • Active educator models behavior, encourages perception of reinforcement, carefully evaluates learning materials for social messages, and attempts to influence learner's self-regulation.
    • SOCIAL LEARNING
      Sources of Motivation
    • Socialization experiences, role models, and self-reactive influences (observe self, set goals, and reinforce performance).
    • SOCIAL LEARNING
      Transfer of Learning
    • Similarity of setting and role models' behavior.
    • PSYCHODYNAMIC
      Learning Procedures
    • Internal forces such as developmental stage, childhood experiences, emotional conflicts, and ego strenght influence learning and change.
    • PSYCHODYNAMIC
      Learning Procedures
    • To change behavior, change interpretations and make unconscious motivations conscious.
    • PSYCHODYNAMIC
      Assumptions About the Learner
    • Active learner's lifestyle, past experiences, and current emotional conflicts influence what is learned and how it is remembered and performed.
    • PSYCHODYNAMIC
      Educator's Task
    • Educator as a reflective interpreter makes sense of leaner's personality and motivation by listening and posing questions to stimulate conscious awareness, insight, and ego strength.
    • PSYCHODYNAMIC
      Sources of Motivation
    • Pleasure principle and reality principle.
    • PSYCHODYNAMIC
      Sources of Motivation
    • Imbalance
    • PSYCHODYNAMIC
      Sources of Motivation
    • Conscious and unconsious influence of conflict, development, and defense mechanisms.
    • PSYCHODYNAMIC
      Transfer of Learning
    • Personality conflict, resistance, and transference associated with learning situations may act as barrier.
    • HUMANISTIC
      Learning Procedures
    • Internal feelings about self, ability to make wise choices, and needs affect learning and change.
    • HUMANISTIC
      Learning Procedures
    • To change behavior, change feelings, self-concept, and needs.
    • HUMANISTIC
      Assumptions About the Learner
    • Active learner attempts to actualize potential for positive self-growth and confirm self-concept; is spontaneous, creative, and playful.
    • HUMANISTIC
      Educator's Task
    • Facilitative educator encourages positive self-growth, listens empathetically, allows freedom of choice, and respects learner.
    • HUMANISTIC
      Sources of Motivation
    • Needs, desire for positive self-growth, and confirmation of self-concept.
    • HUMANISTIC
      Transfer of Learning
    • Positive or negative feelings about self and freedom to learn promote or inhibit transfer.
    • Physical Readiness
    • Measures of ability
    • Physical Readiness
    • Complexity of task
    • Physical Readiness
    • Environmental effects
    • Physical Readiness
    • Health status
    • Physical Readiness
    • Gender
    • Emotional Readiness
    • Anxiety level
    • Emotional Readiness
    • Support system
    • Emotional Readiness
    • Motivation
    • Emotional Readiness
    • Risk-taking behavior
    • Emotional Readiness
    • Frame of mind
    • Emotional Readiness
    • Developmental stage
    • Experiential Readiness
    • Level of aspiration
    • Experiential Readiness
    • Past coping mechanisms
    • Experiential Readiness
    • Cultural background
    • Experiential Readiness
    • Locus of control
    • Experiential Readiness
    • Orientation
    • Knowledge Readiness
    • Present knowledge base
    • Knowledge Readiness
    • Cognitive ability
    • Knowledge Readiness
    • Learning disabilities
    • Knowledge Readiness
    • Learning Styles