2 - learning theory

behaviorist theory

learning is observable - pt learn in response to stimuli (+ and - reinforcement and environment (conditioning)

• pasive

• doesn’t address mental processes

• for psychomotor skill and facts

• learning obj, assessment, feedback

skinners operant, pavlov classic conditioning

skinners operant conditioning

learning behaviour from consequences

reinforcement - increase behaviour

• positive: add to inc behaviour

• negative - remove stimuli to increase behaviour

punishment - decrease behaviour

• positive - add

• negative - remove

extinction - decrease in behaviour after repeated not reinforcing/ignoring

partial reinforcement - behaviour enforced somttimes, not others - common

shaping - person learn complex behaviour

pavlov classic conditioning

associate new stimulus w an unconditioned stimulus

resopnd to conditioned and unconditioned stimulus same way

associating two sitmuli with each other

cognitive learning theory

focus on learner internal environment and cognitive structures instead of environment

w processes like attention, perception, memory, problem solving

motivated by goals and expectations

• chunking, mneuonmics, visual aids, learning material, encourage learning and prob solving

social learning theory

observing, modeling, imitation

in social context, role modeling

bandura social learning theory

no reinforcement - watch others/modelling

self efficacy - belief in capacity to do it

attention

retention - process in memory

reproduction - copy

motivational - level of motivation

reciprocal determinism

human development based on

personal factors (motivation, belief, efficacy, personality

behavioural - does it, action/bheaviour

environmental (observing, people around them, models

humanistic learning theroy

focus on learner desire for growth, feeling, need, choices, relationships

mallows hierarchy

humanistic

needs to be met first - physiological, safety, love, esteem, self actualization

only self actualization in adulthood

self actualization - realise goal, values, aspirations

holistic - cognitive, emotional, social, spiritual

student centred approach - choose topics for study

positive relationships

constructive learning

learning from new information, construct knowledge

learner centre approach - teacher/nurse faciliaitr

critical reflection

constructing not passively taking it in

• active, experience based, knowledge constrcution

constructivism - vugotsky sociocultural theory

thinking has origins in social interactions

learning is scaffolding - building on knowledge

appropriate scaffold - parent has pt attention, model strategy, adapt process to individual development level

zone of proximal development - signify task to hard on own but can manage w help

stage of motor learning

cognitive - develop understanding go skilll - mental picture of what need to do

associative - fine tune skill through practice - efficient and refined - look at problems

autonomous - advaced level of skill