Learning Theories and Processes

The process of interpreting sensory information, giving meaning to what we experience through our five senses.

The way we view the world is influenced by our personal experiences, values, and beliefs.

The process of selecting, organizing, and interpreting sensory information.

A set of principles that explain how our brains naturally group visual elements together to form meaningful patterns.

Our brain seeks the simplest, most stable, and symmetrical interpretation of an image.

We tend to group similar objects together, like shapes or colors.

We group objects that are close together.

We tend to perceive incomplete images as complete by filling in missing information.

When exposed to uncontrollable negative events, individuals may stop trying to escape them even when escape is possible, due to a learned sense of helplessness.

Theories emphasize different aspects of learning. Behaviorist theories focus on observable responses, Cognitive theories explore internal thought processes, and Sociocultural theories focus on social interactions and cultural influences.

Focusing solely on rewards might distract students from learning goals. Engage students with challenging tasks and interesting materials.

Researchers may avoid publishing findings that don't support their theories. This limits the understanding of learning.

Strict ethical guidelines govern research involving humans and animals to ensure their well-being.

Institutional Review Boards (IRB) oversee human participants while Institutional Animal Care and Use Committees (IACUC) oversee animal research.

Many psychologists subscribe to specific theories, which influence their research and understanding of learning.

No single theory encompasses all aspects of learning. Each theory offers insights into specific learning aspects, but none provide a complete picture.

The process of representing experiences using symbols, such as language or visual representations.

The ability to categorize and reason by abstracting common features and forming concepts.

A mental representation of a class of objects or events sharing common features. It involves a label and includes defining, correlational, and irrelevant features.

The features that are essential for identifying a concept. For example, having wings and feathers is a defining feature for birds.

Features that are often present in a concept but not necessarily defining. For example, being small and colorful are correlational features of some birds, but not all.

Features that do not play a role in defining a concept. For example, if you are classifying animals, the color of the fur is an irrelevant feature.

Learning concepts by first focusing on concrete, tangible examples and gradually moving towards abstract, general ideas.

Presenting both positive and negative instances of a concept during learning helps solidify understanding.

A psychological theory that emphasizes the internal conflicts between instinctual drives and societal expectations. It suggests that these conflicts can lead to irrational and destructive behavior.

A school of psychology that focuses on observable behaviors and how they are learned through rewards and punishments.

The most basic needs, essential for survival, such as food, water, sleep, and shelter.

The need for safety, security, stability, and predictability in life. This includes feeling safe from harm and having a stable environment.

The need for belonging, love, affection, and social acceptance. This includes forming meaningful relationships and feeling connected to others.

The need for self-esteem, respect from others, and a sense of accomplishment. This can be achieved through achievements, recognition, and positive feedback.

The highest level of need, focused on personal growth, self-fulfillment, and pursuing one's full potential.

A fundamental human need to feel competent and effective in managing one's environment.

Observing someone act without facing consequences can encourage similar behavior in others. This emphasizes the impact of seeing the actions of a model, especially when there's no negative outcome.

This theory suggests that learning involves both conscious thought and observable actions. It combines elements of how we think and how we behave.

This is the first step in social learning. It's about focusing and paying attention to what the model does.

Once you've paid attention, you need to store the information in your memory. This helps you recall the observed behavior later.

This is when you actually try to perform the observed behavior. It's about applying the learned information.

This is the part of the learning process where a person's motivation influences whether or not they perform the observed behavior.

It's a continuous interplay between the environment, a person's characteristics, and their actions. The influence goes both ways.

It's the process of learning by observing and mimicking a model's behavior. This can be a real person or a fictional character.

Emotions influence how people feel about achieving goals, impacting their motivation. Success or failure brings about emotional outcomes that drive their actions.

Emotions like pride, guilt, and shame arise from how individuals perceive their own actions, often reflecting cultural norms.

A state where tasks become too easy, excessively challenging, or simply uninteresting, leading to disengagement and loss of focus.

People generally gravitate towards positive emotions like excitement, but cultural norms influence which emotional states are preferred.

Positive moods enhance cognitive function, leading to improved focus, learning, and memory. Conversely, negative emotions like anxiety and frustration hinder learning processes.

Discomfort arises when new information contradicts existing beliefs, motivating individuals to resolve the conflict by adjusting their beliefs or dismissing the new information.

Emotions create an indelible imprint on our memories. We tend to recall emotional experiences more vividly than neutral ones, and our current mood influences how information is retrieved.

Emotional feelings are inextricably linked to thinking processes. This connection enhances our memory and attention towards emotional content.