Learning Theories: Behaviorism, Humanism, Cognitivism

• Five traditional learning theories include: behaviorism, humanism, cognitivism, social cognitivism, constructivism, and adult learning theory.
• Behaviorism is a learning theory focused on observable behaviors and responses to stimuli, emphasizing reward and punishment.
• Humanism emphasizes personal development and freedom of choice in determining one's behavior.
• Cognitivism focuses on the processes of the mind, including how information is received, processed, and stored.
• Social Cognitivism is learning in a social environment and is influenced by environmental, behavioral, and personal factors.
• Constructivism involves creating meaning from experience and interactions with the world.
• Adult Learning Theory explains the differences in how adults learn; adults learn best when they can apply new information to their lives.
• Six assumptions of adult learning include: self-concept, experience, readiness to learn, problem-centered orientation, internal motivation, and need to know
• Self-concept matures from a dependent personality towards self-direction.
• Experience: adults accumulate a growing reservoir of experience forming a rich resource for learning.
• Readiness to learn is closely related to developmental tasks and social roles.
• Problem-centered orientation shifts from future application to immediacy, making adults more problem-centered than subject-centered.
• Internal motivation mainly drives adults instead of external motivators.
• Adults need to know the reason for learning something.
• Inductive reasoning (induction) uses past experiences or knowledge to draw conclusions by generalizing from specific examples, leading to pattern recognition.
• Deductive Reasoning (Deduction) uses true premises to draw a true conclusion, also known as "top-down logic".
• Innovate means making change to something by using new ideas
• Master Adaptive Learner (MAL) describes a metacognitive approach to learning based on self-regulation, fostering adaptive expertise in practice.

Routine Expertise and Adaptive Expertise

• Routine Expertise involves mastering performance to high efficiency and accuracy through specific knowledge and skills learned over time.
• Adaptive Expertise balances the efficiency of routine expertise with effortful learning and innovative problem solving.

Preparation for Future Learning (PFL)

• Preparation for Future Learning (PFL) refers to the capacity to learn new information, make effective use of resources, and invent new procedures to support learning and problem solving in practice.

MAL Framework Four Phases/Gears

• Planning involves identifying a gap in knowledge, skill, or perspective.
• Learning involves meaningful, intentional, and active learning.
• Assessing begins with self-assessment and progresses to guided, informed self-assessment.
• Adjusting involves integrating what has been learned into the daily routine.
• Situated Cognition Theory is thinking that depends on the person, environment, and clinical factors.
• Verbal Communication encompasses what you say and how you say it.
• Non-verbal Communication is "How you say without words".
• Audience refers to the person(s) receiving the communication.
• Environment refers to the physical space in which the communication takes place.
• Context refers to the situational circumstances that influence the nature of communication.
• Situational awareness is the ability and perception to see the environmental elements, such as space and time, in which the interaction occurs.
• Goal is a mental representation of a desired end state that a person is committed to approaching or avoiding.

Goal Types

• Abstract goals are conceptual or idea-based.
• Concrete goals are objective with specific criteria.
• Patient-centered goals focus on the patient.
• Personal goals focus on the individual.
• Approach goals focus on positive changes to achieve.
• Avoidance goals focus on behaviors or actions to avoid.
• SMART goals: Specific, Measurable, Attainable, Relevant, and Timely. Superordinate Goals- high-level goals which refers to idealized conceptualizations of oneself, one's relationships, or the society.
• Intermediate Goals are action courses that represent the behavioral context for achieving the superordinate goal.
• Equifinality is the property of having the same effect or result from different events.
• Multifinality occurs when the same cause leads to different outcomes.
• Metacognition refers to the awareness of the accuracy of one's own thought processes.
• Declarative Knowledge is facts or events known to an individual.
• Procedural Knowledge is knowing how to perform a task or skill.
• Conditional Knowledge is knowing when and why to apply cognitive actions.

Regulation of Cognition

• Planning is selecting strategies and allocating resources that affect performance.
• Monitoring is on-line awareness of comprehension and task performance.
• Evaluating is appraising learning products and regulatory processes.

The Reflective Learner

• Reflection-ON-Action occurs after the action.
• Reflection-IN-Action actively evaluates thoughts, actions, and practices as they occur

Cognitive Biases

• Cognitive Bias is an unfair judgment based on social constructs, experiences, and beliefs.
• Confirmation Bias is the tendency to seek information supporting one's point of view, ignoring contrary information.
• Anchoring Bias is disproportionately considering the first piece of information received.
• Availability Bias is interpreting information as associated with a given diagnosis due to it being prominent in one's mind.
• Recency Bias is believing that future events will resemble recent experiences.
• Attribution Error is the tendency to blame the patient for their illness or condition.
• Ascertainment Bias is shaped by prior assumptions and preconceptions.
• Gender Bias is the belief that gender is a largely determining factor in patient's condition
• Diagnostic Momentum occurs when repeated diagnostics, tests, or interventions are very popular
• Overconfidence Bias is placing too much faith on incomplete information, intuition, or hunches.

Unpacking Principle

• Unpacking Principle refers to a failure to collect all relevant clues when establishing a differential diagnosis.