Psychological Learning Theories PDF

CHAPTER 3: APPLYING LEARNING PSYCHOLOGICAL LEARNING THEORIES TO HEALTHCARE THEORIES PRACTICE 1.​ BEHAVIORIST LEARNING LEARNING THEORY -​ change...

CHAPTER 3: APPLYING LEARNING PSYCHOLOGICAL LEARNING THEORIES TO HEALTHCARE THEORIES PRACTICE 1.​ BEHAVIORIST LEARNING LEARNING THEORY -​ change in mental processing, -​ view learning as the product of the emotional functioning, skill, and stimulus conditions (S) and the behavior as a result of experience responses (R) that follow: -​ acquire new knowledge and alter -​ to change behavior, change the thoughts, feelings, etc stimulus conditions in the -​ unlearning is replacing faulty or environment and the reinforcement outdated behavior with more after a response accurate info and healthier -​ motiv : rewards – then change (no behavior rewards / stimulus, no change) -​ Most often used in combination Learning Theory with other theories -​ coherent framework of integrated constructs and principles that ​ Motivation describe, explain, or predict how -​ Drives to be reduced people learn -​ Incentives (saying the -​ provide information and techniques rewards first) to guide teaching and learning ​ Educator -​ Active role Psychological learning theories and -​ Manipulates environmental Motor learning stimuli and reinforcements -​ both have direct applicability to to direct change nursing practice ​ Transfer ​ Psychological learning -​ Practice and provide in theories stimulus conditions and -​ acquire info responses with a new involving thought, solution emotions, and social interaction Respondent Conditioning ​ Motor learning ​ Subtheory of behaviorist -​ helping patients to learning acquire or relearn -​ “Association learning or skills classical / pavlovian conditioning” ​ Process -​ learning occurs as the organism responds to stimulus conditions and forms associations  -​ neutral stimulus is paired finally receiving an with an unconditioned injection. stimulus– unconditioned ​ Spontaneous recovery response connection -​ when a behavior or -​ repeated until the neutral response that seemed stimulus becomes a "gone" suddenly comes conditioned stimulus that back after a period of not elicits conditioned response being exposed to the stimulus. Respondent-Conditioning Concepts used -​ Ex: A patient who in psychology and health care successfully overcame a ​ Stimulus generalization fear of surgery might feel -​ when someone responds the the fear return unexpectedly same way to different but when exposed to a similar similar stimuli situation, like seeing -​ Ex: A patient who feels surgical instruments again anxious during hospital after a long time. visits may also feel anxious when they see a doctor’s white coat, even outside the ​ Stimulus Generalization: hospital Reacting the same way to similar ​ Discrimination learning things. -​ the ability to tell the ​ Discrimination Learning: difference between similar Knowing the difference between stimuli and respond similar things. appropriately to each one ​ Systematic Desensitization: -​ ex: A patient with diabetes Gradually reducing fear by facing learns to recognize the it bit by bit. difference between ​ Spontaneous Recovery: Old symptoms of low blood reactions or fears coming back sugar and other feelings after being "gone" for a while. like fatigue and reacts accordingly. ​ Systematic desensitization Operant Conditioning -​ a method to reduce fear or -​ another subsystem of behaviorist anxiety by gradually learning exposing someone to the ​ Process feared stimulus in a -​ A reinforcer is controlled way applied after the -​ A patient with a needle response of interest phobia is slowly exposed to -​ Can be used to the idea of injections, increase or decrease starting with looking at a a behavior syringe, then holding it, and Escape Conditioning -​ going back to the old -​ Unpleasant stimulus is being environment that can applied, the individual responds in trigger their old habit some way that causes the uncomfortable stimulus to cease COGNITIVE LEARNING THEORY (end) -​ the active process largely directed -​ ex: one is being bullied and one by the individual uses humor to make them laugh -​ reward is not necessary for learning and end the bully to take place - using humor to escape -​ application of the information uncomfortable situations -​ “why” behind a treatment Avoidance conditioning Motivation -​ unpleasant stimulus is anticipated -​ goals, expectations, disequilibrium, rather than being applied directly cultural, and group values -​ Explaining the tendency to become ill to avoid doing something they Educator do not want to do -​ organize experiences and make -​ ex: when there is an exam them meaningful (anticipate) and then having an -​ he teacher or healthcare provider excuse of having a stomachache to organizes information to make it avoid scary situation easier to understand and applies it to real-life situations. -​ Encourages insight and Critique in behaviorist theory reorganization with learner 1.​ Teacher-centered model -​ learners are manipulated Transfer 2.​ Emphasis on extrinsic rewards, -​ learner must mediate or act on the external incentives, materialism information in some way rather than self-initiative, a love of -​ This involves taking what you've learning, and intrinsic satisfaction learned and using it in a new 3.​ Based on animal studies situation -​ may not be applicable to human behavior 4.​ Learners’ changed behavior may GESTALT deteriorate over time ​ Based on the assumption that each -​ once they return to their person perceives, interprets, and former environment-- an responds to any situation in their environment with a system own way of rewards and punishment ​ Information could be comprehend that may have fostered their depends on the attention problems in the first place ​ Explain things in laymans term ​ Key principles in health care  -​ People attend to some -​ Role of language, social information and tune out interaction, and adult other information (presence guidance in learning of mind) -​ Importance of -​ Psychology organization is well-designed instruction directed toward simplicity, ​ Adult learning equilibrium, and regularity -​ Learn the best if -​ Perception is selective independent -​ Perception is influenced by how an event is structured Social Learning Theory -​ in the book, under cognitive INFORMATION PROCESSING learning theory ​ Emphasis on thinking processes ​ Can occur without direct -​ Thought experience -​ Reasoning -​ Role modeling -​ How information is -​ Vicarious reinforcement : encountered and stored we copy their behavior -​ Memory functioning depends if they are ​ Gagne’s nine events of instruction rewarded or punished ​ Helpful for assessing problems in ​ Incorporation of cognitive acquiring, remembering, and principles recalling information -​ Attentional phase (role -​ Cognitive load : simplifying model) too much info -​ Retention phase -​ Mnemonic devices (remembering) -​ Reproduction phase Cognitive Development Perspective (gagawin mo na) ​ Focuses on how age and stage of -​ Motivational phase life can affect learning (continued the behavior) ​ Ego centrism (2-3 years) ​ Application in Nursing ​ “Believes that everything revolves him / her” SOCIAL CONSTRUCTIVISM ​ Piaget’s theory of cognitive ​ Draws from gestalt and learning developmental psychology -​ building new schemas ​ Key principles through interactions with -​ Individuals formulate their environment and other own versions of reality– -​ Understanding limitations richly influenced by social to reasoning at different and cultural context stages -​ Effective learning occurs through social interaction, ​ Vygotsky’s perspective collaboration, and negotiation SOCIAL COGNITION Obstacles to learning include ​ Highlights the influence of social ​ Fixation factors on perception, thought, and -​ Getting stuck on an issue motivation from the past that prevents ​ Efforts to incorporate emotions led moving forward to cognitive-emotional perspective ​ Past conflicts -​ Empathy and moral -​ Emotional baggage from emotions in moral past experiences affects development and proscoial focus and motivation behavior ​ Environment -​ Processes involved in -​ A stressful or unsafe memory storage and environment can hinder retrieval and decision learning making ​ Transference (patient to nurse) and -​ Emotional intelligence countertransference (nurse to -​ Self-regulation patient) — identify as their fam member PSYCHODYNAMIC LEARNING -​ A patient sees the nurse as THEORY someone from their past ​ Behavior may be conscious or (e.g., treating them like a unconscious parent). -​ Role of id (Eros and Thanatos), ego (reality), HUMANISTIC LEARNING THEORY and superego ​ Maslow’s hierarchy of need (need -​ Defense mechanism muna mafulfill bottom) - denial, ​ How do you feel, not what do you intellectualization, blaming think (feelings involved) others -​ we need to love what we do -​ the more u love, the more u ​ Personality development occurs in will learn stages -​ -​ Much of adult behavior is ❖​ Physiological derived from childhood ❖​ Safety experiences and conflict ❖​ Belonging and love -​ Erikson’s eight stages of ❖​ Self-esteem life (Stages of Psychosocial ❖​ Self-actualization developemnt)--- if di madevelop, dala-dala na ​ Educator as facilitator hanggang pagtanda -​ Listening -​ Direct relationship ​ Goal -​ Fostering curiosity, enthusiasm, initiative, and responsibility  -​ Goal setting and NEUROPSYCHOLOGY AND understanding to task goals LEARNING -​ Modeling/demonstration ​ Study of psychological behavior Feedback based on neurological assessments ​ Intrinsic (inherent) feedback ​ Views learning as involving -​ Sensory and perceptual changes in the brain and central information that arises nervous system when a movement is ​ Generalizations related to health produced care ​ Extrinsic (augmented or enhanced) -​ Emotions and physiological feedback arousal affect learning. -​ Provided to learner from -​ Brain processing is outside source (nurse, different for each learner. biofeedback) -​ Meaningful practice strengthens learning ​ Variability: Doing the task in connections. different ways helps you become -​ Stress can interfere with or more adaptable. stimulate learning. ​ Massed Practice: Practicing all at -​ Learning is an active, once in long sessions. multifaceted, complex ​ Distributed Practice: Spacing out process. practice over shorter periods of time for better retention. MOTOR LEARNING ​ useful when teaching skilled movement-related activities ​ Reflexes / muscle memory ​ Differs from motor performance ​ Includes three phases: -​ Cognitive stage: Learner works to develop cognitive map -​ Associative stage: More consistent performance, slower gains, fewer errors -​ Autonomous stage: Automatic stage, achieving advanced level MOTOR LEARNING VARIABLES ​ Prepractice -​ Motivation -​ Attention