Learning Educational Psychology PDF

GAUTENG COLLEGE OF NURSING Module: Social science (SOS 102) Learning/ Educational Psychology Annlatsky Campus Programme: Diploma In Nursing (R171) Facilitator: Ledwaba MJ Date: 17/07/2024  SPECIFIC OUTCOMES 1.Explain the concept Classical...

GAUTENG COLLEGE OF NURSING Module: Social science (SOS 102) Learning/ Educational Psychology Annlatsky Campus Programme: Diploma In Nursing (R171) Facilitator: Ledwaba MJ Date: 17/07/2024  SPECIFIC OUTCOMES 1.Explain the concept Classical Conditioning 2. Describe Operant Conditioning 3. Explain Reinforcement 4. Different between positive and negative reinforcement 5. Explain Cognitive Learning 6. Describe observational learning 7. Describe the main steps in observational learning SPECIFIC OUTCOMES 8.Contrast between motivation and emotions 9. Apply emotional intelligence in nursing practice  INTRODUCTION Everything that you have learned from since you can remember is a result of learning. There are different ways to learn. In most cases people isolate learning to formal studying e.g. studying for a test Behaviour can be learned. What has been learned can be unlearned. How has learning affected your behaviour? Intelligence is the mental abilities we use to help us to choose , adapt to , or change our environment.  LEARNING Learning is the process of acquiring new understanding, knowledge, behaviour, skills, attitude and preferences Learning can be defined as a relatively permanent change in our behaviour that occurs as a result of what we have experienced. Which species have the ability to learn? CLASSICAL CONDITIONING BY IVAN PAVLOV Classical conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus. CLASSICAL CONDITIONING Process of classical conditioning according to Pavlov 1. Unconditioned stimulus (UCS) before conditioning→Dog food 2. Unconditioned response (UCR) before conditioning→Dog salivating 3. Neutral stimulus (NS) before conditioning bell 4. No conditioned reponse→ No salivation 5. Conditioned stimulus (CS) during conditioning Bell +dog food→UCS (Dog salivating) 6. Conditioned stimulus (CS) after conditioning Bell →Conditioned response (CR) (Dog salivating) CLASS ACTIVITY Define the following terms according to Pavlov: Unconditioned stimulus (UCS) Unconditioned response (UCR) Neutral stimulus (NS) Conditioned stimulus (CS) Conditioned response (CR) CLASS ACTIVITY ANSWERS UCS – something that naturally triggers a reflexive response without prior learning UCR – An automatic response to a stimulus NS – a stimulus that at first elicits no response CS – A stimulus that can eventually trigger a condition response CR – A learned response to a previously neutral stimulus  AQUISITION In classical conditioning ,acquisition refers to the process during which a new response is learned or acquired. ( Pavlov rang the bell every time he showed the dog some meat powder) It occurs when a organism is learning a new association between a stimulus and a response Acquisition takes place without any effort or even awareness of learning something e.g the patient associated fear of injections with the nurses white uniform, therefore acquired fear of injections without even realizing that is happening STIMULUS GENERALIZATION & STIMULUS DISCRIMINATION Stimulus generalization – the process whereby stimuli similar to the original conditioned stimulus cause the conditioned response (The patient’s fear of injections that was associated with the nurse’s white uniform is now generalized to doctor’s white coat) Stimulus discrimination – the process whereby only the original conditioned stimulus causes the conditioned response and other related stimuli do not. This only happens with the conditioned stimuli not with similar one’s, e.g patient’s fear of injections is not associated with all other uniforms.  EXTINCTION AND SPONTANEOUS RECOVERY Extinction – a conditioned response(salivating) gradually weakens and eventually disappears due to the conditioned stimulus (the bell) being presented without the unconditioned stimuli (dog food) Spontaneous recovery – a process whereby an extinct conditioned response suddenly reappears after being unexperienced for some times. OPERANT CONDITIONING – BY B.F. SKINNER Learning through our consequences of our actions A type of learning where the consequences of a type of behavior influence the likelihood of that behavior occurring again (Powell et al., 2005) Skinner was a behaviourist that spent sometimes studying the behaviour of animals. The rat was placed in a Skinner box to learn certain behaviour, a rat explored a box and it will accidentally press the lever therefore the food pellet will drop in a box. Therefore, such behaviour lead to reward which was food pellet. The behaviour was repeated to get pleasant consequences OPERENT CONDITION OPERANT CONDITIONING DIFFERENCES BETWEEN CLASSICAL & OPERANT REINFORCEMENT The process whereby a reward or a pleasant consequence ( a reinforcer) that occurs after a certain behaviour will lead to an increase in the chances that behaviour will be repeated When consequences / results of behaviour lead to that behaviour being repeated, we say that the behaviour has been reinforced. TYPES OF REINFORCEMENT Positive reinforcement: refers to the process whereby there is an increase in a certain type of behavior because that behavior leads to receiving something pleasant. E.g. after studying very hard then receive very good marks in a test. Negative reinforcement : The process whereby there is an increase in a certain type of behavior because that behavior leads to the removal of something unpleasant. Taking medication (panado) for splitting headache. Differences between positive and negative reinforcement POSITIVE NEGATIVE It is an increase in certain It is an increase in a certain type type of behaviour that lead of behaviour because that to receiving something behaviour leads to removal of pleasant something unpleasant It is anything that is It is anything that when is presented after a response, strengthen a response removed after a response, strengthen a response E.g. studying very hard and receive good marks in a test E.g. pain medication after experiencing a splitting headache TWO TYPES OF REINFORCER Primary reinforcers: ∙ Satisfy inborn, biological needs and no learning is required to realise that the consequences of these reinforcers are pleasant. ∙ Food, water and sexual experience are all primary reinforcers Secondary reinforcers: ∙ Only become satisfying after learning that they could lead to pleasant consequences. ∙ Many things can become secondary reinforcers, e.g., money, success, good marks for a test. COGNITIVE LEARNING An important mental ability that helps us when learning is intelligence which refers to all mental abilities, we use to help us to choose, adapt to, or change our environment. It allows us to cope with different situations in which we find ourselves and helps us to learn how to respond appropriately, even when situations change COGNITIVE LEARNING It is the type of learning that is active, constructive, and long-lasting. It engages students in the learning processes, teaching them to use their brains more effectively to make connections when learning new things. An important mental ability that helps us when learning is intelligence which refers to all mental abilities we use to help us to choose, adapt to, or change our environment. It allows us to cope with different situations in which we find ourselves and helps us to learn how to respond appropriately, even when situations change FORMS OF COGNITIVE LEARNING Latent learning: Also known as implicit learning Implicit learning is a kind of “blind” learning, as you acquire information without realizing what you’re learning. E.g. your first day at Annlatsky campus (directions to selection center) The main characteristic of this type of cognitive learning is that it is unintentional. The learner doesn’t set out to learn the information and the learning results from an automatic motor behavior Forms of cognitive learning Certain activities require an unintentional type of learning, like walking or talking. There are more things than you might think that you learned implicitly, without even realizing that you were learning. FORMS OF COGNITIVE LEARNING Insight Learning: Refers to the process whereby one works through a problem and suddenly realizes what the answer to the problem is. It requires one to work on the problem and reorganizes it until it makes sense FORMS OF COGNITIVE LEARNING Observational Learning The learning of new behaviors by imitating someone else’s behavior. Four main processes or steps in observational learning: Attention: paying attention to a model’s behaviour in order to be able to learn the behaviour. Retention: Retain information in our memory in order to recall it when needed. Reproduction: Points out that we must be physically capable of performing the behaviour we have learned. Motivation: Requires that we must be motivated to display the behaviour. MOTIVATION Motivation is that “something” that makes a person to do the things they do e.g. embarking on a career OR Motivation is something that initiates, sustains and direct thinking and behaviour (Louw & Edwards, 1997:425) Motivation involves the following core concepts: -Process of arousal -Process of direction -Process of maintenance EMOTION What do you experience when you feel emotions? In which part of the body did you feel anger? Recall a recent event where you were angry Did it feel physical, What is a pleasant mental or both? experience? WHAT ARE EMOTIONS In psychology emotions are often defined as a complex state of feeling that results in physical, psychological changes that influence thought and behaviour Human emotions involves physiological arousal, expressive behaviours and conscious experience EIGHT BASIC EMOTIONS ACCEPTANCE DISGUST SADNESS ANGER FEAR SURPRICE ANTICIPATION JOY CONTRAST BETWEEN MOTIVATION AND EMOTIONS Motivation Emotions It means driving forces that can Are a complex psychological and initiate and sustain behaviour physical state that people experience to various stimuli It involves a person’s, desire, need or willingness to engage It can be positive (joy) or in a particular activity negative(sad) Emotions varies per individual how to It can be personal interest or extrinsic (reward or recognition) control it EMOTIONAL INTELLIGENCE IN NURSING PRACTICE Emotional intelligence refers to a person’s ability to discern, understand, express and control emotions High emotional intelligence identify their own emotions and express them effectively They understand how emotions influence decisions and they are able to control them in order to reach important goals in life. REFERENCES Van Vuren 2018 21st Century Psychology for nurse's 2nd Edition Van Schaik, Chapter 7 Louw, D.A., & Edwards, D.J. 1997. Psychology:An introduction for students in South Africa. 2nd edition Chapter 9 QUESTIONS END OF PRESENTATION SIGNATURES Compiled by: MJ Ledwaba(Lecturer) Signature: Date: 17-07-2024 Approved by: SS Bokaba (HOD) Signature: ___________ Date:_______