Lec 3 - Theoretical Bases Of Health Education Flashcards
(105 cards)
1
Q
5 orientations to learning
A
- behaviorist
- cognitivist
- humanist
- social cognitive
- constructivist
2
Q
change in behavior
VIEW OF THE LEARNING PROCESS
A
behavior/behaviorist
3
Q
Who are the behaviorists?
A
Pavlov, Skinner,
Thorndike,
Guthrie, Hull,
Tolman, Watson
4
Q
Internal mental process (including
insight, information processing, memory,
perception
VIEW OF THE LEARNING PROCESS
A
cognitive/cognitivist
5
Q
who are the cognitivists?
A
Koffka, Kohler,
Lewin, Piaget,
Ausubel, Bruner,
Gagne
6
Q
A personal act to fulfill potential
A
humanist
view of the learning process
7
Q
who are the humanists?
A
maslow, rogers
8
Q
Interaction/ observation in social contexts. Movement from the periphery to the center of a community of practice
A
social cognitive
view of the learning process
9
Q
who are the social cognitive theorists?
A
bandura, rotter
10
Q
Construction of meaning from experience
A
constructivist
view of the learning process
11
Q
who are the constructivist
A
Candy, Dewey, Lave, Piaget,
Rogoff, von Glaserfeld,
Vygotsky
12
Q
locus and purpose of learning
behaviorist
A
- Stimuli in external environment
- to produce behavioral change in desired direction
13
Q
locus and purpose of learning
cognitivist
A
- internal conitive restructuring
- to develop capacity and skills to learn better
14
Q
locus and purpose of learning
humanist
A
- affective and cognitive needs
- to become self-actualized, mature, autonomous
15
Q
locus and purpose of learning
social cognitive
A
- Interaction of person, behavior, environment
- To learn new roles and behaviors
16
Q
locus and purpose of learning
constructivist
A
- Individual and social construction of knowledge
- To construct knowledge
17
Q
Arrange environment to elicit desired response
instructor’s role
A
behaviorist
18
Q
Structure content of
learning activity
instructor’s role
A
cognitivist
19
Q
Facilitate development of the whole person
instructor’s role
A
humanist
20
Q
Model and guide new roles and
behaviors
instructor’s role
A
social cognitive
21
Q
Facilitate and negotiate
meaning-making
with learner
instructor’s role
A
constructivist
22
Q
- Behavioral objectives
- Accountability
- Performance improvement
- Skill development
- HRD and training
manifestations in adult learning
A
behaviorist
23
Q
- Intelligence, learning and memory as function of age
- Learning how to learn
manifestations in adult learning
A
cognitivist
24
Q
- Andragogy
- Self-directed learning
- Transformational learning
manifestations in adult learning
A
humanist
25
* Socialization
* Self-directed learning
* Locus of control
* Mentoring
| manifestations in adult learning
cognitive
26
constructivist
| manifestations in adult learning
* Experiential learning
* Transformational learning
* Reflective practice
* Communities of practice
27
A relatively permanent change in mental
processing, emotional functioning, skill and/or
behavior as a result of exposure to different
experiences
learning
28
It is the lifelong dynamic process by which
individuals acquire new knowledge or skills and
alter their thoughts, feelings, attitudes, and
actions
learning
29
Coherent framework of integrated constructs
and principles that describe, explain or predict
how people learn
learning theory
30
3 basic assumptions about process of learning
| behaviorism
First, observable behavior rather than internal thought
processes is the focus of study; in particular, learning is
manifested by a change in behavior.
▪ Second, the environment shapes behavior; what one learns is
determined by the elements in the environment, not by the
individual learner.
▪ Third, the principles of contiguity (how close in time two events
must be for a bond to be formed) and reinforcement (any means
of increasing the likelihood that an event will be repeated) are
central to explaining the learning process
31
who created the stimulus-response theory
| behaviorism
thorndike
32
who created the conditioned response ?
| behaviorism
Pavlov
33
Who created the operant conditioning?
Skinner
34
* Connectionism
▪ Using animals in controlled experiments,
Thorndike noted that through repeated trial-
and-error learning, certain connections between
sensory impressions, or stimuli (S), and
subsequent behavior, or responses (R), are
strengthened or weakened by the
consequences of behavior
Thorndike’s S-R theory of learning
35
Thorndike’s three laws of learning
- law of effect
- law of exercise
- law of readiness
36
states that learners will acquire
and remember responses that lead to satisfying
aftereffects;
law of effect
37
asserts that the repetition of a
meaningful connection results in substantial
learning;
law of exercise
38
notes that if the organism is
ready for the connection, learning is enhanced,
and if it is not, learning is inhibited.
law of readiness
39
also termed association
learning, classical
conditioning, Pavlovian
conditioning
respondent conditioning
40
Who created respondent conditioning?
Ivan pavlov
41
Emphasizes the importance
of stimulus conditions and
the associations formed in
the learning process
respondent conditioning
42
3 concepts under respondent conditioning
- stimulus generalization
- discrimination learnig
- spontaneous recovery
43
stimulus generalization
Tendency of initial learning experience
to be easily applied to other similar stimuli
44
With more varied
experiences,
individuals learn to
differentiate among
similar stimuli
discrimination learning
45
A response may appear to be
extinguished, it
may recover and
reappear at any
time (even years
later) especially
when stimulus
condition is similar
to those in the
initial learning
experience
spontaneous recovery
46
who created operant conditioning?
B.F. Skinner
47
Focuses on the behavior of the organism
and reinforcement that occurs after the
response
▪ A reinforcer is a stimulus or event applied
after response that strengthens the
probability that the response will be
performed again
▪ When specific responses are reinforced
on the proper schedule, behaviors can be
either increased or decreased
operant conditioning
48
under " to INCREASE the probability of response"
| operant conditioning model
- positive and negative reinforcement
- reward conditioning
- escape conditioning
- avoidance conditioning
49
under "to DECREASE the probability of response"
- nonreinforcement
- punishment
50
Application of a pleasant stimulus
prositive rein.
51
A pleasant stimulus is applied following an
organism’s response
reward conditioning
52
Removal of an aversive or unpleasant stimulus
negative reinforcement
53
As an aversive stimulus is applied, the
organism makes a response that causes the
unpleasant stimulus to cease
escape conditioning
54
avoidance conditioning
An aversive stimulus is anticipated by the
organism, which makes a response to avoid
the unpleasant event
55
An organism’s conditioned response
is not followed by any kind of
reinforcement (positive, negative or
punishment)
nonreinforcement
56
Following a response, an aversive
stimulus is applied that the organism
cannot escape or avoid
punishment
57
* Mental processes involved in thinking,
perceiving, problem solving and remembering
▪ Thinking and reasoning play a major part in how people learn
cogitive theories of learning
58
“the whole is greater than
the sum of the parts”
gestalt learning
59
a cognitive perspective that
emphasizes thinking
processes: thought, reasoning,
the way information is
encountered and stored, and
memory functioning.
information processing
60
* Psychological organization is directed toward simplicity,
equilibrium, and regularity.
* Perception is selective
principles in gestalt learning
61
What individuals pay attention to is influenced by:
- past exp.
- needs
- personal motives
- attitudes
- reference groups
- particular structure of stimulus of simulation
62
external processes
- **stage 1:** attention; orienting stimui
internal processes
- **stage 2: **processing; sensory memory (less than 1sec)
- **Stage 3:** Memory storage; short term memory (less than 30 secs), long term memory (enduring but retrieveal problems)
external processes
- **stage 4**: action; response
information-processing model of memory
63
is particularly helpful for assessing problems in
acquiring, remembering, and recalling information
The information-processing perspective
64
Focused on people’s potential, believing that
humans strive to reach the possible level of
achievement
humaistic learning
| abraham maslow and carl rogers
65
considered the
founder of humanistic
psychology, proposed a theory
of human motivation based on
a hierarchy of needs
maslow
66
The motivation to learn is
----; it emanates from the
learner
- intrinsic
67
For Maslow ----
is the goal of learning, and
educators should strive to
bring this about.
- self actualization
68
who is concerned with significant learning that leads to personal growth and development
carl rogers
69
Carl rogers theory of learning characteristics?
* **Personal involvement **: The affective and cognitive aspects of a person
should be involved in the learning event.
* **Self-initiated:** A sense of discovery must come from within.
* **Pervasive:** The learning “makes a difference in the behavior, the attitudes,
perhaps even the personality of the learner.”
* **Evaluated by the learner:** The learner can best determine whether the
experience is meeting a need.
* **Essence is meaning:** When experiential learning takes place, its meaning to
the learner becomes incorporated into the total experience.
70
the art & science of helping adults learn
andragogy
71
who proposed andragogy?
malcolm knowles
72
As a person matures, his or her self-concept moves from
that of a dependent personality toward one of a self- directing human being.
2. An adult accumulates a growing reservoir of experience,which is a rich resource for learning.
3. The readiness of an adult to learn is closely related to the developmental tasks of his or her social role.
4. There is a change in time perspective as people mature—from future application of knowledge to immediacy of application. Thus, an adult is more problem centered than subject centered in learning
5. The most potent motivations are internal rather than external
6. Adults need to know why they need to learn
something
assumptions on andragogy
73
“Learning is largely an information processing
activity in which information about the structure of behavior and about environmental events is
transformed into symbolic representations that
serve as guides for action.”
Bandura’s Social Cognitive Theory
74
- The dynamic interaction of the person, behavior, and the environment in which the behavior is performed
- Consider multiple ways to promote behavior change, including making adjustments to the environment or influencing personal attitudes
Reciprocal determinism
75
- Knowledge and skill to perform a given behavior
- Promote mastery learning through skills training
Behavioral capacity
76
- Anticipated outcomes of a behavior
- Model positive outcornes of
heaith behavior
expectations
77
- Confidence in one's ability to take action and overcome barriers
- Approach behavior change in amall steps to ensure success; be specifie about the desired change
self-efficacy
78
- Behavioral acquisition that occurs by watching the actions and outcomes of others' behavior
- Offer credible role model wha perform the targeted behavior
observational learning
79
- Responses to a persons behavior that increase or decrease the likelihood
of reoccurrence
- Promote self-initiated rewards and incentives
reinforcements
80
Basically, a constructivist stance maintains that
learning is a process of constructing meaning; it
is how people make sense of their experience.
▪ Beyond that basic assumption, constructivists
differ as to the nature of reality, the role of
experience, what knowledge is of interest, and
whether the process of meaning-making is
primarily individual or social
constructivism
81
* emphasized the significance of language, social interaction, and
adult guidance in the learning process.
▪ proposed that learning is socially mediated through a culture’s
symbols and language, which are constructed in interaction with
others in the culture
▪ Vygotsky advocates clear, well-designed instruction that is
carefully structured to advance each person’s thinking and
learning.
▪ considered foundational to what is known as activity theory (AT)
Lev Vygotsky’s Sociocultural Theory
82
* one of the most widely used conceptual
frameworks in health behavior research, both to
explain change and maintenance of health-
related behaviors and as a guiding framework
for health behavior interventions.
▪ contains several primary concepts that predict
why people will take action to prevent, to screen
for, or to control illness conditions
The health belief model
83
modifying factors
- age, gender, ethnicity, personality, socioeconomics, knowledge
Individual beliefs
- perceived susceptibility, perceived benefits,perceived barriers, erceived self-efficacy; perceived threat
Action
- individual behaviors; cues to action
84
- Belief about the
chances of
experiencing a risk or
getting a condition or
disease
- Define population(s) at risk,
risk levels
* Personalize risk based on a
person’s characteristics or
behavior
* Make perceived
susceptibility more
consistent with individual’s
actual risk
Perceived
susceptibility
85
- Belief about how
serious a condition
and its sequelae are
-Specify consequences of risks
and conditions
perceived severity
86
-Belief in efficacy of the
advised action to reduce risk or
seriousness of impact
-Define action to take: how,
where, when; clarify the
positive effects to be expected
perceived benefits
87
- Belief about the tangible and
psychological costs of the advised action
- Identify and reduce perceived
barriers through reassurance,
correction of misinformation,
incentives, assistance
perceived barriers
88
- Strategies to activate
“readiness”
- Provide how-to information,
promote awareness, use
appropriate reminder systems
cues to action
89
- Confidence in one’s ability to take
action
- Provide training and guidance in
performing recommended action
* Use progressive goal setting
* Give verbal reinforcement
* Demonstrate desired behaviors
* Reduce anxiety
self- efficacy
90
uses stages of
change to integrate processes and principles of
change across major theories of intervention,
hence the name Transtheoretical.
▪ Constructs
▫ Stages of Change (5)
▫ Processes of Change (10)
▫ Decisional Balance (2)
▫ Self-Efficacy (2)
The Transtheoretical Model (TTM)
91
precontemplation
- no intention of taking action
within the next six months
- Increase awareness of need for
change; personalize information about
risks and benefits
92
contemplation
- Intends to take action in the next
six months
- Motivate; encourage making specific
plans
93
preparation
- Intends to take action within the
next 30 days and has taken
some behavioral steps in this
direction
- Assist with developing and
implementing concrete action plans;
help set gradual goals
94
action
- Has changed behavior for less
than six months
- Assist with feedback, problem solving,
social support, and reinforcement
95
maintenance
- Has changed behavior for less
than six months
- Assist with coping, reminders, finding
alternatives, avoiding slips/relapses (as
applicable)
96
termination
- No temptation to relapse and
100% confidence
97
Stages of Change of the
Transtheoretical Model
* recontemplation
* Contemplation
* Preparation
* Action
* Maintenance
* Termination
98
Why is there a need to quit smoking? This is the
trend
precontemplation
99
Before I can run 5 kms without getting tired, but
now after running 2 kms, I experience hard time
breathing. 90 percent of lung cancer deaths
among men and approximately 80 percent of
lung cancer deaths among women attributed to
smoking
contemplation
100
After attending “Smoking Anonymous”, patient
adopted a plan of action
preparation
101
Client implements intervention to quit smoking
action
102
Client continues interventions even at times
tempted to smoke whenever he sees someone
smoke
maintenance
103
a set of processes associated with practice or
experience leading to relatively permanent
changes in the capability for movement.
* Theories and variables of motor learning are useful
when teaching skilled movement-related activities in
a variety of settings, ranging from acute care to
rehabilitation to home care.
* Retention, which involves demonstrating a skill over
time and after a period of no practice, indicates that
true learning has occurred
motor learning
104
stages of motor learning
1. 1.The cognitive stage
1. 1.The associative stage
1. 1.The autonomous stage
105
What Helps Ensure
That Learning
Becomes Relatively
Permanent?
The likelihood of learning is enhanced by
organizing the learning experience, making it meaningful and pleasurable, recognizing the role of emotions in learning, and pacing the teaching session in keeping with the learner’s ability to process information.
▪ Practicing (mentally and physically) new
knowledge or skills under varied conditions strengthens learning.
Reinforcement
▫ serves as a signal to the individual that learning has occurred and thereby acts as feedback for learners.
▪ Whether learning transfers beyond the initial educational setting.
▫ Learning must be assessed and evaluated by the educator soon after the learning experience has occurred as well as through follow-up measurements
made at later times.
