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HEALTH EDUCATION > Lec 3 - Theoretical Bases Of Health Education > Flashcards

Lec 3 - Theoretical Bases Of Health Education Flashcards

1
Q

5 orientations to learning

A
  • behaviorist
  • cognitivist
  • humanist
  • social cognitive
  • constructivist
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2
Q

change in behavior

VIEW OF THE LEARNING PROCESS

A

behavior/behaviorist

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3
Q

Who are the behaviorists?

A

Pavlov, Skinner,
Thorndike,
Guthrie, Hull,
Tolman, Watson

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4
Q

Internal mental process (including
insight, information processing, memory,
perception

VIEW OF THE LEARNING PROCESS

A

cognitive/cognitivist

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5
Q

who are the cognitivists?

A

Koffka, Kohler,
Lewin, Piaget,
Ausubel, Bruner,
Gagne

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6
Q

A personal act to fulfill potential

A

humanist

view of the learning process

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7
Q

who are the humanists?

A

maslow, rogers

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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

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9
Q

who are the social cognitive theorists?

A

bandura, rotter

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10
Q

Construction of meaning from experience

A

constructivist

view of the learning process

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11
Q

who are the constructivist

A

Candy, Dewey, Lave, Piaget,
Rogoff, von Glaserfeld,
Vygotsky

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12
Q

locus and purpose of learning

behaviorist

A
  • Stimuli in external environment
  • to produce behavioral change in desired direction
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13
Q

locus and purpose of learning

cognitivist

A
  • internal conitive restructuring
  • to develop capacity and skills to learn better
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14
Q

locus and purpose of learning

humanist

A
  • affective and cognitive needs
  • to become self-actualized, mature, autonomous
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15
Q

locus and purpose of learning

social cognitive

A
  • Interaction of person, behavior, environment
  • To learn new roles and behaviors
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16
Q

locus and purpose of learning

constructivist

A
  • Individual and social construction of knowledge
  • To construct knowledge
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17
Q

Arrange environment to elicit desired response

instructor’s role

A

behaviorist

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18
Q

Structure content of
learning activity

instructor’s role

A

cognitivist

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19
Q

Facilitate development of the whole person

instructor’s role

A

humanist

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20
Q

Model and guide new roles and
behaviors

instructor’s role

A

social cognitive

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21
Q

Facilitate and negotiate
meaning-making
with learner

instructor’s role

A

constructivist

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22
Q
  • Behavioral objectives
  • Accountability
  • Performance improvement
  • Skill development
  • HRD and training

manifestations in adult learning

A

behaviorist

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23
Q
  • Intelligence, learning and memory as function of age
  • Learning how to learn

manifestations in adult learning

A

cognitivist

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24
Q
  • Andragogy
  • Self-directed learning
  • Transformational learning

manifestations in adult learning

A

humanist

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25
Q
  • Socialization
  • Self-directed learning
  • Locus of control
  • Mentoring

manifestations in adult learning

A

cognitive

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26
Q

constructivist

manifestations in adult learning

A
  • Experiential learning
  • Transformational learning
  • Reflective practice
  • Communities of practice
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27
Q

A relatively permanent change in mental
processing, emotional functioning, skill and/or
behavior as a result of exposure to different
experiences

A

learning

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28
Q

It is the lifelong dynamic process by which
individuals acquire new knowledge or skills and
alter their thoughts, feelings, attitudes, and
actions

A

learning

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29
Q

Coherent framework of integrated constructs
and principles that describe, explain or predict
how people learn

A

learning theory

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30
Q

3 basic assumptions about process of learning

behaviorism

A

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

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31
Q

who created the stimulus-response theory

behaviorism

A

thorndike

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32
Q

who created the conditioned response ?

behaviorism

A

Pavlov

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33
Q

Who created the operant conditioning?

A

Skinner

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34
Q
  • 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
A

Thorndike’s S-R theory of learning

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35
Q

Thorndike’s three laws of learning

A
  • law of effect
  • law of exercise
  • law of readiness
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36
Q

states that learners will acquire
and remember responses that lead to satisfying
aftereffects;

A

law of effect

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37
Q

asserts that the repetition of a
meaningful connection results in substantial
learning;

A

law of exercise

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38
Q

notes that if the organism is
ready for the connection, learning is enhanced,
and if it is not, learning is inhibited.

A

law of readiness

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39
Q

also termed association
learning, classical
conditioning, Pavlovian
conditioning

A

respondent conditioning

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40
Q

Who created respondent conditioning?

A

Ivan pavlov

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41
Q

Emphasizes the importance
of stimulus conditions and
the associations formed in
the learning process

A

respondent conditioning

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42
Q

3 concepts under respondent conditioning

A
  • stimulus generalization
  • discrimination learnig
  • spontaneous recovery
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43
Q

stimulus generalization

A

Tendency of initial learning experience
to be easily applied to other similar stimuli

44
Q

With more varied
experiences,
individuals learn to
differentiate among
similar stimuli

A

discrimination learning

45
Q

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

A

spontaneous recovery

46
Q

who created operant conditioning?

A

B.F. Skinner

47
Q

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

A

operant conditioning

48
Q

under “ to INCREASE the probability of response”

operant conditioning model

A
  • positive and negative reinforcement
  • reward conditioning
  • escape conditioning
  • avoidance conditioning
49
Q

under “to DECREASE the probability of response”

A
  • nonreinforcement
  • punishment
50
Q

Application of a pleasant stimulus

A

prositive rein.

51
Q

A pleasant stimulus is applied following an
organism’s response

A

reward conditioning

52
Q

Removal of an aversive or unpleasant stimulus

A

negative reinforcement

53
Q

As an aversive stimulus is applied, the
organism makes a response that causes the
unpleasant stimulus to cease

A

escape conditioning

54
Q

avoidance conditioning

A

An aversive stimulus is anticipated by the
organism, which makes a response to avoid
the unpleasant event

55
Q

An organism’s conditioned response
is not followed by any kind of
reinforcement (positive, negative or
punishment)

A

nonreinforcement

56
Q

Following a response, an aversive
stimulus is applied that the organism
cannot escape or avoid

A

punishment

57
Q
  • Mental processes involved in thinking,
    perceiving, problem solving and remembering
    ▪ Thinking and reasoning play a major part in how people learn
A

cogitive theories of learning

58
Q

“the whole is greater than
the sum of the parts”

A

gestalt learning

59
Q

a cognitive perspective that
emphasizes thinking
processes: thought, reasoning,
the way information is
encountered and stored, and
memory functioning.

A

information processing

60
Q
  • Psychological organization is directed toward simplicity,
    equilibrium, and regularity.
  • Perception is selective
A

principles in gestalt learning

61
Q

What individuals pay attention to is influenced by:

A
  • past exp.
  • needs
  • personal motives
  • attitudes
  • reference groups
  • particular structure of stimulus of simulation
62
Q

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

A

information-processing model of memory

63
Q

is particularly helpful for assessing problems in
acquiring, remembering, and recalling information

A

The information-processing perspective

64
Q

Focused on people’s potential, believing that
humans strive to reach the possible level of
achievement

A

humaistic learning

abraham maslow and carl rogers

65
Q

considered the
founder of humanistic
psychology, proposed a theory
of human motivation based on
a hierarchy of needs

A

maslow

66
Q

The motivation to learn is
—-; it emanates from the
learner

A
  • intrinsic
67
Q

For Maslow —-
is the goal of learning, and
educators should strive to
bring this about.

A
  • self actualization
68
Q

who is concerned with significant learning that leads to personal growth and development

A

carl rogers

69
Q

Carl rogers theory of learning characteristics?

A
  • **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
Q

the art & science of helping adults learn

A

andragogy

71
Q

who proposed andragogy?

A

malcolm knowles

72
Q

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

A

assumptions on andragogy

73
Q

“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.”

A

Bandura’s Social Cognitive Theory

74
Q
  • 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
A

Reciprocal determinism

75
Q
  • Knowledge and skill to perform a given behavior
  • Promote mastery learning through skills training
A

Behavioral capacity

76
Q
  • Anticipated outcomes of a behavior
  • Model positive outcornes of
    heaith behavior
A

expectations

77
Q
  • 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
A

self-efficacy

78
Q
  • Behavioral acquisition that occurs by watching the actions and outcomes of others’ behavior
  • Offer credible role model wha perform the targeted behavior
A

observational learning

79
Q
  • Responses to a persons behavior that increase or decrease the likelihood
    of reoccurrence
  • Promote self-initiated rewards and incentives
A

reinforcements

80
Q

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

A

constructivism

81
Q
  • 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)
A

Lev Vygotsky’s Sociocultural Theory

82
Q
  • 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
A

The health belief model

83
Q

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

A
84
Q
  • 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
A

Perceived
susceptibility

85
Q
  • Belief about how
    serious a condition
    and its sequelae are
    -Specify consequences of risks
    and conditions
A

perceived severity

86
Q

-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

A

perceived benefits

87
Q
  • Belief about the tangible and
    psychological costs of the advised action
  • Identify and reduce perceived
    barriers through reassurance,
    correction of misinformation,
    incentives, assistance
A

perceived barriers

88
Q
  • Strategies to activate
    “readiness”
  • Provide how-to information,
    promote awareness, use
    appropriate reminder systems
A

cues to action

89
Q
  • 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
A

self- efficacy

90
Q

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)

A

The Transtheoretical Model (TTM)

91
Q

precontemplation

A
  • no intention of taking action
    within the next six months
  • Increase awareness of need for
    change; personalize information about
    risks and benefits
92
Q

contemplation

A
  • Intends to take action in the next
    six months
  • Motivate; encourage making specific
    plans
93
Q

preparation

A
  • 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
Q

action

A
  • Has changed behavior for less
    than six months
  • Assist with feedback, problem solving,
    social support, and reinforcement
95
Q

maintenance

A
  • Has changed behavior for less
    than six months
  • Assist with coping, reminders, finding
    alternatives, avoiding slips/relapses (as
    applicable)
96
Q

termination

A
  • No temptation to relapse and
    100% confidence
97
Q

Stages of Change of the
Transtheoretical Model

A
  • recontemplation
  • Contemplation
  • Preparation
  • Action
  • Maintenance
  • Termination
98
Q

Why is there a need to quit smoking? This is the
trend

A

precontemplation

99
Q

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

A

contemplation

100
Q

After attending “Smoking Anonymous”, patient
adopted a plan of action

A

preparation

101
Q

Client implements intervention to quit smoking

A

action

102
Q

Client continues interventions even at times
tempted to smoke whenever he sees someone
smoke

A

maintenance

103
Q

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

A

motor learning

104
Q

stages of motor learning

A
  1. 1.The cognitive stage
  2. 1.The associative stage
  3. 1.The autonomous stage
105
Q

What Helps Ensure
That Learning
Becomes Relatively
Permanent?

A

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.

HEALTH EDUCATION (9 decks)

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