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Learning Theory (learning + theory)
Kinds of Learning Theory Selected AbstractsEducation for Self-Support: Evaluating Outcomes Using Transformative Learning Theory,FAMILY RELATIONS, Issue 2 2001Suzanne Christopher This paper describes the use of transformative learning theory to evaluate a family-empowerment project focusing on life skills. The project was designed in response to welfare reform in Montana. Open-ended interviews were conducted with 34 participants. Results revealed evidence of transformative learning outcomes such as an empowered sense of self and new connectedness with others. Respondents also spoke of factors built into the program designed to foster transformative learning. Implications are presented. [source] Reliable Reasoning: Induction and Statistical Learning Theory by HARMAN, G. and KULKARNI, S.BIOMETRICS, Issue 3 2008Oliver Schulte No abstract is available for this article. [source] Comparing Multiple Paths to Mastery: What is Learned?COGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 5 2005Timothy J. Nokes Abstract Contemporary theories of learning postulate one or at most a small number of different learning mechanisms. However, people are capable of mastering a given task through qualitatively different learning paths such as learning by instruction and learning by doing. We hypothesize that the knowledge acquired through such alternative paths differs with respect to the level of abstraction and the balance between declarative and procedural knowledge. In a laboratory experiment we investigated what was learned about patterned letter sequences via either direct instruction in the relevant patterns or practice in solving letter-sequence extrapolation problems. Results showed that both types of learning led to mastery of the target task as measured by accuracy performance. However, behavioral differences emerged in how participants applied their knowledge. Participants given instruction showed more variability in the types of strategies they used to articulate their knowledge as well as longer solution times for generating the action implications of that knowledge as compared to the participants given practice. Results are discussed regarding the implications for transfer, generalization, and procedural application. Learning theories that claim generality should be tested against cross-scenario phenomena, not just parametric variations of a single learning scenario. [source] Enhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and ContextDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2009Louise Nemanich ABSTRACT This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning process, and product in the 3P model of student learning. We test our model in the context of undergraduate education and find that confidence in the instructor's expertise, perceived content relevance, and the social richness of the classroom learning environment enhance student enjoyment of the course. Confidence in instructor's expertise and perceived content relevance also contribute to greater understanding of causal relationships among course concepts. Enjoyment is positively associated with learning performance in the classroom, but not online, and student ability is positively associated with learning performance in the online context, but not in the classroom. Our results have implications for course designs in the traditional classroom context and the more innovative online environment. [source] Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration ClassroomEDUCATIONAL THEORY, Issue 3 2004Noah W. Sobe The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines "attention" as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glass-walled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention. [source] Risky Sexual Behavior Among Adolescent WomenJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 1 2000Margaret Taylor-Seehafer ISSUES AND PURPOSE. To review the epidemiology and etiology of risky sexual behavior in adolescent women, and to discuss implications for primary prevention. CONCLUSION. Adolescent women who participate in risky sexual behavior are at risk for sexually transmitted infections, including HIV. Black, Hispanic, and out-of-home adolescent women, however, are at greatest risk. Factors contributing to risky sexual behavior include early initiation of sexual intercourse, inconsistent use of condoms and other barrier contraception, and unprotected sexual intercourse. Identified protective factors for early initiation of sexual activity include the development of healthy sexuality, family and school connectedness, and the presence of caring adults. PRACTICE IMPLICATIONS. Effective clinical interventions target high-risk adolescent women; incorporate environmental and cognitive-behavioral components; use social learning theories; address differences in regards to culture, developmental stage, and sexual experience; and support family and school involvement. [source] Parenting and Adolescents' Sexual InitiationJOURNAL OF MARRIAGE AND FAMILY, Issue 4 2009Monica A. Longmore This study draws on social control and social learning theories to examine the role of dating-specific attitudes and practices as predictors of adolescents' sexual initiation. We include attention to the adolescent's reaction to control attempts as a further means of assessing family dynamics (i.e., frequency of dating disagreements). The study uses longitudinal data from 697 adolescents who were not sexually active at the first interview as well as separate interviews with parents. In models that include all parenting variables, parental caring, parents' preferences that the child should delay sex, and the frequency of dating disagreements were significant predictors of initiation of teen sexual activity. [source] Does one good turn deserve another? coworker influences on employee citizenshipJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 2 2003William H. Bommer Social information processing and social learning theories were utilized to hypothesize that an employee's organizational citizenship behavior (OCB) is influenced by the collective OCB in one's workgroup. An aggregate measure of OCB was constructed based upon Podsakoff, MacKenzie, and Fetter's (1993) measures of Organ's (1988) typology of OCB, and the study was replicated using both supervisor and employee-provided ratings of OCB. The sample for this study included 566 employees (488 for the supervisor-rated analysis) from 56 workgroups in a manufacturing organization. The mean level of OCB for other members of one's workgroup explained significant variance in individual levels of OCB. We also found that this effect is moderated by the consistency of the display of the OCB within the workgroup. The consistency of OCB across coworkers was associated with more OCB by individuals and this effect was replicated across both supervisor and employee ratings. Explanations and uses for our findings are discussed. Copyright © 2003 John Wiley & Sons, Ltd. [source] Input and SLA: Adults' Sensitivity to Different Sorts of Cues to French GenderLANGUAGE LEARNING, Issue S1 2005Susanne E. Carroll All second language (L2) learning theories presuppose that learners learn the target language from the speech signal (or written material, when learners are reading), so an understanding of learners' ability to detect and represent novel patterns in linguistic stimuli will constitute a major building block in an adequate theory of second language acquisition (SLA) input. Pattern detection, a mainstay of current connectionist modeling of language learning, presupposes a sensitivity to particular properties of the signal. Learning abstract grammatical knowledge from the signal presupposes, as well, the capacity to map phonetic properties of the signal onto properties of another type (segments and syllables, morpheme categories, and so on). Thus, even seemingly "simple" grammatical phenomena may embody complex structural knowledge and be instantiated by a plethora of diverse cues. Moreover, cues have no a priori status; a phenomenon of a given sort takes on a value as a cue when acquisition of the grammatical system reveals it to be useful. My study deals with initial sensitivity to cues to gender attribution in French. Andersen (1984) asked: "What's gender good for anyway?" One answer comes from a number of studies, done mostly in the last 20 years, of gender processing by both monolingual and bilingual speakers (among many others, Bates, Devescovi, Hernandez, & Pizzamiglio, 1996; Bates & Liu, 1997; Friederici & Jacobsen, 1990; Grosjean, Dommergues, Cornu, Guillemon, & Besson, 1994; Guillemon & Grosjean, 2001; Taft & Meunier, 1998). These studies provide evidence that in monolinguals and early (but not late) L2 learners, prenominal morphosyntactic exponents of gender prime noun activation and speed up noun recognition. Over the same period, a growing number of studies detailing the course of L2 gender acquisition for a variety of different target languages and learner types (e.g., Bartning, 2000; Chini, 1995; Dewaele & Véronique, 2000; Granfeldt, 2003; Hawkins & Franceschina, 2004) have provided support for the hypothesis that developmental paths differ for early and later learners of gender. Yet despite its obvious importance to SLA theorizing, few studies have dealt directly with adult learners' ability to detect and analyze potential cues to gender at the initial stage of exposure to the L2 (and this despite considerable discussion in recent years of the nature of the "initial state" of L2 learning). The study reported on in this article, which was actually conducted in the late 1980s, was an attempt to shed some light on what the beginning learner can do with the gender attribution problem. This study was, at that time, and is even now, an anomaly; most research dealing with "input" provided descriptions of what people say to learners, not what learners can perceive and represent. Indeed, most studies that shed light on the initial analytical capacities of absolute beginners were concerned with "perceptual" learning, that is, with the acquisition of phonetic or phonological distinctions (e.g., Broselow, Hurtig, & Ringen's [1987] study of tone learning or various studies on the perception of the /r/ vs. /l/ phonemes in American English by Japanese speakers). In this update, it is therefore worth mentioning Rast's (2003) dissertation and Rast and Dommergues (2003), which is based on it, which examined the results of the first 8 hr of instructed learning of Polish by francophone adults. My study asked if anglophone adults, with little or no prior exposure to French, given auditory stimuli, were equally sensitive to phonological, morphosyntactic, or semantic cues to French gender classes. The issue of what learners can detect in the signal and encode is an empirical one. I presented 88 adult English speakers with highly patterned data in list form, namely, auditory sequences of [Det + N]French + translation equivalentEnglish forms. The patterns, all true generalizations, were drawn from linguistic descriptions of French. These cues are believed by grammarians of the language to be "psychologically real" to native speakers. I then measured in 3 different ways what my participants had acquired. Given the extreme limitations on the input (no visual supports to identify referents of names), the participants performed pretty well. Moreover, they proved to be highly sensitive to "natural" semantic and morphological patterns and could generalize accurately from learned instances to novel exemplars. These patterns, however, are not directly instantiated in the speech signal; they are abstractions imposed on the stimuli by human linguistic cognition. Moreover, although it would be inaccurate to describe the learning patterns as "transfer"(because English nouns have no gender feature), prior knowledge seemed to be implicated in the results. Above all, these Anglophones appear to perceive the gender learning problem as a semantic one and to make use of "top-down" information in solving it. It follows that the pattern detection that they can do when listening to speech is clearly biased by what they already know. These results, therefore, provide support for hypotheses that the initial state is to be defined in terms of the transfer of first language (L1) grammatical knowledge and/or the transfer of L1-based processing procedures. [source] Mediator effects in the social development model: an examination of constituent theoriesCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 4 2005Eric C. Brown Background The social development model (SDM) provides an explanatory framework for the progression of antisocial behaviour in children and adolescents. Although previous research has assessed the predictive validity of the model, alternative associations based on the SDM's constituent theories have not been examined. Method Using structural equation modelling, a series of direct paths was examined for mediation by SDM constructs. Data for the study consisted of teacher-, parent- and self-report of 1016 fourth- and fifth-grade students from the Raising Healthy Children project, a longitudinal etiological study with an embedded preventive intervention. Results Four of the seven paths examined were partially or totally mediated by SDM constructs. Specifically, the relationship between prosocial bonding and adolescent antisocial behaviour, as hypothesized by social control theory, was fully mediated by prosocial beliefs. As hypothesized by social learning theory, students' socioemotional and cognitive skills significantly predicted antisocial behaviour, independent of partial mediation through rewards, bonding and beliefs. As hypothesized by differential association theory, involvement with both prosocial and antisocial persons was directly associated with respective prosocial and antisocial beliefs, independent of partial mediation through rewards and bonding. Conclusions These findings suggest additional associations that are not currently specified in the SDM and underscore the importance of re-examining hypotheses from constituent theories when integrating developmental models of antisocial behaviour. Copyright © 2005 John Wiley & Sons, Ltd. [source] MODELING MEDIATION IN THE ETIOLOGY OF VIOLENT BEHAVIOR IN ADOLESCENCE: A TEST OF THE SOCIAL DEVELOPMENT MODEL,CRIMINOLOGY, Issue 1 2001BU HUANG The social development model seeks to explain human behavior through specification of predictive and mediating developmental relationships. It incorporates the effects of empirical predictors ("risk factors" and "protective factors") for antisocial behavior and seeks to synthesize the most strongly supported propositions of control theory, social learning theory, and differential association theory. This article examines the fit of the social development model using constructs measured at ages 10, 13, 14, and 16 to predict violent behavior at age 18. The sample of 808 is from the longitudinal panel of the Seattle Social Development Project, which in 1985 surveyed fifth-grade students from schools serving high crime neighborhoods in Seattle, Washington. Structural equation modeling techniques were used to examine the fit of the model to the data. The model fit the data (CFI ,.90, RMSEA ,.05). We conclude that the social development model adequately predicts violence at age 18 and mediates much of the effect of prior violence. Implications for theory and for prevention are discussed. [source] Behaviorism, Constructivism, and Socratic PedagogyEDUCATIONAL PHILOSOPHY AND THEORY, Issue 6 2006Peter Boghossian Abstract This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a Socratic teacher can subscribe to a constructivist or a behaviorist learning theory is addressed. The paper concludes by stating that while Socratic pedagogy shares some similarities with each learning theory, ultimately it is fundamentally incompatible with both. [source] TOWARD A SEMIOTIC THEORY OF CHOICE AND OF LEARNINGEDUCATIONAL THEORY, Issue 3 2006Andrew Stables Such a view, Stables and Gough argue, has the potential to displace or circumvent essentially Cartesian models currently dominant within learning theory (cognitivism and responses to it) and within neoclassical economics (rational choice and responses to it). It thus enables synergies between theories of learning and of economic behavior, allowing for greater consistency in thinking about (but not necessarily prescribing for) both educational policy and provision, on the one hand, and curriculum and pedagogy, on the other. In addition, the authors claim that giving semiotics a foundational role in educational thinking provides a basis for the broader development of liberal political thought within a postmodern cultural context. [source] Theories of drug craving, ancient and modernADDICTION, Issue 1 2001D. Colin Drummond This paper reviews the principal theoretical models of drug craving and provides some directions for future research. The main models are classified broadly into three categories: (1) phenomenological models; based on clinical observation and description; these have been influential in classification systems of addictive disorders and in the development of pharmacological therapies; (2) conditioning models: based on conditioning theory; these have been influential in the development of cue exposure treatments; (3) cognitive theories; based on cognitive social learning theory: these have been influential in the development of cognitive therapies of addiction. It is concluded that no one specific theory provides a complete explanation of the phenomenon of craving. However, theories of craving grounded in general theories of human behaviour offer greatest promise, and generate more specific and testable research hypotheses. Theories that do not require craving to be present for relapse to occur have more empirical support than those that provide simplistic causal explanations. The cue-reactivity model shows promise in the exploration of the relationship between craving and relapse. However, further attention to the phenomenology of craving could help to advise the future measurement and study of drug craving, particularly in the context of research in which drugs are available to human subjects, with adequate ethical safeguards. There is a need for further study of the temporal dynamics of craving and consensus in the field on the most appropriate methods of measurement. Finally, new psychotherapies such as cue exposure and pharmacotherapies that aim to attenuate drinking behaviour, such as naltrexone and acamprosate, provide opportunities to improve understanding of the nature and significance of craving. However, the relatively uncritical assumption that craving is the underlying basis of addiction and represents the most appropriate target for treatment is challenged. [source] Research perspectives on alcohol craving: an overviewADDICTION, Issue 8s2 2000Cherry Lowman This overview of the Addiction supplement on 'Research Perspectives on Alcohol Craving' has three objectives. The first is to familiarize readers with the variety of theoretical models relevant to craving and the definitions of craving generated by them that are discussed in the supplement. These include phenomenological models, classical and operant conditioning models, the incentive-sensitization theory, a tonic-phasic model of dopamine system regulation, cognitive social learning theory and the cognitive processing theory of craving. The second objective is to provide a brief summary of the methodological articles which focus as a whole more on what can be done than on what has been done in alcohol craving research. The final objective is to emphasize the potential importance of transdisciplinary research-research that integrates components of different theoretical models-for delineating the role of alcohol and drug craving in the complex biobehavioral process known as addiction. It is the hope of the guest editors (the authors of this overview) that the Addiction supplement and this introduction to it will contribute to development of a framework for future transdisciplinary research on alcohol craving. [source] Acquiring knowledge with limited experienceEXPERT SYSTEMS, Issue 3 2007Der-Chiang Li Abstract: From computational learning theory, sample size in machine learning problems indeed affects the learning performance. Since only few samples can be obtained in the early stages of a system and fewer exemplars usually lead to a low learning accuracy, this research compares different machine learning methods through their classification accuracies to improve small-data-set learning. Techniques used in this paper include the mega-trend diffusion technique, a backpropagation neural network, a support vector machine, and decision trees to explore the machine learning issue with two real medical data sets concerning cancer. The result of the experiment shows that the mega-trend diffusion technique and backpropagation approaches are effective methods of small-data-set learning. [source] Education for Self-Support: Evaluating Outcomes Using Transformative Learning Theory,FAMILY RELATIONS, Issue 2 2001Suzanne Christopher This paper describes the use of transformative learning theory to evaluate a family-empowerment project focusing on life skills. The project was designed in response to welfare reform in Montana. Open-ended interviews were conducted with 34 participants. Results revealed evidence of transformative learning outcomes such as an empowered sense of self and new connectedness with others. Respondents also spoke of factors built into the program designed to foster transformative learning. Implications are presented. [source] The effects of organizational learning culture and job satisfaction on motivation to transfer learning and turnover intentionHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2004Toby Marshall Egan Although organizational learning theory and practice have been clarified by practitioners and scholars over the past several years, there is much to be explored regarding interactions between organizational learning culture and employee learning and performance outcomes. This study examined the relationship of organizational learning culture, job satisfaction, and organizational outcome variables with a sample of information technology (IT) employees in the United States. It found that learning organizational culture is associated with IT employee job satisfaction and motivation to transfer learning. Turnover intention was found to be negatively influenced by organizational learning culture and job satisfaction. Suggestions for future study of learning organizational culture in association with job satisfaction and performance-related outcomes are discussed. [source] Company-based education programmes: what's the pay-off for employers?HUMAN RESOURCE MANAGEMENT JOURNAL, Issue 4 2001Graeme Martin This article addresses the question of whether company-based programmes of education repay employer investment in terms of learning transfer to the workplace. Building on earlier work by the authors, we use an in-depth longitudinal case study of a long-standing programme of continuous education sponsored by the US-based NCR corporation in Scotland. As educators, we expected to find that the programme would have been associated with positive outcomes, based on the belief that 'embrained' or formal, abstract knowledge can be transferred to the workplace. We were aware, however, that research in this area has not been promising in demonstrating learning transfer, in part because such a process is mediated by the quality of the transfer climate. Drawing on survey data and in-depth interviewing of a sample cohort, we found that the programme of company-based education had significant implications for learning transfer. Surprisingly, however, transfer climate had little influence on the willingness of employees to use their knowledge to make improvements or generate innovations at work. Finally, we found that these data supported situated learning theory, stressing the importance of tacit knowledge, informal learning, the communal nature of workplace learning and the difficulties in evaluating learning transfer. We believe that these results have important implications for the literature on the evaluation of HRD interventions, for human resource development (HRD) specialists interested in developing programmes of so-called lifelong learning and for practitioners working in the area of organisational learning and learning organisations. [source] Support vector machines-based modelling of seismic liquefaction potentialINTERNATIONAL JOURNAL FOR NUMERICAL AND ANALYTICAL METHODS IN GEOMECHANICS, Issue 10 2006Mahesh Pal Abstract This paper investigates the potential of support vector machines (SVM)-based classification approach to assess the liquefaction potential from actual standard penetration test (SPT) and cone penetration test (CPT) field data. SVMs are based on statistical learning theory and found to work well in comparison to neural networks in several other applications. Both CPT and SPT field data sets is used with SVMs for predicting the occurrence and non-occurrence of liquefaction based on different input parameter combination. With SPT and CPT test data sets, highest accuracy of 96 and 97%, respectively, was achieved with SVMs. This suggests that SVMs can effectively be used to model the complex relationship between different soil parameter and the liquefaction potential. Several other combinations of input variable were used to assess the influence of different input parameters on liquefaction potential. Proposed approach suggest that neither normalized cone resistance value with CPT data nor the calculation of standardized SPT value is required with SPT data. Further, SVMs required few user-defined parameters and provide better performance in comparison to neural network approach. Copyright © 2006 John Wiley & Sons, Ltd. [source] Effectiveness of simulation on health profession students' knowledge, skills, confidence and satisfactionINTERNATIONAL JOURNAL OF EVIDENCE BASED HEALTHCARE, Issue 3 2008Susan Laschinger Abstract Background, Despite the recent wave of interest being shown in high-fidelity simulators, they do not represent a new concept in healthcare education. Simulators have been a part of clinical education since the 1950s. The growth of patient simulation as a core educational tool has been driven by a number of factors. Declining inpatient populations, concerns for patient safety and advances in learning theory are forcing healthcare educators to look for alternatives to the traditional clinical encounter for skill acquisition for students. Objective, The aim of this review was to identify the best available evidence on the effectiveness of using simulated learning experiences in pre-licensure health profession education. Inclusion criteria,Types of studies: This review considered any experimental or quasi-experimental studies that addressed the effectiveness of using simulated learning experiences in pre-licensure health profession practice. In the absence of randomised controlled trials, other research designs were considered for inclusion, such as, but not limited to: non-randomised controlled trials and before-and-after studies. Types of participants: This review included participants who were pre-licensure practitioners in nursing, medicine, and rehabilitation therapy. Types of intervention(s)/phenomena of interest: Studies that evaluated the use of human physical anatomical models with or without computer support, including whole-body or part-body simulators were included. Types of outcome measures, Student outcomes included knowledge acquisition, skill performance, learner satisfaction, critical thinking, self-confidence and role identity. Search strategy, Using a defined search and retrieval method, the following databases were accessed for the period 1995,2006: Medline, CINAHL, Embase, PsycINFO, HealthSTAR, Cochrane Database of Systematic Reviews and ERIC. Methodological quality, Each paper was assessed by two independent reviewers for methodological quality prior to inclusion in the review using the standardised critical appraisal instruments for evidence of effectiveness, developed by the Joanna Briggs Institute. Disagreements were dealt with by consultations with a third reviewer. Data collection, Information was extracted from each paper independently by two reviewers using the standardised data extraction tool from the Joanna Briggs Institute. Disagreements were dealt with by consultation with a third reviewer. Data synthesis, Due to the type of designs and quality of available studies, it was not possible to pool quantitative research study results in statistical meta-analysis. As statistical pooling was not possible, the findings are presented in descriptive narrative form. Results, Twenty-three studies were selected for inclusion in this review including partial task trainers and high-fidelity human patient simulators. The results indicate that there is high learner satisfaction with using simulators to learn clinical skills. The studies demonstrated that human patient simulators which are used for teaching higher level skills, such as airway management, and physiological concepts are useful. While there are short-term gains in knowledge and skill performance, it is evident that performance of skills over time after initial training decline. Conclusion, At best, simulation can be used as an adjunct for clinical practice, not a replacement for everyday practice. Students enjoyed the sessions and using the models purportedly makes learning easier. However, it remains unclear whether the skills learned through a simulation experience transfer into real-world settings. More research is needed to evaluate whether the skills acquired with this teaching methodology transfer to the practice setting such as the impact of simulation training on team function. [source] Agents that acquire negotiation strategies using a game theoretic learning theoryINTERNATIONAL JOURNAL OF INTELLIGENT SYSTEMS, Issue 1 2006Norberto Eiji Nawa Automated negotiation systems and real-world negotiation situations have many aspects in common. Time is a relevant factor for all parties; information about preferences is private, and there is no interest in having it disclosed; negotiators learn about the opponents and try to enhance their strategies while interacting with one another. Experiments were performed with computational agents employing a learning algorithm based on the ideas of the Experience-Weighted Attraction theory of learning in games, which has been shown to model well human behavior observed in experimental settings. Negotiation strategies are acquired as the agents play bargaining games against one another. The strategies determine the agents' behaviors: how much they offer to the opponent, when they make offers, and the conditions for accepting an offer. The results show that the learning agents were able to acquire sensible strategies even from the most unstructured and dynamic environments. © 2006 Wiley Periodicals, Inc. Int J Int Syst 21: 5,39, 2006. [source] Understanding frame-of-reference training success: a social learning theory perspectiveINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 2 2007Lorne M. Sulsky Employing the social learning theory (SLT) perspective on training, we analysed the effects of alternative frame-of-reference (FOR) training protocols on various criteria of training effectiveness. Undergraduate participants (N = 65) were randomly assigned to one of four FOR training conditions and a control condition. Training effectiveness was determined via trainee reactions, learning and rating accuracy. The results partially supported the study hypotheses: compared to the control group, the more comprehensive FOR training conditions evidenced: (1) significantly higher rating accuracy; (2) significantly higher levels of learning; and (3) more favorable reactions to the training. The discussion focuses on the implications of the results for protocol development when designing FOR training programs. [source] Mentoring Global Dual-Career Couples: A Social Learning PerspectiveJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 1 2010Michael Harvey This paper explores the dimensions and means to implement a global dual-career expatriate couple mentoring program. The rationale is that learning from an experienced mentor mitigates the complexity of global assignments, leading to more successful completion of overseas assignments. We explored the impact of such mentoring programs on "nontraditional" global managers, along with their trailing spouses. Social learning theory was used as the foundation for the development of such a mentoring program. To add to the contextual understanding of global assignments imposed on global dual-career couples, we explored the effectiveness of mentoring by investigating temporal (before, during, after expatriation) and gender-related dimensions. Further, we analyzed the level of mentor involvement (personal, organizational, and professional) regarding psychosocial and career development. [source] The role of cognition in classical and operant conditioningJOURNAL OF CLINICAL PSYCHOLOGY, Issue 4 2004Irving Kirsch For the past 35 years, learning theorists have been providing models that depend on mental representations, even in their most simple, deterministic, and mechanistic approaches. Hence, cognitive involvement (typically thought of as expectancy) is assumed for most instances of classical and operant conditioning, with current theoretical differences concerning the level of cognition that is involved (e.g., simple association vs. rule learning), rather than its presence. Nevertheless, many psychologists not in the mainstream of learning theory continue to think of cognitive and conditioning theories as rival families of hypotheses. In this article, the data pertaining to the role of higher-order cognition in conditioning is reviewed, and a theoretical synthesis is proposed that provides a role for both automatic and cognitively mediated processes. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] Community organizational learning: Case studies illustrating a three-dimensional model of levels and orders of changeJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 3 2007Douglas D. Perkins We present a three-dimensional cube framework to help community organizational researchers and administrators think about an organization's learning and empowerment-related structures and processes in terms of firstorder (incremental or ameliorative) and second-order (transformative) change at the individual, organizational, and community levels. To illustrate application of the framework, case studies of three different types of exemplary nonprofit organizations (a participatory neighborhood planning organization, a grassroots faith-based social action coalition, and a larger community-based human service agency) were based on qualitative interviews and participant observations. Our analysis, rooted in organizational learning theory, suggests that organizations that empower staff and volunteers through opportunities for learning and participation at the individual level are better able to succeed in terms of organizational-level learning and transformation. Community-level change is particularly difficult but must be made a more explicit goal. Learning that can lead to second-order change at each level must help participants engage in critical analysis of (a) the organization's demonstrated goals and values; (b) the power relationships implicit in decision making at each level; (c) the interdependent role of participant stakeholders and organizations as part of a complex, community-wide (or larger) system; and (d) how to work toward transformative change of all of the above. © 2007 Wiley Periodicals, Inc. [source] Using Qualitative Research Methods to Ascertain Elementary Students' Understandings of Food SafetyJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2003C.J. Trexler ABSTRACT: Researchers and educators call for educational programs that teach youth about food safety. In this study, researchers used qualitative research methods (interviews and concept mapping) to ascertain elementary students' understandings of food spoilage and preservation benchmarks based on national science education standards. Constructivist learning theory and its attendant qualitative methods framed the study. Few students understood the causes of spoilage and most were unable to discuss the role of bacteria or germs in meat. Students with an understanding of microorganisms clearly explained methods of preventing spoilage, while students who did not understand the microorganism concept could not. Constructivist research methods were fruitful in unearthing students' conceptions related to food spoilage. This research has implications for university food science faculty members interested in strengthening their teaching practice by focusing on helping students develop conceptual understanding. [source] Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice*JOURNAL OF MANAGEMENT STUDIES, Issue 3 2006Karen Handley abstract Situated learning theory offers a radical critique of cognitivist theories of learning, emphasizing the relational aspects of learning within communities of practice in contrast to the individualist assumptions of conventional theories. However, although many researchers have embraced the theoretical strength of situated learning theory, conceptual issues remain undeveloped in the literature. Roberts, for example, argues in this issue that the notion of ,communities of practice', a core concept in situated learning theory , is itself problematic. To complement her discussion, this paper explores the communities of practice concept from several perspectives. Firstly, we consider the perspective of the individual learner, and examine the processes which constitute ,situated learning'. Secondly, we consider the broader socio-cultural context in which communities of practice are embedded. We argue that the cultural richness of this broader context generates a fluidity and heterogeneity within and beyond communities. Finally, we argue that it is sometimes difficult to distinguish conceptually between the terms ,participation' and ,practice' because of occasional duplication of meaning. We propose, instead, a refinement of the definition to allow for greater conceptual clarity. [source] Coping-related Expectancies and Dispositions as Prospective Predictors of Coping Responses and SymptomsJOURNAL OF PERSONALITY, Issue 4 2000Salvatore J. Catanzaro We used Rotter's (1954, 1982) social learning theory and Kirsch's (1985, 1999) response expectancy extension thereof to clarify distinctions between coping-related expectancies (beliefs about the outcomes of coping efforts) and coping dispositions (tendencies to use particular coping responses), specifically focusing on the role of generalized expectancies for negative mood regulation (NMR) as a predictor of individual differences in coping and well-being. Two studies using structural equation modeling provided support for direct and indirect associations between NMR expectancies and symptoms of depression. In Study 1 NMR expectancies predicted situational avoidance coping responses and symptoms of depression and anxiety, independent of dispositional avoidance coping tendencies. In Study 2, NMR expectancies were associated with depressive symptoms, concurrently and prospectively, independent of dispositional optimism and pessimism. Both studies indicated that NMR expectancies are more strongly associated with depressive symptoms than with symptoms of anxiety and physical illness. Results underscore the importance of distinguishing between expectancies and other personality variables related to coping. [source] Toward dynamic assessment of reading: applying metacognitive awareness guidance to reading assessment tasksJOURNAL OF RESEARCH IN READING, Issue 3 2002Eva Guterman This paper focuses on research that aimed to provide a theoretical,practical framework to link literacy assessment practice with learning theory. An experimental study was designed with reference to three theoretical axes: ,metacognitive awareness' theory, ,schema' theory and the Vygotskian ,zone of proximal fevelopment'. The study tested the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners'Habits of Mind while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks (Guterman, 2000). The study on 300 Grade,4 pupils used three modalities: a control group, which received no treatment; a placebo group, which received content instructions (CI); and a treatment group, which was given written MCAG. The findings confirmed that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the learners' level of performance and achievement on those tasks, and also increases learners' chances of internalising the guidance components. [source] | |||||||||||||||||||||||||||||||