Learning in applied psychology nursinged

Learning behavior for better output

1. Learning

2. Learning Learning is modification of behavior through experience and training. -Gates and others A mental activity by means of which knowledge, skills, attitudes, appreciations, and ideals are acquired, resulting in modification of behavior

3. Characteristics of Learning A process of modification of behavior A growth through experience Continues from birth till death A process not a product Individualized as each learner is unique Favorable environment helps in learning Motivation plays an important role in learning process

4. Cont ’d… All learning is purposeful and goal oriented - without goal person is not motivated for learning Learning prepares an individual for necessary adjustment and adaptation Learning is creative - learner receives the information not only as perceived to him/her, but through his/her creative thinking

5. Factors affecting learning Nature of learner Every learner has a unique set of characteristics , including their cognitive abilities, emotional state, prior knowledge, and learning styles Understanding the nature of the learner helps in tailoring the teaching methods and materials to suit their needs, thereby enhancing the learning process.

6. -Highly motivated learners are more likely to engage actively with the learning material, persist through challenges, and achieve better outcomes. Cont’d… Motivation - Generates will to learn in an individual, higher motivation leads to early learning

7. Maturation The process of development in which an individual grows physically, mentally, and emotionally Learning is closely linked to the level of maturation. For instance, certain cognitive tasks can only be performed once the brain has reached a specific level of development. Similarly, physical maturation can affect motor skills and the ability to perform certain tasks. Cont’d…

8. Interest and Curiosity : Interest is the feeling of wanting to learn more about something, while curiosity is the desire to explore and understand the world. If learners are interested in a topic, they are more likely to pay attention, engage deeply, and retain information. Curiosity drives learners to ask questions, seek out new information, and develop a deeper understanding of subjects .

9. Mental Health of Learner : Mental health encompasses emotional, psychological, and social well-being . Stress, anxiety, depression, and other mental health issues can impede concentration, memory, and overall cognitive function. Supporting mental health through counseling, stress management techniques, and a supportive learning environment can enhance learning outcomes.

10. Goal : Goals are specific objectives or outcomes that learners aim to achieve . Clear , attainable goals provide direction and purpose for learning. They help learners stay focused, measure progress, and stay motivated. Setting both short-term and long-term goals can guide the learning process and provide a sense of achievement as learners accomplish each milestone.

11. Environment Learning situations- healthy and favorable learning environment brings satisfactory results in learning Noisy physical environment can cause difficulty in learning activities Nature of material and environment- material that makes maximum use of all senses facilitates learning

12. Laws of learning Law of readiness :- readiness means the organism is ready to respond or act. This law clearly shows that readiness of a person to learn is very important. Hence motivate him to learn. Readiness implies a degree of concentration and eagerness Students who have ill health or exhausted can not learn much If distracted by outside responsibilities, interests, or worries

13. Cont’d… Law of exercise : also known as law of frequency. Frequency refers to number of repetitions of learning.

14. Cont’d… Law of effect : This law states that when a connection is accomplished by satisfying effect- its strength is increased, the probability of its occurrence is greater.

15. Theories of learning Behavioral theory: Trial and error theory Classical Conditioning theory Operant Conditioning theory Cognitive Learning Theory Theory of Insightful Learning

16. Behavioral Perspective Behaviorism is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment

17. Cont’d… Stimulus It is anything that can trigger a physical or behavioral change. The plural of stimulus is stimuli. Stimuli can be external or internal. An example of external stimuli is your body responding to a medicine. An example of internal stimuli is your vital signs changing due to a change in the body.

18. Cont’d… Conditioning The acquiring of specific pattern of behavior in the presence of well-defined stimuli. Response: Reaction to something. Behavior shown by the person towards the stimuli. E.g. answer to a question. Reinforcement: It is the act of encouragement that bring change or modification in the behavior.

19. Cont’d… Behaviorist believe that any person could potentially be trained to perform any task, regardless of things like genetic background, personality traits, and internal thoughts, all it takes is the right conditioning

20. Trail and error theory of learning Edward Lee Thorndike, an American Psychologist was the pro-pounder of this theory Theory of connectionism The basic unit of behavior is S.R. Connection. Learning is forming of bonds (connections) between S (Stimulus) and R (Response).

21. Cont’d… Trial and error learning is learning from multiple attempts, where some responses do not give satisfactory results, but he goes on making further trials till he gets satisfactory responses.

22. Cont’d… Based on his experiments conducted on a hungry cat in the puzzle box. The door of the box could be opened by pulling the strings inside the box. A fish was kept outside. The cat tried to come out of the box by squeezing, jumping, biting etc. As the experiment was repeated for several times the wrong movements decreased and in the end the cat was able to open the door in a single trial.

23. Random movements of the cat

24. Cont’d… Motive or drive (Hunger) Stimulus or goal (Food) Block (Closed door of puzzle box) Responses (Random movements) Chance success (Pull the latch) Selection of proper movement Fixation

25. Classical Conditioning Theory Ivan Petrovich Pavlov (1849 – February 27, 1936) Famous Russian physiologist Ivan Pavlov was studying aspects of the digestive process by observing salivation in dogs, when he made the observation that dog began to salivate before the arrival of food

26. Cont’d… A learning theory that interprets learning as an associative process where learning is a new association or connection that is formed between a stimulus and response. Classical conditioning relates to involuntary, automatic reactions towards the stimulus. (These are usually emotional and biological reactions).

27. Cont’d… Unconditional Stimulus- A stimulus that naturally causes a particular response. Neutral Stimulus- Stimulus that does not produce response when presented alone Unconditional Response – Response produced by unconditional stimuli Conditional Response – response produced after pairing of neutral stimulus with unconditional stimulus

28. Classical Conditioning Theory

29. Example Ram’s little brother Laxman likes to trouble him by screaming and shooting him with a nerf gun. One day, Laxman screamed but didn’t shoot Ram with his nerf gun, and Ram fear and jumped. Ram learned to associate the sound of Laxman’s screaming with being hit by a dart.

30. Example

31. Educational implication Conditioning learning helps in developing desirable habits and interest of the children.  It removes fear and phobias among children. The use of audio-visual aids makes better responses of students through conditioning learning. The repeated use of any learning materials/teaching helps in positive conditioning .

32. Operant Conditioning theory An example of connectionist view of learning. It is related to the action being shaped and reinforced that is development of behavior There needs to be reinforcement . Learning is quicker if the reward is given on each occasion of the correct response.   2024-08-07 33 Skinner 1964

33. Experiment 1 A hungry rat inside the Skinner box.  The rat was initially inactive inside the box. It began to explore around. Eventually, the rat discovered a lever, upon pressing which; food was released inside the box. Similar action repeated again and again. Later the hungry rat immediately pressed the lever once it was placed in the box.

34. Experiment 2 Rat is not hungry but with an unpleasant electric current . Rat began to explore around. Eventually, the rat discovered a lever , upon pressing which unpleasant current was seized immediately After a few times, the rat had smartened enough to go directly to the lever in order to prevent itself from the discomfort.

35. Cont’d.. Reinforcements – Pleasant Stimuli – (More likely to repeat the behavior) Punishments – Unpleasant Stimuli – (less likely to repeat the behavior when punished)

36. Cont’d… For example you go to work, and at the end of the week/month you receive your pay (reward). If you gained no reward you would be unlikely to continue going. If you do something correct, and get rewarded you are more likely to repeat that action.

37. Theory of Insightful Learning Found by Max Wertheimer (1880-1943) and his colleague Meaning for Gestal is “form or shape or particular arrangement of elements” Basic idea is that learning is a result of observing and comprehending stimuli in relation to one another, not just individually.

38. Cont’d… Anything cannot be understood by a study of its constituent parts but only by viewing it in its totality Learner while learning always perceives the situation as a whole Theory emphasizes the importance of an individual’s awareness of their environment and how it integrates with their previous knowledge and experience

39. Cont’d… Insight is the sudden understanding of the components of a problem that makes the solution apparent (the sudden understanding of a solution to a problem without any process of Trial and Error) All the discoveries and inventions have taken place through inventions

40. Cont’d…

41. Köhler performed experiments with animals learning through trial and error sessions. In his most famous example of insight learning in animals he gave a chimp named Sultan sticks that could be assembled together to form a longer one and placed a banana outside his cage out of his reach. Sultan, after considering the situation, suddenly jumped, assembled the sticks, and reached the banana. Discovery of correct solution to the problem was followed by insight occurrence. This presents insightful learning, which has following properties Cont’d…

42. Contrasted productive thinking from rote learning, which occurs without understanding Humans , unlike animals, can learn not only through conditioning or trial and error but also through explanations through changing their cognitive structure Implication

43. Problem-solving presents learning with understanding using gestalt principles. This learning is remembered for a long time, and can be applied to other situations. Gestaltism therefore suggests that learners should be encouraged to discover whole nature or relationships between elements of a problem, but also to exclude implicit assumptions that might be incorrect. Cont’d…

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45. Cognitive Theory of Learning Jean Piaget (1896-1980) Cognitive Development is the development of the ability to think and understand. Believed that a person must complete each stage of development before progressing to the next stage

46. Cont’d… According to this theory, development is influenced by biological maturation, social experiences, and experiences with the physical environment The theory is more useful while working with children as it allows nurses to better understand the level of cognitive development of children.

47. Cont’d… Schema: An internal representation of the world. They are cognitive structures that represent a certain aspect of the world A schema describes patterns of thinking and behavior that people use to interpret the world

48. Key concepts Acquisition is the ability to think, reason and problem solving It is the process by which people's thinking changes across the life span.

49. Cont’d… Assimilation The process of taking one’s environment and new information and fitting it into pre-existing cognitive schemas. The schema is not changed, it is only modified. Grasp the balls and plays with it or might put it on mouth by holding it.

50. Cont’d… Accommodation is the process of taking one's environment and new information, and altering one's pre-existing schemas in order to fit in the new information. The schema is altered; a new schema may be developed. Now starts to play with ball by kicking rather than putting it on mouth

51. Cont’d… Equilibration: As a child progresses through the stages of cognitive development, it is important to maintain a balance between applying previous knowledge (assimilation) and changing behavior to account for new knowledge (accommodation). Equilibrium helps explain how children are able to move from one stage of thought to the next. Allows harmonious relationship for living

52. Stages of Cognitive Development

53. Sensorimotor Stage (From birth to 18-24 months) Infants use their actions and senses to explore and learn about their surrounding environment Children develop object permanence

54. Cont’d… Imagine a game of peek-a-boo, for example. A very young infant will believe that the other person or object has actually vanished and will act shocked or startled when the object reappears. Older infants who understand object permanence will realize that the person or object continues to exist even when unseen.

55. During the preoperational stage, children increasingly adept at using symbols , as evidenced by the increase in playing and pretending . For example, a child is able to use an object to represent something else, such as pretending a broom is a horse. Thinking is egocentric Preoperational Stage (2-7 years)

56. Pre-conceptual phase: (2-4 years) Concept is not developed There is illogical thinking in children Child is not able to gather more information Thought of animism is present Might think that all the women are mother and all the male are father All four legged animal are thought to be cow, although they seen buffalos Cont’d…

57. Intuitive phase: Concept is developed There is still illogical thinking in children There is no complex abstract thinking capacity in children Cont’d…

58. Characterized by the development of logical thought There is greater understanding of logic, reversibility, and conservation. Children also become less egocentric during this stage so can share with others Concrete operational Stage (7-11 years)

59. Logical Thinking At this stage can use logic to draw conclusions and solve problems . They understand that if A= B B = C, then A must equal C This type of reasoning allows them to understand more complex concepts and ideas, setting them up for success in their academic and personal lives.

60. Reversibility An understanding of reversibility or awareness that actions can be reversed. An example of reversibility is that a child might be able to recognize that his or her dog is a Labrador , that a Labrador is a dog , and that a dog is an animal . If you ask do you have sister he will say yes but If you ask do your sister have brother he will say no

61. Conservation The awareness that a quantity remains the same despite a change in its appearance

62. Cont’d… Conservation means that the child understands that even if some things change in appearance but their properties may remain the same. For example, imagine that you have two candy bars of the exact same size. You break one candy bar up into two equally sized pieces and the other candy bar up into four smaller but equally sized sections.

63. Formal Operational

64. Cont’d… Children's thinking becomes much more sophisticated and advanced Kids can think about  abstract  and theoretical concepts and use logic to come up with creative solutions to problems.

65. Cont’d… Cause of problem will be determined hypothetically They can also identify possible solutions Generalization is also possible

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