A theoretical model to engage doctors in medical leadership
Jill Aylott, Jeff Perring, Ann LN Chapman, Ahmed Nassef in Medical Leadership, 2018
Cognitivism: unlike behaviourism, the focus here is on the internal aspects of learning. Cognitivists view people as part of their environment. They hold that individuals experience life through external and internal stimuli and that it is how they interpret these events that define how they make meanings and acquire knowledge of their worlds (Ertmer and Newby, 2013). Accordingly, cognitivists rely on experience-centred instruction methodologies and focus on developing learners’ understanding of their individual micro-, meso- and macro-spheres rather than simply by changing their behaviour. They promote the use of case studies and real life problems of immediate relevance to guarantee maximum learners’ engagement, encourage them to think in new ways and optimise their problem-solving skills. They emphasise the need for a non-threatening learning environment that will allow and provide participants with opportunities to test new assumptions through activities (Merriam et al., 2006). And as it relates to LDPs, cognitivism would advocate active learning and the crucial role of participants in developing their own objectives and co-designing their learning experiences, for example, through self-determined service improvement projects (Allen, 2007; Nassef and Aylott, 2016).
Organization and communities of practice
David Kernick, Helen Bevan in Complexity and Healthcare Organization, 2018
Interest in the environment in which learning occurs is condensed in theories of social and situated learning. These offer a view of how human knowledge develops in the course of activity (what Wenger would call practice1), and how people together make collective sense of what they are doing. Human knowledge is viewed as a capacity to co-ordinate and sequence behaviour with which to adapt dynamically to a changing environment. In contrast to cognitivist models of internal representation, schemas and memory processing, in situated learning knowledge is treated as an analytic abstraction like energy. Learning is understood as ‘a process of conceiving and enacting an activity’, that activities are inherently social and that this puts the emphasis on addressing issues of membership, participation and identity. This then frames identity of an individual in a paradoxical way. To use Elias’ words,11 ‘the concept individual refers to interdependent people in the singular and the concept of society to interdependent people in the plural’. Communities of practice offer one way of attending to the generic patterning of information sharing and sense making that occurs amongst interdependent people.
Introducing material-discursive approaches to health and illness
Lucy Yardley in Material discourses of health and illness, 2013
Language is linked to practice, not only at the superordinate level of ideology and social relations, but also at the level of fundamental meaning. When Wittgenstein introduced the idea that meaning is derived from functional language games, he suggested that these in turn take their meaning from the shared ‘forms of life’ into which they are woven (Jost 1995; Van der Merwe and Voestermans 1995). Shotter (1990, 1993) develops this line of thought, arguing that language and practice are mutually constitutive; we share a practical, intersubjective, lived reality in which our language games are grounded, but this shared reality is shaped and sustained by the linguistic rules and common cultural experience which allow us to convey a meaningful understanding of events to each other and to ourselves. Lakoff and Johnson (1980) also trace the origin of linguistic meaning to a form of ‘embodied understanding’ (Johnson 1987) or ‘experiential realism’ (Lakoff 1987). They maintain that metaphors provide the basis for thought, and that metaphors are neither logical propositions or representations of an objective reality (the cognitivist view), nor part of a system of abstract, arbitrary relations between symbols (the structuralist view), but derive their flexible connotations from context-dependent, intentional activity. Thus the socio-linguistic realm is rooted in the material realm, which it in turn modifies through social practice. For example, mechanistic conceptions of illness derive from our familiarity with machines, and also constrain the way in which we respond to health problems, channelling our efforts towards functional repair rather than holistic healing.
An investigation of instructional practices which promote occupational safety and health
Published in International Journal of Occupational Safety and Ergonomics, 2021
Mark D. Threeton, Kibum Kwon, Joey A. Fleck, R. Brian Ketchem, Leila Farzam
Despite the widely acknowledged importance of CTE programs on OSH, there are limited systematic approaches related to the instructional design perspective of CTE programs [11]. Many studies identified that well-developed CTE programs for entry-level workers have a positive impact on knowledge and skill acquisition about OSH, safety work behaviors, safety workplace culture and an actual decrease in industrial accidents [12–14]. However, most previous studies demonstrated the effect of CTE programs while not considering how such CTE programs are designed and implemented in order to achieve learning objectives based on learning theories. In this study, we explored three major learning theories that can be applied to CTE programs for OSH as a framework to guide instructional design: (a) behaviorism; (b) cognitivism; (c) social learning theory. The theoretical frameworks enabled us to discuss how each learning theory is applied when designing CTE programs and improving students’ safety performance in school and on the job.
An outcome-based educational intervention to improve nursing students’ knowledge and competencies in oncology nursing: a randomized controlled Trial
Published in Contemporary Nurse, 2019
Li-Ling Hsu, Ruey-Shiuan Ueng, Suh-Ing Hsieh
Cognitive frameworks as mental frameworks and schemata are to help learners organize and interpret information. Constructivist learning theory establishes that over the course of learning, learners add new information to their existing cognitive frameworks or construct a new framework (Giddens, Caputi, & Rodgers, 2015; Schunk, 2012). Cognitivist ideas form the foundation of cognitive load theory. The essential cognitivist constructs are short-term memory, long-term memory, and schema (Mostyn, 2012). Cognitive load theory is based on the assumption that human cognitive architecture allows a limited amount of information to be processed in short-term memory at a certain point in time (Van Merriënboer & Sweller, 2005). Long-term memory holds cognitive schemas that vary in their degree of complexity and automation (Van Merriënboer & Sweller, 2010). A well-designed instruction set ought to help learners alter long-term memory by facilitating schema construction and automation (Fraser et al., 2012; Hoogerheide & Paas, 2012; Kaylor, 2014; Kirschner, Sweller, & Clark, 2006; Renkl & Atkinson, 2003).
Temporal Naturalism, Free Will, and the Cartesian Myth: Time Is NOT Illusory and We Are NOT ‘Talking Heads’
Published in AJOB Neuroscience, 2018
The cognitivist interpretation is based on a model in which the talking “active homunculus” in the head—the re-represented language-produced “declarative self”—sits at controls pulling levers that initiate action rather than being a late “add-on” in the emergent process that constructs the active consciously aware self. This is the pervasive nominalistic “Cartesian myth” that privileges language over experience, and cognition over affect, viewing the human as the unique “talking head,” the thinking machine, rather than the processual affective organism that shares existential context—the “global commons”—with living organisms throughout the rest of the natural world. The observation that there is recordable brain activity appearing before the point of reportability does not imply that there is an “unconscious initiative” (Libet 1985) but implies that conscious awareness is actively constructed through an emergent process arising out of an affective core.
Related Knowledge Centers
- Attention
- Behaviorism
- Cognition
- Cognitive Psychology
- Physiology
- Psychology
- Computational Theory of Mind
- Postcognitivism
- Stimulus
- Knowledge