Personality
Albert A. Kurland, S. Joseph Mulé in Psychiatric Aspects of Opiate Dependence, 2019
Adding to the complexities are the interrelation of personality and environment and their psychological implications. Learning theory has also increasingly contributed to the theoretical considerations which influence the choices and course of the individual. There is also the question of motivation, its basis, and the influences that bring about change. The power of motivation is dramatically expressed in the sequential behavior involved in the procurement, preparation, and administration of a drug by addicts. These sequences of drug-seeking and drug-taking behavior are maintained by a combination of the intrinsic pharmacological properties of addictive drugs with environmental factors, such as the schedule of reinforcement, relating the addict’s behavior to consequent administration of a drug. Part of this combination is the regular and predictable occurrence of environmental stimuli in association with these sequences of behavior and with consequent administrations of the drug. At the same time, the controversies and uncertainties that prevail as attempts are made to interpret the behavior or relate it to the personality are perhaps best expressed in the words of Roger E. Meyer:2
Exercise physiology, sport and pedagogy: an historical perspective
Nick Draper, Helen Marshall in Exercise Physiology, 2014
While sport and physical education have been an educational concern for many centuries, a focus on how to teach, in order to maximise the learning process, has been a relatively recent phenomenon. Behaviourism and the principles associated with this form of learning theory provide a number of useful attributes that have often been adopted by teachers and lecturers, and these include: the principle of small steps (progressions)the principle of self-pacing – the learner learns at their own speedthe principle of the learner actively respondingthe principle of reduction of errors – keeping mistakes to a minimumthe principle of providing immediate feedback on performancethe principle of repetitionthe principle of learner testing.
Teaching the teachers in primary care
Anne Hastie, Ian Hastie, Neil Jackson in Postgraduate Medical Education and Training, 2018
When vocational training for general practice was introduced in the UK, the Royal College of General Practitioners (RCGP) published a book, The Future General Practitioner.2 This extended the role of a teacher by going beyond the traditional method of passing on knowledge. Additional teaching methods were explored, in which the teacher was seen as a facilitator of learning through questioning, promoting autonomy in the learner and encouraging self-discovery and reflective practice. The four main teaching methods are summarised in Table 4.1, where the role of the teacher and links with other writers are indicated. The Socratic approach involves helping leaners to become aware of the limits of their knowledge or their implicit values and beliefs through asking awareness-raising questions.3 Heuristic teaching methods aim to encourage discovery learning. This respects the autonomy of the learner, a key component of learning theory, in which learning from experience is promoted.4,5 Reflective practice fits well with counselling styles of teaching in which the teacher’s role is to promote the exploration of feelings, self-discovery and the examination of implicit assumptions.6-11
Augmented Resuscitation- simulacrum of AR
Published in Journal of Visual Communication in Medicine, 2023
Immersive technology in the pursuit of healthcare education is a rapidly expanding field of implementation and research (Jacobs et al., 2022; Tang et al., 2020). COVID-19 pandemic acted as a catalyst for healthcare teams to consider the positioning of these tools in education and begin to integrate them. Whereby a remote participant can interact with others and see what a healthcare professional (HCP) sees. (Swann & Jacobs, 2021) There is a range of devices that can facilitate this broadcast, from a webcam at the simplest end of spectrum, to an augmented reality (AR) headset, such as, Microsoft HoloLens 2 that overlays additional media into the wearers visual field for all to see.(Bala et al., 2021) Learning theory attempts to explain how we might learn from these experiences and numerous models exist. (Suh & Prophet, 2018)
Student perceived impact of a physical, kinetic and interactive model
Published in Journal of Visual Communication in Medicine, 2019
Erica Reneé Malone, Glenda Bingham, Jinsil Hwaryoung Seo, Michelle D. Pine
This learning theory asserts that students learn best when they construct their own understanding by actively participating in their learning environment. Students take in new ideas and experiences and use them to build upon their own prior knowledge (Schunk, 2012). Constructivism assumes that learning takes place only when students are actively engaged (Hartle, Baviskar, & Smith, 2012). This active learning principle supports the use of tools which are physically interactive to aid in learning. The visual, dynamic, 3D and tactile nature of functional anatomy presents the optimal environment for the implementation of such tools (Jonassen & Rohrer-Murphy, 1999; Mione, Valcke, & Cornelissen, 2016; Winterbottom, 2017). The method of building understanding and knowledge through active participation and first-hand experience further supports the use of scaffolding tools such as physical and kinetic models which allow hands-on manipulation and the active involvement of learners in knowledge construction (Jonassen & Rohrer-Murphy, 1999; Mione et al., 2016).
Conceptualizing addiction through the lens of a learning disorder
Published in Alcoholism Treatment Quarterly, 2019
Ashlyn Fawley, Gabrielle Riland, John R. Gallagher
The book begins with an introduction to Szalavitz’s story, revealing how her experiences instigated her passion and concern for our society’s perception of and response to addiction. She coupled her experiences with education on the history of addiction, including trends and perceptions on drug use, to set the tone for her hypothesis that addiction is a learning disorder. Addiction is identified as changes in the brain because of experiences (e.g., learning), and these learned behaviors represent maladaptive coping styles. Theorists, particularly those interested in learning theories, such as social learning theory, will find this section of the book intriguing and insightful. Szalavitz utilizes her personal experience to draw parallels between the characteristics found in other developmental (or learning) disorders, such as attention-deficit/hyperactivity disorder (ADHD) and autism, to those of addiction. Overall, she seems to make logical arguments as she draws the parallels between learning disorders and addiction, but again, they are heavily influenced by her experiences.
Related Knowledge Centers
- Cognitivism
- Constructivism
- Functional Magnetic Resonance Imaging
- Memory
- Operant Conditioning
- Learning
- Educational Psychology
- Event-Related Potential
- Theory of Multiple Intelligences
- Radical Behaviorism