Comparison of Learning Theories

8/2/2019 Comparison of Learning Theories

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LearningTheories LearningProcedure Educatorstask Source ofmotivation Transfer oflearning

1.behaviorist To changebehavior,change theenvironment

Activeeducatormanipulatesthe stimuli

andreinforcementto directlearning.

drivereduction

Practice;similarity instimulusconditions and

responsesbetweenlearning andnew situation

2.cognitive To change

behavior,changecognitions

Active

educatorstructuresexperiencesto encouragethereorganiza-

tion ofcognitions

goals

expectations

Mental and

physicalactivityUnderstandingLearning tolearn


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LearningTheories

LearningProcedure

Educators

taskSource ofmotivation

Transfer oflearning

3. Sociallearning

To changebehavior,

change rolemodels,perceivedreinforcement, and thelearners self-regulatingmechanism

Activeeducator

modelsbehavior,andattempts toinfluencelearners self-regulation

Socialization

experiences,role models,and self-reactiveinfluences

Similarity ofsetting and

role modelsbehavior

4.Psycho-dynamic

To changebehavior,change

interpreta-tions andmakeunconsciousmotivationsconscious

Educator asa reflectiveinterpreter

makes senseof learnerspersonalityandmotivation

Pleasureprincipleand reality

principle

Personalityconflict, andresistance

associatedwith learningsituationmay act asbarrier


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LearningTheories

LearningProcedure

Educators

taskSource ofmotivation

Transfer oflearning

5.Humanistic To change

behavior,changefeelings, self-concept,and needs

Facilitative

educatorencouragespositive self-growth,listensempha-

thetically,allowsfreedom ofchoice, andrespectlearners.

Needs,desire forpositive self-growth, andconfirmationof self-

concept

Positive or

negativefeelingsabout selfandfreedom tolearn

promote orinhibittransfer.


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Behaviorist Learning Theory

-focusing mainly on what is directly

observable-learning as a product of stimuluscondition and the responses

(respondent conditioning model of

learning)-environmental stimulus conditions and

reinforcement promote changes inresponses.


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Cognitive Learning Theory

-stress the importance of what goes on

the inside the learner-used in education and counseling

-more important are learners goals

and expectations(information-processing model of

memory)

-highlights the wide variation in howlearners actively structure theirperception; confront a learning situation;and manage their emotions


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Social Learning Theory

-combined principle of behaviorist and

cognitive theories-the need to identify what learners are

perceiving and how they are interpreting

and responding to socialsituation(healthcare environment)

-Role modeling

-external role models and theirperceived reinforcement along withlearners internal influences


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Psychodynamic Learning Theory

-emphasizes the importance of

conscious and unconscious forces inguiding behavior.

-internal forces such as developmentalstage, childhood experiences, emotionalconflict, and ego strength influencelearning and change

(ego defense mechanism)

-understanding patient and familynoncompliance, trauma and loss.


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Humanistic Learning Theory

-each individual is unique and that all

individuals have a desire to grow in apositive way

-a motivational theory

-learners choose what to learn-the central focus is on learners

perceptions, desires, and decisionmaking

-fostering curiosity, initiative, andresponsibility


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Neuropsychology and learning

-for children and adult with

physiological disorders ; for those withmental, emotional, and behavioralproblems


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Example Combining the theories

-patients undergoing painful procedures are first taughtsystematic desensitization (behaviorist)and whileexperiencing pain or discomfort are encouraged toemploy imagery, such as thinking about a favorite,beautiful place or imagining the healthy cells gobblingthe unhealthy cells (cognitive). Staff members are highlyrespectful, upbeat, and emotionally supportive of each

patient (humanistic)and create the time and opportunityto listen to patient to discuss some of their deepest fearsand concern (psychodynamic). Waiting rooms andlounge areas for patients and their families designed tobe comfortable, friendly, and pleasant to facilitateconversation and interaction, while support groups may

help patients and family members learn from each otherabout how to cope with illness or disability and how toregulate their emotions so that their health is not furthercompromised (social learning).


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Behaviorist Learning Theory

Someone without much experience with

hospitals(NS) may visit a sick relative.While in the room, the visitor may smelloffensive odors(UCS) and feelqueasy(UCR), after that, hospitals maybecome associated with feeling anxiousand nauseated.


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Cognitive Learning Theory

People with chronic illnesses-- even

different people with the same illnessare not alike, and helping any patientwith disease or disability includes

recognizing each persons uniqueperception and subjective experience.

Approach that is effective with oneclient may not work with another client


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Social Learning Theory

A more experienced nurse who

demonstrates desirable professionalattitudes and behavior sometimes isused as a mentor for a less experiencednurse

Psychodynamic Learning Theory

Patients with ego strength can cope withpainful medical treatments because

they recognize the long-term value ofenduring discomfort and pain toachieve a positive outcome


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Humanistic Learning Theory

Rather than inserting health education

videos into television sets for hospitalpatients to view or routinely distributinglots of pamphlets and pages of small-print instructions, it is better establishing

rapport and becoming emotionallyattuned to patient and their familymembers.

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Comparison of Learning Theories