RECAP OF DIFFERENT THEORIES 4.

STAGE THEORY OF MEMORY

1. INSIGHT THEORY - learning by gaining insight
2. FIELD THEORY - every object exists in a field of forces
that move, change, or define or give degree of stability,
meaning or substance
3. DISCOVERY THEORY - focuses on the problem “what
people do with the information” (MAKING NEW)
4. SCHEMA THEORY - knowledge is packaged into units
called schemata that helps us comprehend
events/situations to make predictions about unobservable
events
5. ASSIMILATION THEORY - learning occurs as a result of
interaction between new information (FINDING
RELATIONSHIP)
1. SOCIAL LEARNING THEORY (ALBERT BANDURA)
 People learn from one another via observation, imitation
and modeling.
 From the environment and people around him.
 Observational learning is acquisition of behavior by means
of modeling.
- Information processing
- Memory has three stages:
1. SENSORY MEMORY
2. SHORT TERM MEMORY (Working Memory) - lasts for 20
seconds
3. LONG TERM MEMORY - needs to tie from existing
schema (Mnemonic)
TRANSFER OF LEARNING
- Ability to take information learned in one situation and apply
it to another.
SUCCESSFUL TRANSFER DEPENDS ON SEVERAL
FACTORS
1. Extent to which material was originally learned
2. Ability to retrieve information from memory
3. Way in which the material was taught and learned
4. Setting in which the material was taught and learned
5. Similarity of new situation to the original

4 PROCESSES OF SOCIAL LEARNING TRANSFER OF INFORMATION

1. ATTENTION COMMON SENSE
- behavior or value desired has caught the interest of the RESPONSIBILITY OF THE EDUCATOR
learner TRAINING SETTINGS AND GENERAL SIMILARITY OF THE
2. RETENTION ORHONAL AND NEW SIUATUON
- recalls/remembers the behavior or value to be learned
3. MOTORIC REPRODUCTION 5. MODEL OF ADULT LEARNING
- learners imitates or emulates newly learned behavior
4. REINFORCEMENT - Adults are motivated to learn information for which the will
- learner practices what he has learned understand the purpose and application (the why)

2. COGNITIVE LEARNING THEORY

ADVANTAGES
1. Enhance retention of concepts and relationship and
promote improved problem solving and critical thinking of
students
2. Enhance students self-esteem as learner
3. Learning is more effective and efficient
DISADVANTAGES
1. Faculty may be unable to relinquish some control of
learners
2. Require reduction in the amount of content dealt with in
the course.

3. HEALTH PROMOTIONS THEORY (NOLA PENDER)

 Focuses on disease prevention behavior

 Focuses promotion of healthy lifestyles to improve quality of
life
CHARACTERISTICS OF ADULT LEARNERS
KEY CONCEPTS
 Autonomous and Self-directed
 PERSON
 Have accumulated a foundation of life experiences and
 ENVIRONMENT
knowledge
 NURSING
 Goal oriented
 HEALTH
 ILLNESS  Relevancy oriented
 Practical
—-> HEALTH PROMOTION MODEL  Responds to motivation
Example: Measels
6. CONDITIONS OF LEARNING (ROBERT GAGNE)
- Assumed that there are different types of learning
outcomes, each of which is best achieved through its specific
instructional design
TYPES OF LEARNING ACCORDING TO CONDITIONS OF
LEARNING
KOLB’S LEARNING CYCLE
1. SIGNAL LEARNING - Simplest Level of learning.
Example: Hearing the word “skill test” elicits fear
2. STIMULUS RESPONSE LEARNING - develops a
voluntary response to a specific stimulus or combination
of stimuli. Example: IV not dripping -> Student opens the
clamp
3. CHAINING - acquisition of a series of related conditioned
responses or stimulus response connections.
4. VERBAL ASSOCIATION - type of chaining and is easily
recognised in the process of learning med terminology.
Ex: Thermal = temp
5. DISCRIMINATION LEARNING - the more new chains
learne the more easier it is to forget previous chains. To
learn and retain large number if chains, person has to
discriminte or choose
6. CONCEPT LEARNING - how to classify stimuli into
group represented by a common concept.
7. RULE LEARNING - chain of concepts or a relationship
between concepts. Fairly sophisticated level of learning.
Example: if.... then...
8. PROBLEM SOLVING - to solve problems, the learners
must have a clear idea of the problem or goal being
sought and must be able to recall and apply previously
learned rules that relate to the situation.

7. EXPERIENTIAL LEARNING (DAVID KOLB)

- Learning is the process whereby knowledge is created
through the transformation of experience. Knowledge results
from the combination of grasping and transforming
experience.

- Most people tend toward a pattern of preference of one end 8. COGNITIVE STYLE MODEL (ANTHONY GREGORC)
of the continuum over the other resulting in their unique
- When the mind has the mediation abilities of perception and
learning style:
ordering
Learners need four abilities to be effective: - States that everyone process information in all four of the
1. Concrete Experience dimensions but they have a preference for one end or the
abilities other on the perception and ordering continuums
2. Reflective
Observation abilities The preferences fall into the 4 MEDIATION CHANNELS
3. Abstract 1. Concrete Sequential - highly structured, quiet area,
Conceptualization abilities often focus on details, concrete materials and see visuals
4. Active Experimentation abilities and concrete examples.
2. Concrete Random - thinking of another way other than
This occur in two continuums: book, making other way (trial and error methods)
1. Abstract conceptualization to Concrete continuum 3. Abstract Sequential - Big pictures, holistic thinkers who
(Thinking vs. Feeling) seek understanding of incoming information. They need
2. Active Experimentation to Reflective Observation consistency in the learning environment and do not like
continuum (External vs. Internal) interruptions.
4. Abstract Random - from visual stimuli, they like busy
unstructured learning environments and are often
4 LEARNING STYLES BASED ON KOLB’S THEORY OF focused on personal relationship.
EXPERIENTIAL LEARNING
This is useful when the targeted behavior is the
1. CONVERGER - not presented to people discontinuation of an unhealthy behavior. ( smoking
2. DIVERGER - not behind the scenes, sya ang ihaharap sa cessation, weight management). For change to occur
tao, by group work individuals undergo different stages:
3. ACCOMODATOR - doesnt rely on the book, and doesnt 1. Precontemplation - no serious thought is given in the
like step by step, next 6 months
4. ASSIMILATOR - inductive reasoning, quiet but has theory 2. Contemplation - people are aware of the need to
and concerned with idea change teir behavior and arethinking about making a
change on te next 6 months
 3. Preparation - people plan to make the behavior change
in the immediate future often within the next month
latency
4. Action - person is actively involved in the behavior
change or in adapting the new behavior (drastic change)
5. Maintenance - begins after six months of adherence to
the new behavior (make follow up after)
6. Termination - behavior change has been completed and
maintenance comes to an end when temptation in
problematic situations is no longer a threat and the abilty
to resist relapsr has developed
9. STAGES OF CHANGED THEORY
- Transtheoretical model / stages of change theory is useful
when the targeted behavior is discontinuation of an unhealthy
behavior
10. THEORY OF REASONED ACTION
- Proposes that adoption of new behavior results from
individual intention to engage in the behavior.
- Intention is the extent to which a person is ready to engage
in particular behavior and this comes from peoples’ attitude
toward the behavior.
- Behavior change will result if a person intends to change.
11. SELF EFFICACY THEORY
- Used as a means to predict or explain a behavior.
- Self-efficacy is a determinant of motivation
- Behavior change occurs due to expectations
4 SOURCES OF SELF EFFICACY
1. Performance accomplishment - learning that occurs
through personal mastery of a particular skill or task
important determinant of behavior change is when they
learn to master a new behavior by doing it.
2. Vicarious Experience - learning throgh observation and
reflecting
3. Verbal Persuasion - involves acting as the coach and
providing encouragement
4. Physiological State - being healthy
12. ATTRIBUTION THEORY
- Attribution theory predicts that when people have an
emotional reaction, they will try to figure out why it happened.
- People want to understand what causes events in their lives
so that they may either repeat them if the outcome was
positive, change or avoid them
CAUSES OR ATTRIBUTIONS HAVE THREE DIMENSIONS:
1. Locus Of Causality - if the cause is internal and external
2. Controllabity - how much control can be given
3. Stability - extent to which it is caused to be consistent
DOMAINS OF LEARNING
1. Cognitive
Deals with knowledge and develop intellectual abilities and
skills.
Examples : To recall, calculate, discuss, analyze, problem
solve, etc.
2. Psychomotor
Manipulative and motor skill area ; concerned with physical
that require coordination.
Examples : To dance, swim, ski, dive, drive a car, ride a bike,
etc.
3. Affective
Describes interest, attitudes & values
Examples : To like something or someone, love, appreciate,
fear, hate, worship.
5 LEVELS OF AFFECTIVE DOMAIN
1. Receiving - The lowest level; the student passively pays
attention.
2. Responding - The student actively participates in the
learning process
3. Valuing - The student attaches a value to an object,
phenomenon, or piece of information.
4. Organizing - The student can put together different values,
information, and ideas and accommodate them within his/her
own scheme - comparing, relating, prioritizing and elaborating
on what has been learned.
5. Characterizing - The student holds a particular value or
belief that now exerts influence on his/her behavior.
Internalizing the value
LEVELS OF COGNITIVE DOMAIN
1. Knowledge - Exhibit memory of previously-learned
materials by recalling facts, terms, basic concepts and
answers
2. Comprehension - Demonstrates and Illustrate
understanding of facts and ideas.
3. Application - Using new knowledge. Solve problems to
new situations by applying acquired knowledge, facts,
techniques and rules in a
different way
4. Analysis - Examine and break information into parts by
identifying motives or causes. Compare, Contrast and
Separate.