Health Education: Session 3

• Learning a relatively permanent change in mental processing, emotional functioning, and behavior as a result of experience
• Behaviorist Theory: To change behavior, change the stimulus conditions in the environment and the reinforcement after a response
• Respondent Conditioning Also called association lewning or classical/Pavlovian conditioning Learning occurs as the organism responds to stimulus conditions and forms associations
• Operant Conditioning

  Leaming occurs as the organism responds to stimuli in the environment and is reinforced for making a particular response
• Cognitive Learning Theory To change behavior, work with the developmental stage and change cognitions, goals, expectations, equilibrium. and ways of processing information.
• Gestalt Perspective Perception and the patterning of stimull are the keys to learning, with each learner perceiving. interpreting, and reorganizing experiences in her/his own way.
• Information-Processing Perspective The way individuals perceive, process, store, and retrieve information from experiences determines how learning occurs and what is learned
• Cognitive Development Perspective Learning depends on the stage of cognitive functioning with qualitative, sequential changes in perception. language, and thought occurring as children and adults interact with the environment
• Social Constructivist Perspective Leaming is heavily influenced by the culture and occurs as a social process in interaction with others
• Social Cognition Perspective An individual's perceptions, beliefs, and social judgments are affected strongly by social interaction, communication, groups, and the social situation
• Cognitive-Emotional Perspective Efforts to incorporate emotional considerations within a cognitive framework
• Social Learning Theory

  To change behavior, utilize effective role models who are perceived to be rewarded, and work with the social situation and the learner's internal self-regulating mechanisms
• SOCIAL LEARNING THEORY

  Attentional Phase: Observation of role model

  Retention Phase: Processing and represent ation in memory

  Reproduction Phase: Memory guides performance of model's actions

  Motivational Phase: Influence by vicarious reinforcement and punishment

  Performance
• Psychodynamic Learning Theory

  To change behavior, work to make unconscious motivations conscious, build ego-strength, and resolve emotional conflicts
• Humanistic Learning Theory Leaming occurs on the basis of a person's motivation, derived from needs, the desire to grow in positive ways, self-concept, and subjective feelings
• Self- Actualization Need to fulfill one's potential Esteem Need to be perceived as competent, have confidence and independence, and have status, recognition, and appreciation Belonging and love Need to give and receive affection Safety Need for security, stability, structure, and protection as well as freedom from fear Physiological To have basic survival needs met (food, water, warmth, sleep)
• Motor Learning

  -useful in addition to theories of psychological learning. - Examples of skills taught - Walking with crutches

  Stages of Motor Learning Cognitive stage - Learner works to develop cognitive map. Associative stage - More consistent performance, slower gains, fewer errors

  Autonomous stage - Automatic stage, achieving advanced level