Southern New Hampshire University - BA - Psychology
Southern New Hampshire University's online psychology program features six concentrations including addiction, child development, and mental health. The 120-credit bachelor of arts degree includes foundational classes in research and physiology as well as a choice of electives. The four-year program features a senior capstone project.
Ashford University - BA - Psychology
Ashford's bachelor's in cognitive studies explores how people learn, solve problems, and make decisions. Graduates are prepared for careers in rehabilitation, special education, and more. The program does not lead directly to teacher licensure. Financial aid is available to all students.
Walden University - BS - Psychology: General Psychology
Walden's online bachelor's of science in general psychology is the perfect program for students interested in learning how the mind works. Graduates leave school with a well-rounded education, ready for the professional workforce or further training in the field.
Capella University - BS - Psychology
The general psychology specialization of Capella’s online BS in psychology is designed around APA guidelines, providing students with a comprehensive foundational education in human learning, emotions, behaviors, and more. Coursework can be customized to include further concentration in addictions, behavioral health, or forensics psychology.
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The functional context approach to learning stresses the importance of making learning relevant to the experience of learners and their work context.
Hierarchial stance of learning, and the measure.
The purpose of this exercise is to teach the concept of positive reinforcement .In this tutorial, background material on positive reinforcement is omitted in favor of demonstrating some important features of self-instructional exercises that can be effectively used in distance education.
Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). This contrasts with most classroom learning activities which involve knowledge which is abstract and out of context.
Research on language acquisition/use can be divided into first and second language learning settings.
Vygotsky's Distinction Between Lower and Higher Mental Functions and Recent Studies on Infant Cognitive Development
One of the major theoretical advances of Vygotsky's approach to cognitive development was his thesis that human mental functions were social in origins. Vygotsky introduced a distinction between lower mental functions (LMF's) and higher mental functions (HMF's) (Vygotsky, 1983).
The major theorists for the development of operant conditioning are Edward Thorndike, John Watson, and B. F. Skinner. They proposed that learning is the result of the application of consequences; that is, learners begin to connect certain responses with certain stimuli. This connection causes the probability of the response to change (i.e., learning occurs.)
The theory of B.F. Skinner is based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment.
Past attempts by policy experts and scholars to synthesize the legal policy considerations behind a general limited right to refuse treatment and specific legislative efforts to regulate the use of electroconvulsive therapy (ECT) have met with considerable controversy, confrontation, and misunderstanding. It will be argued on the basis of the following legal analysis that the parameters of the law of informed consent and substituted decisionmaking, as articulated in the leading court decisions and state legislation, provide a reasonable framework upon which to develop sound policy judgments about the right to refuse electroconvulsive therapy.
Memory is one of the most important concepts in learning; if things are not remembered, no learning can take place.
Fundamental questions of motivation are concerned with the direction, intensity, and duration of behavior. Within each of these broad categories are sub-questions such as the distinctions between quality and quantity, effort and arousal, and latency and persistence. Cutting across all these questions are the relative contributions of individual differences and situational constraints to the level of motivation and of subsequent performance.
It has been argued that infants in Neonatal Intensive Care Units (NICU) are subject both to a highly stressful environment - continuous, high-intensity noise and bright light (Field 1990) - and to a lack of the tactile stimulation that they would otherwise experience in the womb or in general mothering care (Montagu 1978). Massage has been recommended as an intervention to promote growth and development of preterm and low-birth weight (LBW) infants.