Journal articles: 'Learning, Psychology Case studies'

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Lackner, Ksenija A., Gail Moloney, Helen Stain, Ruth C. Ward, and Jay S. Birnbrauer. "Case Studies in Self-management: Valuable Learning Experiences." Behaviour Change 15, no. 3 (September 1998): 178–86. http://dx.doi.org/10.1017/s0813483900003065.

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Four self-management exercises completed by advanced psychology students as part of their course of instruction are summarised. The cases illustrate the level of sophistication of clinical replications that can be attempted in a semester unit. These cases were chosen because they targeted long-standing serious problems which none of the students thought would be responsive to behavioural-cognitive techniques applied by themselves. The problems were nocturnal bruxism, excessive urinary frequency, unassertiveness, and dog phobia. All were successful in meeting the initial therapeutic objectives that had been set, but gains were not maintained in the cases of bruxism and excessive urinary frequency. The value and problems associated with self-management exercises as a teaching tool are discussed.

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Bar-Hillel, Maya, Tom Noah, and Shane Frederick. "Learning psychology from riddles: The case of stumpers." Judgment and Decision Making 13, no. 1 (January 2018): 112–22. http://dx.doi.org/10.1017/s193029750000886x.

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AbstractRiddles can teach us psychology when we stop to consider the psychological principles that make them “work”. This paper studies a particular class of riddles that we call stumpers, and provides analysis of the various principles (some familiar, some novel) that inhibit most people from finding the correct solution – or any solution – even though they find the answers obvious ex post. We restrict our analysis to four stumpers, propose the psychological antecedents of each, and provide experimental support for our conjectures.

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Kass, Alex. "Case Studies in the Design of Learning Environments." Contemporary Psychology: A Journal of Reviews 43, no. 9 (September 1998): 644–45. http://dx.doi.org/10.1037/001781.

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Feathers, Karen M., and Jane H. White. "Learning to learn: Case studies of the process." Reading Research and Instruction 26, no. 4 (June 1987): 264–74. http://dx.doi.org/10.1080/19388078709557915.

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Pedrosa de Jesus *, Helena, Patrı´cia Almeida, and Mike Watts. "Questioning Styles and Students' Learning: Four case studies." Educational Psychology 24, no. 4 (August 2004): 531–48. http://dx.doi.org/10.1080/0144341042000228889.

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Strawn, Brad D., Earl D. Bland, and Paul S. Flores. "Learning Clinical Integration: A Case Study Approach." Journal of Psychology and Theology 46, no. 2 (April 23, 2018): 85–97. http://dx.doi.org/10.1177/0091647118767976.

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The present article identifies three waves in the integration of psychology and theology literature including apologetic, model building, and empirical validation, bringing the discussion to a fourth wave, clinical integration. Rather than a model or destination, clinical integration is an emergent phenomenon of the dynamic complexity of the particular therapeutic configuration and therefore is best learned through supervisory experience, which includes observing, hearing, and reading cases. Subsequently, the articles that make up this special volume are case studies. In addition, the article notes the lack of cultural and theological diversity in the integration literature so invited authors were selected not only for their scholarship, but also for being newer voices in the field and for their personal diversity. The rewards, challenges, and ethics of writing about clinical cases are also explored.

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Grant, Janie Busby, and Tim Grace. "Use of Diverse Case Studies in an Undergraduate Research Methods and Statistics Course." Psychology Learning & Teaching 18, no. 2 (February 12, 2019): 197–211. http://dx.doi.org/10.1177/1475725719828662.

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Psychology graduates are employed in a wide variety of workplace roles. The broad nature of these future workplace requirements can make it difficult for students to learn and apply classroom knowledge and challenging for educators to develop authentic and engaging materials. In research methods and statistics courses in particular it can be difficult to develop specific context exemplars. This article describes the design of a series of case studies and linked learning activities based on the experiences of psychology graduates in their real-world employment roles. These case studies were embedded in an undergraduate research methods and statistics course with the aim of improving engagement by more clearly articulating the link between classroom learning and future workplace roles. Student feedback suggests that the case studies were motivating and supportive of student learning; however, there was no evidence of an improvement in performance. This approach provides a rewarding, flexible template within which students and educators are able to explicitly discuss the relationship between current learning and future real-world roles.

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McFall, Richard M., James Allison, Richard J. Viken, and William Timberlake. "Response-Disequilibrium Therapy: Clinical Case Studies." Clinical Psychological Science 7, no. 5 (July 3, 2019): 982–99. http://dx.doi.org/10.1177/2167702619856343.

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Basic learning theorists developed the response-disequilibrium model to resolve the long-standing psychological puzzle of how to specify in advance the circumstances that will yield reinforcement effects. The model explains the behavioral changes in reinforcement effects as predictable adaptations to external constraints on the free-baseline levels of those behaviors. Here we introduce response-disequilibrium therapy (RDx), a clinical intervention based on this model. We present a series of clinical case studies using RDx to treat obsessive-compulsive disorders, report highly favorable results in comparison with the standard therapy, and discuss the implications.

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Akhurst, Jacqueline. "International community–based service learning: Two comparative case studies of benefits and tensions." Psychology Teaching Review 22, no. 2 (2016): 18–29. http://dx.doi.org/10.53841/bpsptr.2016.22.2.18.

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The drives to internationalise the UK curriculum and psychology students’ desires to work in communities are brought together in this paper. International community–based learning (ICBL) links with many psychology students’ motivations to make contributions to others; with the potential to enhance students’ learning and cultural sensitivities. The recently–developed literature on international service learning highlights multiple benefits for students (and sometimes community hosts), as well as the potential tensions that need to be negotiated. With the intentions of creating global citizens interested in social justice, community–based engagement can sometimes reinforce preconceived notions. In addition, benefits to the host communities may only be short–term or questionable, with less research on community partners’ perspectives than on those of the students.This paper describes work with UK psychology students who undertook CBL in four different international settings (2008–2015); illustrating the complexities of setting up, facilitating and supporting students’ CBL. It will then focus on two African settings (South Africa and Tanzania), with data drawn from group discussions with students, post-experience reflections, observations be the accompanying tutor and feedback from community partners. The findings show the richness of students’ learning through CBL in both settings, including deeper insight into applications of psychological theory, the skills they enhanced and the emotional impacts of the work. Students reported changed perspectives, including greater awareness of social issues that impacted on their attitudes. The findings are explored and compared, using tools from Activity Theory, to illustrate points of confluence and tensions in such initiatives, when students, community partners and academic staff members interact. The discussion will reflect on what might guide the integration and optimising of ICBL to benefit both students and community partners.

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Zetlin, Andrea G., and Ashraf Hosseini. "Six Postschool Case Studies of Mildly Learning Handicapped Young Adults." Exceptional Children 55, no. 5 (February 1989): 405–11. http://dx.doi.org/10.1177/001440298905500503.

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Participant observation was conducted for 1 year with six mildly learning handicapped young adults following their graduation from high school Close attention was paid to the ways in which they managed the transition out of school and into more adult roles. During this year, all six floundered from job to job, class to class, and school to school. They expressed discontent and frustration with their present situation. They were at a loss to plan for the future and maintained an unrealistic appraisal of their skills. Their sense of self waxed and waned in keeping with their prospects, and the patience and frustration of family members vacillated as well.

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Baron, Philip. "Overcoming obstacles in learning cybernetic psychology." Kybernetes 43, no. 9/10 (November 3, 2014): 1301–9. http://dx.doi.org/10.1108/k-07-2014-0150.

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Purpose – When reviewing the prospectus of mainstream universities that offer psychology majors, one would be hard-pressed to find any cybernetic approaches included in their course material. This is an unfortunate observation as most psychological problems arise in a relational context. Reasons for this status quo are presented. The purpose of this paper is to reduce obstacles for prospective learners in cybernetic psychology, with the hope that cybernetic psychology may be assimilated and seen as an equal footing paradigm in mainstream psychology teachings. Design/methodology/approach – A popular cybernetics web site is often used by students who are learning cybernetic psychology. Using the responses from students who frequent the online resource, solutions are presented based on the questions that students have asked the author of the site. Findings – Students are taught different therapy paradigms in terms of models; the psychodynamic model, the medical model, the person-centred model; the systems model and so forth. Their position to the model is external and they can critically evaluate the different models and apply each model in an interpretation and analysis of various psychology case studies. Cybernetic psychology becomes problematic when that line of thinking is used. Practical implications – Cybernetic psychology stands as an ethical choice for therapy. Reducing the boundaries for cybernetic therapies to be assimilated in the mainstream context, especially if offered by universities as an equal footing paradigm, which would be in keeping with the WHO's call for responsible ethical therapy interventions. Originality/value – There is limited information on how to perform cybernetic psychology. This is understandable owing to the nature of cybernetics; however, reliable and stable approaches should still be available for students who are new to this epistemology. There needs to be an entering point into this way of thinking so that cybernetic psychology remains accessible to newcomers.

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Sternberg, Robert J. "Teaching psychology students about creativity as a decision." Psychology Teaching Review 9, no. 2 (December 2000): 111–18. http://dx.doi.org/10.53841/bpsptr.2000.9.2.111.

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AbstractIn this article, it is proposed that creativity is, to a large extent, a decision. From the point of view of teaching and learning, it means that psychology students, as well as psychologists, can become more creative by deciding for creativity. Ten decisions for creativity are outlined, together with (1) case studies from well-known psychologists who have made these decisions successfully, and (2) teaching activities to facilitate students’ learning how to make these decisions.

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Hanin, Yuri, Tapio Korjus, Petteri Jouste, and Paul Baxter. "Rapid Technique Correction Using Old Way/new Way: Two Case Studies with Olympic Athletes." Sport Psychologist 16, no. 1 (March 2002): 79–99. http://dx.doi.org/10.1123/tsp.16.1.79.

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Exploratory studies examine the effectiveness of old way/new way, an innovative meta-cognitive learning strategy initially developed in education settings, in the rapid and permanent correction of established technique difficulties experienced by two Olympic athletes in javelin and sprinting. Individualized interventions included video-assisted error analysis, step-wise enhancement of kinesthetic awareness, reactivation of the error memory, discrimination, and generalization of the correct movement pattern. Self-reports, coach’s ratings, and video recordings were used as measures of technique improvement. A single learning trial produced immediate and permanent technique improvement (80% or higher correct action) and full transfer of learning, without the need for the customary adaptation period. Findings are consistent with the performance enhancement effects of old way/new way demonstrated experimentally in nonsport settings.

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Reis, Sally M., Terry W. Neu, and Joan M. McGuire. "Case Studies of High-Ability Students with Learning Disabilities Who Have Achieved." Exceptional Children 63, no. 4 (June 1997): 463–79. http://dx.doi.org/10.1177/001440299706300403.

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We used qualitative methods to study 12 young people with learning disabilities who were successful at the college level. The participants reported negative school experiences, verified by their parents and school records, such as social problems, difficulty with teachers, and frustration with certain academic areas. The interaction of their high abilities and their learning disabilities produced a number of negative consequences since their talents were not usually addressed by the school system they attended. However, despite these experiences, participants were able to integrate specific personal traits and special compensation strategies and environmental modifications to succeed in a challenging university setting.

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Lindstrom, Lauren E., and Michael R. Benz. "Phases of Career Development: Case Studies of Young Women with Learning Disabilities." Exceptional Children 69, no. 1 (October 2002): 67–83. http://dx.doi.org/10.1177/001440290206900105.

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This study investigates the career development process for young women with learning disabilities. Case study methodology was utilized to understand the key elements influencing career choices for young women with learning disabilities who had graduated from high school and entered the workforce. Case study findings revealed three distinct phases of career development that were labeled (a) unsettled, (b) exploratory, and (c) focused. Phases of career development varied along two dimensions—stability of employment and clarity of career goals. Key elements that seemed to influence the phases of career development included individual motivation and personal determination, family support and advocacy, opportunities for career exploration, on-the-job or postsecondary vocational training, and supportive work environments.

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Moschkovich, Judith N. "Resources for Refining Mathematical Conceptions: Case Studies in Learning About Linear Functions." Journal of the Learning Sciences 7, no. 2 (April 1998): 209–37. http://dx.doi.org/10.1207/s15327809jls0702_3.

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Bier, Nathalie, Véronique Provencher, Lise Gagnon, Martial Van Der Linden, Stéphane Adam, and Johanne Desrosiers. "New learning in dementia: Transfer and spontaneous use of learning in everyday life functioning. Two case studies." Neuropsychological Rehabilitation 18, no. 2 (April 2008): 204–35. http://dx.doi.org/10.1080/09602010701406581.

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Schliewe, Sanna. "Embodied ethnography in psychology: Learning points from expatriate migration research." Culture & Psychology 26, no. 4 (January 5, 2020): 803–18. http://dx.doi.org/10.1177/1354067x19898677.

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Interviews and observation are often the preferred methods when psychologists conduct fieldwork. However, psychology can learn from recent developments in anthropology and sociology. Here researchers use their own embodied sensations in participatory research as a way to investigate less verbalized, more hidden, sensorial, and affective aspects of the life-worlds they are studying. In this article, I use case examples from research on privileged migrants (expatriates) to demonstrate how significant insights can emerge when we apply an embodied approach in our research. Migration is not only behavioral, social, verbal, or imaginative events but includes the migrant’s body—its sensory experiences and emotions. Thus, we need to embrace additional methods to investigate multifaceted psychological processes such as migration.

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Nadif, Bendaoud, and Driss Benattabou. "Rethinking the Insights from Good Language Learner Studies: Moroccan Learners of EFL as a Case Study." International Journal of Linguistics, Literature and Translation 4, no. 3 (March 30, 2021): 61–73. http://dx.doi.org/10.32996/ijllt.2021.4.3.7.

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Over the recent decades, there has been a growing research interest in placing learners at the heart of any enterprise pertaining to foreign language learning and teaching. Alongside the growth of new perspectives and theories in cognitive psychology and foreign language learning and teaching, research has shifted its focus from the teacher and learning outcomes to the learners and the learning processes. Correspondingly, researchers emphasize the significance of making the learning and teaching paradigms more supportive and responsive to learners’ needs and interests to fully play more active and participatory roles. Drawing on researchers’ contributions in the area of good language learner studies, this paper sets out to examine the relationship between the characteristics of GLLs and language achievement. For this purpose, a sample of (N = 98) senior Moroccan high school students took an EFL achievement test and responded to the GLL questionnaire as designed and developed by Constantinides (2013). Using a Spearman correlational coefficient test and regression analysis, results show that GLLs’ scores significantly correlate (r = .81) and reliably predict the respondents’ achievement test scores. The paper ends with a conclusion and some pedagogical implications to promote EFL learning and teaching.

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Haj-Bolouri, Amir, Christian Master Östlund, Matti Rossi, and Lars Svensson. "Action design research as a means for organizing workplace learning: case studies of e-learning platforms." Journal of Workplace Learning 33, no. 6 (February 8, 2021): 405–25. http://dx.doi.org/10.1108/jwl-06-2020-0109.

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Purpose Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular. Design/methodology/approach This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular. Findings The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes. Originality/value The findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.

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Sheen, Mercedes, Hajar Aman Key Yekani, and Timothy R. Jordan. "Further Evidence for Using Online Discussion Boards in the Classroom." Teaching of Psychology 46, no. 2 (March 14, 2019): 158–63. http://dx.doi.org/10.1177/0098628319834215.

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Recent research compared the use of case studies to online discussion boards to teach about anxiety disorders. The current study extends this research to mood disorders, reports pretest and posttest scores on four learning outcomes, and compares midterm exam scores from Fall 2016 and Fall 2017 when case studies and online discussion boards were used as supplementary learning material, respectively. The results indicate students in the discussion board condition (DBC) rated their learning outcomes significantly higher than students in the case study condition, and midterm exam scores were significantly higher for students who took part in the DBC as a learning exercise. These findings provide evidence that the usefulness of online discussion boards extends to other types of disorders and may even surpass the use of traditional case studies as a pedagogical tool when teaching about psychological disorders.

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Armstrong, C. "Neuropsychological patterns of attention in developmental learning disorders and EEG variants: Case studies." Archives of Clinical Neuropsychology 6, no. 3 (January 1, 1991): 174. http://dx.doi.org/10.1093/arclin/6.3.174.

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Evans, Charlotte J. "Literacy Development in Deaf Students: Case Studies in Bilingual Teaching and Learning." American Annals of the Deaf 149, no. 1 (2004): 17–27. http://dx.doi.org/10.1353/aad.2004.0011.

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Perkins, Douglas D., Kimberly D. Bess, Daniel G. Cooper, Diana L. Jones, Theresa Armstead, and Paul W. Speer. "Community organizational learning: Case studies illustrating a three-dimensional model of levels and orders of change." Journal of Community Psychology 35, no. 3 (2007): 303–28. http://dx.doi.org/10.1002/jcop.20150.

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Ozamiz-Etxebarria, Naiara, Sonia Ruiz de Azúa, Maitane Picaza, and Jeffrey Cornelius-White. "Reducing stigma towards mental disorder in social education students through case studies and problem-based learning." Behavioral Psychology/Psicología Conductual 30, no. 2 (September 9, 2022): 465–81. http://dx.doi.org/10.51668/bp.8322208n.

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Mental disorders are one of the most stigmatized conditions in our society, which is a barrier to recovery for these individuals. However, stigmatizing attitudes can change, and education and personal experience with people who have a mental disorder can reduce stigmatizing attitudes. The present study assessed 111 social education students' stigma toward people with mental disorders and knowledge about mental disorders before and after an educational intervention involving active case studies and problem-based learning methodologies. Self-reports were used to measure attitudes toward mental disorder and knowledge about mental health. Negative attitudes towards mental disorders were reduced and knowledge increased after the intervention (p< .05). These results demonstrate the effectiveness of this type of active educational interventions in reducing stigma towards people with mental disorders. However, it is important to continue conducting studies of this type to increase the scientific evidence.

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MacLeod, Andrea A. N., Rabia Sabah Meziane, and Diane Pesco. "Language abilities of children with refugee backgrounds: Insights from case studies." Applied Psycholinguistics 41, no. 6 (August 28, 2020): 1329–49. http://dx.doi.org/10.1017/s0142716420000405.

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AbstractSince 2015, more than 58,000 Syrian refugees have settled in Canada and, at the time of the 2016 national census, more than a fifth had settled in the province of Quebec. The rising numbers of refugees and the risks associated with families’ forced displacement have underscored the need to better understand and support the language of refugee children. The article reports on the oral language of three Syrian children ages five and six years, drawing on data from parent interviews, teacher reports, measures of the children’s language, and observations of their language use in a dual-language stimulation group, StimuLER. By triangulating this data, we were able to develop a rich and realistic portrait of each child’s language abilities. For these three boys, we observed that the home language was vulnerable to delays and weaknesses, and that learning the language of school was a drawn-out process. We also documented that parents and teachers had difficulties communicating with one another, and thus had difficulty meeting the educational needs of these children. We conclude that to foster resiliency in these children who are refugees, schools must find a way to build bridges with the parents to support the children’s language learning in both the language of school and at home.

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Philaretou, Andreas. "Learning and Laughing about Gender and Sexuality through Humor: The Woody Allen Case." Journal of Men's Studies 14, no. 2 (January 1, 2006): 133–44. http://dx.doi.org/10.3149/jms.1402.133.

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Hall, Rogers. "Schedules of Practical Work for the Analysis of Case Studies of Learning and Development." Journal of the Learning Sciences 10, no. 1-2 (April 2001): 203–22. http://dx.doi.org/10.1207/s15327809jls10-1-2_8.

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Whaley, Arthur L. "Effects of Ethnic/Racial Identification on Case-Based Learning Outcomes in a Psychology Course at a Historically Black College/University." Journal of Cognitive Education and Psychology 11, no. 1 (2012): 79–93. http://dx.doi.org/10.1891/1945-8959.11.1.79.

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African American students tend to have better learning outcomes if they can identify with the educational process. Two types of schemata may account for the influence of ethnic/racial identification on learning outcomes: the schema that reflects the ethnic/racial or cultural identity of African American students, and a second schema paradigm that is the relational schema induction theory. Ethnic/racial identification with a learning task facilitates Black students’ ability to identify the relations among the elements of the task, create a mental analog, and apply it to novel learning situations. This notion was tested in a post hoc evaluation of a case-based learning approach to teaching abnormal psychology to a class of 39 undergraduate students at a historically Black college or university (HBCU). This study compared case studies about an African American, European American, and Native American in terms of their effect on learning outcomes. The hypothesis was that the African American case would be associated more strongly with learning outcomes. Results from structural equation modeling analyses supported the hypothesis. Implications for teaching and learning among African American students are discussed.

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Moseley, Alex. "Real-Life Contexts in Learning Games." International Journal of Game-Based Learning 8, no. 4 (October 2018): 18–31. http://dx.doi.org/10.4018/ijgbl.2018100102.

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The use of real contexts in learning has been of central interest to educational developments such as experiential learning, case studies, work placements and simulations. They centre around the benefits of putting students in realistic situations, using real tools to solve real/realistic problems. A growing number of learning games are making use of context in this way: initially focused around serious games (many close in character to simulations) and most recently distilled into immersive and pervasive games, which mix real and imagined contexts for apparently deep learning experiences. This article reviews the existing literature around the use of context in learning, considers the applicability to learning games, and proposes new theoretical developments through the consideration of four models for the integration of context into learning experiences, based on a typology of existing contextual learning experiences and games. To illustrate the models and begin to strengthen the typology, a number of existing case studies are referenced, and further research needs highlighted.

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Strickland, Dorothy, Lee M. Marcus, Gary B. Mesibov, and Kerry Hogan. "Brief report: Two case studies using virtual reality as a learning tool for autistic children." Journal of Autism and Developmental Disorders 26, no. 6 (December 1996): 651–59. http://dx.doi.org/10.1007/bf02172354.

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Ichsan, Muhammad. "PSIKOLOGI PENDIDIKAN DAN ILMU MENGAJAR." JURNAL EDUKASI: Jurnal Bimbingan Konseling 2, no. 1 (August 30, 2016): 60. http://dx.doi.org/10.22373/je.v2i1.691.

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Educational psychology is the science of knowledge-that talks about human behavior in the teaching-learning process, and he has a close relationship with science teaching. Where in the process of teaching, educators are required to have adequate knowledge of the material being taught, and also mastered the different methods of delivery so that what is delivered is understandable and easily understood by students. So mastery of educational psychology (educational psychology) is a demand for educators. As defined educational psychology is simply a science which studies human behavior that takes place in the teaching-learning process. While teaching is defined as an activity to organize or manage the environment as well as possible and connect with the child, resulting in a process of learning. In the teaching-learning process, educators should pay attention to the students, the rate of growth and the individual differences that exist between them. As the experts in this case the pupils to classify three types: (1) Type of auditory, easy to accept the lesson by hearing. (2) Type Visual, easy merima learning through sight. (3) Type of methodical, easy to accept the lesson through the motions.

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Wijaya, Tommy Tanu, Imam Fitri Rahmadi, Siti Chotimah, Jailani Jailani, and Dhoriva Urwatul Wutsqa. "A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being." International Journal of Environmental Research and Public Health 19, no. 23 (December 5, 2022): 16247. http://dx.doi.org/10.3390/ijerph192316247.

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Psychology is one of the numerous factors that influences students’ mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students’ well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students’ mathematics achievement. Moreover, teachers have a more substantial effect than parents’ support, which does not significantly reduce the students’ stress levels. The academic and emotional support of teachers and parents reduces students’ stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students’ mathematics achievement at the secondary school level.

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Nevins, Andrew. "Two Case Studies in Phonological Universals: A View from Artificial Grammars." Biolinguistics 4, no. 2-3 (September 30, 2010): 218–33. http://dx.doi.org/10.5964/bioling.8787.

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This article summarizes the results of two experiments that use artificial grammar learning in order to test proposed phonological universals. The first universal involves limits on precedence-modification in phonological representations, drawn from a typology of ludlings (language games). It is found that certain unattested precedence-modifying operations in ludlings are also dispreferred in learning in experimental studies, suggesting that the typological gap reflects a principled and universal aspect of language structure. The second universal involves differences between vowels and consonants, and in particular, the fact that phonological typology finds vowel repetition and harmony to be widespread, while consonants are more likely to dissimilate. An artificial grammar task replicates this bias in the laboratory, suggesting that its presence in natural languages is not due to historical accident but to cognitive constraints on the form of linguistic grammars.

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Sheen, Mercedes, Maryam A. AlJassmi, and Timothy R. Jordan. "Teaching About Psychological Disorders." Teaching of Psychology 44, no. 1 (November 24, 2016): 74–77. http://dx.doi.org/10.1177/0098628316679971.

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This study compares the traditional use of case studies against the novel use of discussion boards to teach naive students in the United Arab Emirates about anxiety disorders. Sixty-six female students from an abnormal psychology class were randomly assigned to either the case study condition (CSC) or the discussion board condition (DBC). Students read about anxiety disorders and at the end of the class rated their experience based on four learning outcomes. In each instance, students in the DBC rated their learning outcomes significantly higher than students in the CSC. This suggests that incorporating discussion boards as a pedagogical tool can add a new dimension for engaging student interest, fostering knowledge development, and increasing empathy.

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Huang, Jian. "A Case Probe into Emotional Experiences of Chinese English Majors in L2 Listening Learning Process: A Positive Psychology Perspective." SAGE Open 12, no. 1 (January 2022): 215824402210798. http://dx.doi.org/10.1177/21582440221079815.

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The role of emotions in L2 instruction has been well-recognized. With the rise of positive psychology in SLA, the investigations of L2 learners’ emotions have shifted from concern with negative emotions to inclusion of positive ones. However, few studies from the recent literature on positive and negative emotions have distinguished their emotions across different language skills (listening, speaking, reading, and writing), although emotions are universally recognized as domain-specific. Moreover, of these few studies, even fewer have reported specifically on emotional experiences of L2 learners in the process of listening learning, which is understandable given the general under-exploration of listening as compared with other language skills. This case study attempts to address this gap by exploring academic emotions of Chinese undergraduate English majors in the process of acquiring English listening skills from the perspective of Positive Psychology. Based on data collected from various sources over two semesters, a refined categorization of listening learners’ academic emotions is proposed and the characteristics of their emotions are revealed in terms of diversity, intensity, and frequency. The categorization and characteristics imply that L2 listening instructors might need to pay special attention to the emotional dimension of their instruction and learn to be an emotional therapist, though this is not their traditionally expected role.

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Leong, Lim Chee, Nurhanim Hassan, Filzah Md. Isa, and Habibah Ab Jalil. "Mobile X-Space Design, Teaching Strategies and Undergraduate Students’ Collaborative Learning Behaviour: A Case Study in Taylor’s University, Malaysia." Malaysian Journal of Learning and Instruction 15, Number 2 (December 31, 2018): 175–205. http://dx.doi.org/10.32890/mjli2018.15.2.7.

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Purpose - The availability of new innovative learning spaces together with the introduction of new teaching and learning strategies have shifted the nature of the classroom from a place of instruction towards a place that produces authentic learning. Students in the 21st century are inclined to learn with peers, through the use technology to produce the information as the result of their collaboration. This research examines the effect of learning space design and teaching strategies on undergraduate students’ collaborative learning behaviour in the Mobile X-Space classroom. Methodology - This study used a quantitative survey research design to measure students’ learning experience in the Mobile X-Space classroom. A set of online self-reported questionnaire was posted through the official Learning Management System of the university to collect data from 467 undergraduate students in a Malaysian top private university. Through exploratory factor analysis, three factors were identified: (a) teaching strategies, (b) collaborative learning behaviour and (c) space design. Pearson’s correlation and multiple regression were run to assess the relationship between learning space design and teaching strategies conducted by the lecturers on the collaborative learning behaviour of the students. Two-way factorial ANOVA with Post Hoc tests were performed to determine the effects of gender and study semester of the students on their collaborative learning behaviour. Findings - The results from the multiple regression analysis revealed that both (i) teaching strategies, and (ii) space design were positively correlated with collaborative learning behaviour of the students. The results from Person’s correlation showed a significant, strong and positive relationship between teaching strategies conducted by the lecturers on the collaborative learning behaviour among the students. Also, there was a statistically significant, strong and positive relationship between learning space design on the teaching strategies of the lecturers. In addition, the results from two-way factorial ANOVA showed that collaborative learning behaviour was different for groups in different study semesters. However, there was no statistically significant difference for collaborative learning behaviour between different genders in all semesters. Significance - The outcomes of this research will be beneficial in enhancing the support and design of future learning spaces and add value to the present educational model. It is also beneficial in guiding academics in determining the practical teaching and learning approaches in the flexible learning spaces, which could be more suitable for the millennium youth who are more tech-savvy and favour Internet of things in their daily lives. This type of learning space will help to improve the students’ soft skills and collaborative skills, that are very useful in their future employability in the actual work settings.

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Garwood, Justin D. "Character Education to Improve Students’ Sense of Relatedness: Preliminary Findings from the Positivity Project." International Journal of Education 14, no. 2 (June 17, 2022): 36. http://dx.doi.org/10.5296/ije.v14i2.19981.

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Sense of relatedness is a key component of students’ social-emotional learning, as it captures the degree to which students’ feel they have quality relationships with others in school. The purpose of the current pilot case study is to measure students’ sense of relatedness and assess the degree to which a new character education social-emotional learning program based in positive psychology – The Positivity Project (P2) – is having a positive impact on students. Results from the two case studies including 108 elementary school students and 154 middle school students indicate positive associations between P2 implementation and increases in self-reported sense of relatedness.

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Johansson, Tobias. "Strengthening the Case for Stimulus-Specificity in Artificial Grammar Learning." Experimental Psychology 56, no. 3 (January 2009): 188–97. http://dx.doi.org/10.1027/1618-3169.56.3.188.

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Different theories have been proposed regarding the nature of the mental representations formed as a result of implicit learning of sequential regularities. Some theories postulate abstract surface-independent representations, while other theories postulate stimulus-specific representations. This article reports three experiments investigating the development of abstract representations in artificial grammar learning (AGL), using a methodological approach developed by Conway and Christiansen (2006). In all the experiments, the number of blocks during the exposure phase was manipulated (6 blocks vs. 18 blocks of exposure to sequences). Experiments 1 and 2 investigated both visual and auditory learning where sequences were presented element-by-element. Experiment 3 investigated visual learning using a sequence-by-sequence presentation technique more commonly used in visual AGL studies. Extending previous research (Conway & Christiansen, 2006) and in support of stimulus-specific accounts, the results of the experiments showed that extended observational learning results in increased stimulus-specific knowledge rather than abstraction towards surface-independent representations.

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Annamalai, Nagaletchimee. "How Do We Know What is Happening in Whatsapp: A Case Study Investigating Pre-Service Teachers’ Online Activity." Malaysian Journal of Learning and Instruction 15, Number 2 (December 31, 2018): 207–25. http://dx.doi.org/10.32890/mjli2018.15.2.8.

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Purpose - This study addresses the issue of investigating on how lecturers used WhatsApp in educational context and what are the pre-service teachers’ views when WhatsApp is used in teaching and learning activities. Methodology - A qualitative case study was conducted in this study. Two lecturers were interviewed individually to investigate the teaching approach integrated with the use of WhatsApp. Also, 12 pre-service teachers in two focus groups were interviewed to examine their views of using WhatsApp in completing their tasks. Findings - The lecturers employed blended learning approach and were not keen to entirely conduct their lessons in the online learning environment. The focus group interviews were conducted to bring the data together to generate emerging themes related to positive and negative views of pre-service teachers when they were engaged on WhatsApp for learning activities. The positive themes were related to bite size learning, seamless learning, 21st century learning, WhatsApp as a platform to support learning and as an extended interaction space. Practical Implications - The study may influence the use of Information Communication and Technology (ICT) tools in education. It also contributes to new ideas and knowledge on how teachers and learners can conceptualize and use ICT. There is a strong case to argue for instructors to be actively involved in interactions to guide students to develop knowledge and ideas.

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Takashiro, Naomi. "What are the relationships between college students’ goal orientations and learning strategies?" Psychological Thought 9, no. 2 (October 28, 2016): 169–83. http://dx.doi.org/10.5964/psyct.v9i2.169.

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Few studies have been done to examine the relationships between students’ goal orientations (or achievement motivation) and their learning strategies with case studies. This study examined how five educational psychology students’ goal orientations would influence their learning strategies with a semi-structured interview method. The results showed that all students who used complex, multidimensional goal orientations also used versatile learning strategies depending on their specific needs in class. The findings showed that some exhibited goal orientations (mastery/performance) and other unusual goal orientations, were inconsistent with the extant literature. These dimensions were not clear-cut as in other quantitative methods. With regards to learning strategies, the common learning strategies were seeking help and rehearsal learning strategies. Students altered their learning strategies to their perceived optimal learning strategies based on their learning experiences in the past. The implication for classroom practice was that instructors could incorporate different tasks and assignments in order to motivate, encourage students’ use of multiple learning strategies and goal orientations.

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Neysmith-Roy, Joan M. "The Tomatis Method with Severely Autistic Boys: Individual Case Studies of Behavioral Changes." South African Journal of Psychology 31, no. 1 (March 2001): 19–28. http://dx.doi.org/10.1177/008124630103100105.

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Six severely autistic males ranging in age from 4 years to 11 years received the Tomatis Method to assist in alleviating the severity of behaviours contributing to the diagnosis of autism. Ten minute video samples were taken of each boy, under two conditions of play, every time he completed one section of the treatment programme. As measured by the Children's Autism Rating Scale (CARS) all of the boys were severely autistic at the beginning of treatment. Three (50%) of the boys demonstrated positive behavioural changes by the end of the treatment. One boy was no longer considered to be autistic, two boys showed mild symptoms of autism and three boys remained within the severely autistic range. Of particular interest were the changes that occurred in pre-linguistic areas for five of the six boys. These included Adaptation to Change, Listening Response, Non Verbal Communication, Emotional Response and Activity Level. These behaviours are considered prerequisites for successful verbal communication. The children who demonstrated behavioural change were 6 years of age or younger at the beginning of treatment. The author suggests that the Tomatis Method may be helpful in making prelinguistic behaviours manageable and thus help prepare the child to learn basic skills necessary for the development of language and learning.

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Zimmerman, Kevin. "Deconstructing Privilege: Teaching and Learning as Allies in the Classroom, edited by Kim A. Case." Journal of Feminist Family Therapy 26, no. 2 (April 3, 2014): 113–15. http://dx.doi.org/10.1080/08952833.2014.904718.

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Kricsfalusy, Vladimir, Aleksandra Zecevic, Sunaina Assanand, Ann Bigelow, and Marla Gaudet. "The Frontiers of Service-Learning at Canadian Universities." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 2 (June 23, 2017): 87–102. http://dx.doi.org/10.15402/esj.v2i2.173.

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Service learning is a form of experiential learning that cultivates academic development, personal growth, and civic engagement. Students contribute to and learn from community. Service learning empowers students, enabling them to recognize their ability to act as agents of social change. Service learning is gaining momentum as a movement, given its ability to prepare students for the “real world” after graduation. The authors of this article come from health sciences, psychology, and environment and sustainability. Here, we illustrate service learning through four case studies: 1) An innovative team-based service-learning course partnering with older adults, healthcare providers and community agencies (Gerontology in Practice, Western University); 2) A unique curriculum design that includes service learning and interdisciplinary graduate problem-based training and research focused on experimental education (Environmental Sustainability, University of Saskatchewan); 3) An international service learning course that combines intensive coursework and a 3-month placement with a non-profit, community-based organization in Africa (Psychology and Developing Societies, University of British Columbia); and 4) An extraordinary example of an institutional-level commitment to service learning involving 50 courses, 40 faculty, 100 community agencies, and 900 students per year (St. Francis Xavier University). Our goal is to inspire other educators to engage in the pursuit of excellence in higher education through service learning.

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Masitoh, Nur Alif, and Heri Kurnia. "KEBIJAKAN PENDIDIKAN DI INDONESIA PADA MASA PANDEMI COVID-19 BESERTA DAMPAKNYA." Academy of Education Journal 13, no. 1 (January 1, 2022): 74–83. http://dx.doi.org/10.47200/aoej.v13i1.965.

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The learning process must continue to be carried out even in the covid-19 pandemic situation. The covid-19 pandemic has changed the order of the educational process, which was originally face-to-face at school, to face-to-face virtual. The online learning process requires educators to create appropriate and fun learning models and methods, so that learning materials can reach students and can be understood by students. This article aims to describe education policies in Indonesia during the covid-19 pandemic and their impacts. The data in this article were obtained through literature studies or library research and case studies by collecting information from various sources. The results showed that education policies during the covid-19 pandemic were implemented using online learning methods and offline learning which were carried out with strict health protocols and there was a division of time for students to come to school. However, the impact of online learning greatly affects students and parents both in terms of economics and psychology.

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Lidz, Jeffrey. "Language Learning and Language Universals." Biolinguistics 4, no. 2-3 (September 30, 2010): 201–17. http://dx.doi.org/10.5964/bioling.8785.

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This paper explores the role of learning in generative grammar, highlighting interactions between distributional patterns in the environment and the innate structure of the language faculty. Reviewing three case studies, it is shown how learners use their language faculties to leverage the environment, making inferences from distributions to grammars that would not be licensed in the absence of a richly structured hypothesis space.

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Vintere, Anna, Sarmīte Čerņajeva, and Jelena Koroļova. "Challenges in Work with Adults : the Situation Analysis in Latvia." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 248. http://dx.doi.org/10.17770/sie2014vol2.681.

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In the 21st century, people have to cope with continuous change and it is important that people could learn through-out their lives. To gain knowledge successfully throughout the lifetime, personality development psychology, personal needs and education motivation are seen as the more significant features. In order to identify the different age adults learning needs and motivation to learn, and to identify the learning characteristics, the article summarizes a number of case studies - situation analysis, which were done in the framework of Nordplus Adult Education Development project "How to challenge adults to teach adults".

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von Leipzig, Tanja, Eric Lutters, Vera Hummel, and Cornè Schutte. "An Architecture for Bidirectional Learning Games." International Journal of Game-Based Learning 12, no. 1 (January 2022): 1–22. http://dx.doi.org/10.4018/ijgbl.294009.

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Dynamic personalization of learning trajectories that integrate different perspectives and variable scenarios is a viable way to improve the effectiveness and efficiency of training and education. Serious games offer a designated platform for this, by aggregating learner interactions, and using these to dynamically configure, adjust and tailor the game to individuals and contexts. An architecture is presented to support the creation of serious games for specific scenarios, in a faster, more effective and efficient manner. Following a research-by-design approach, the architecture is simultaneously developed and applied in case studies, with the experiences infused as enhancements for subsequent design iterations.

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McParland, James. "Narrative therapy in a learning disability context: a review." Tizard Learning Disability Review 20, no. 3 (July 6, 2015): 121–29. http://dx.doi.org/10.1108/tldr-08-2014-0028.

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Purpose – Narrative therapy is aligned with government priorities for learning disabilities as it promotes inclusion and seeks to empower. While research on narrative therapy in learning disability services is emerging, it has not been critically evaluated. The purpose of this paper is to identify, summarise and critique the extant literature that has explored narrative therapy for adults with learning disabilities, and consider the implications for research and clinical practice. Design/methodology/approach – A literature search identified seven relevant case studies that described individual narrative therapy interventions for adults with learning disabilities. A qualitative review of these studies was carried out. Findings – Overall, the reviewed studies offer tentative evidence for the short-term usefulness of narrative therapy for difficulties with anger and qualitative benefits for ritualistic behaviour, social anxiety and stealing behaviour. Research limitations/implications – A number of methodological issues are identified, particularly concerning the use of outcome measures and the generalisability of findings. The research is limited due to a reliance on case study evidence and outcome measures that lack validity and reliability. Both larger scale and more robust research, and high quality practice-based evidence, are required. Practical implications – Learning disability services could consider providing narrative therapy for people with learning disabilities experiencing anger problems and other psychological difficulties. Clinical practice suggestions are identified, such as choosing relevant metaphors and including the individual’s wider system. Originality/value – This paper provides an up-to-date, comprehensive review of the literature on narrative therapy for people with learning disabilities that will be of use to clinicians providing therapeutic support and to people commissioning such services.

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Stanczak, Louise, Gloria Waters, and David Caplan. "Typicality‐based learning and generalisation in aphasia: Two case studies of anomia treatment." Aphasiology 20, no. 2-4 (February 2006): 374–83. http://dx.doi.org/10.1080/02687030600587631.

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Journal articles on the topic 'Learning, Psychology Case studies'

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