Journal articles: 'Learning, Psychology of'

1

Chin, G. J. "PSYCHOLOGY: Statistical Learning." Science 291, no. 5503 (January 19, 2001): 401a—401. http://dx.doi.org/10.1126/science.291.5503.401a.

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Dogra, Ambalika, and Sunil Dutt. "Effect of Online Learning in Psychology course on Undergraduate students’ Engagement in Learning." Issues and Ideas in Education 4, no. 1 (March 7, 2016): 21–28. http://dx.doi.org/10.15415/iie.2016.41002.

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A, Rangaswamy, Balasubramanian P, and Sweety Nirmala R. "The Psychology of Learning." i-manager’s Journal on Educational Psychology 1, no. 1 (July 15, 2007): 19–22. http://dx.doi.org/10.26634/jpsy.1.1.454.

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Petitpas, Albert J. "Learning Sport Psychology Skills." Athletic Therapy Today 4, no. 1 (January 1999): 61–62. http://dx.doi.org/10.1123/att.4.1.61.

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Lakoff, R. "PSYCHOLOGY: Learning from Words." Science 318, no. 5855 (November 30, 2007): 1384–85. http://dx.doi.org/10.1126/science.1150869.

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KOBAYASHI, Keiichi. "Learning About Psychology From Service Experiences: Service-Learning in Undergraduate Psychology Education." Annual Report of Educational Psychology in Japan 46 (2007): 149–55. http://dx.doi.org/10.5926/arepj1962.46.0_149.

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Szokolszky, Agnes, Catherine Read, Zsolt Palatinus, and Kinga Palatinus. "Ecological approaches to perceptual learning: learning to perceive and perceiving as learning." Adaptive Behavior 27, no. 6 (June 13, 2019): 363–88. http://dx.doi.org/10.1177/1059712319854687.

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In this theoretical review article, our primary goal is to contribute to the post-cognitivist understanding of learning to perceive and perceiving as learning, by discussing a framework for perception and perceptual learning initiated by James J Gibson, and extended by Eleanor J Gibson and others. This Ecological Psychology has a coherent set of assumptions based on the concept of mutualism between the perceiving organism and its surroundings, and the idea of affordances as action possibilities of the surround that are perceptible by the organism. At the same time, Ecological Psychology, broadly construed, consists of different perspectives that take different routes to address questions related to the core concepts of perceptual learning. In this article, we focus on three theoretical stances within Ecological Psychology on the issue of perceptual learning: that of Eleanor J Gibson, the current theory of direct learning by Jacobs and Michaels, and the “organicist” approach based on ideas of organicist biology and developments in evolutionary biology. We consider perceptual learning as embedded in development and evolution, and we explore perceptual learning in more depth in the context of tool use and language development. We also discuss the relation between Ecological Psychology and Enactivism on the nature of perception. In conclusion, we summarize the benefits of Ecological Psychology, as a robust but still developing post-cognitivist framework, for the study of perceptual learning and cognitive science in general.

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BOTTERILL, GEORGE. "Learning from Error: Karl Popper's Psychology of Learning." Philosophical Books 27, no. 2 (February 12, 2009): 98–100. http://dx.doi.org/10.1111/j.1468-0149.1986.tb01158.x.

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LAOR, NATHANIEL. "Learning From Error: Karl Popper's Psychology of Learning." American Journal of Psychiatry 142, no. 10 (October 1985): 1214. http://dx.doi.org/10.1176/ajp.142.10.1214.

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Winarso, Widodo, and Onwardono Rit Riyanto. "Treatment of Learning Anxiety: A Bibliometric Review in Islamic Psychology." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, no. 2 (October 20, 2023): 871–86. http://dx.doi.org/10.37680/qalamuna.v15i2.3098.

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This study provides a bibliometric review of research on the treatment of learning anxiety in Islamic psychology, which involved a systematic search in multiple databases, resulting in 91 relevant studies for analysis. The bibliometric data generated from the investigation, identification, and extraction processes were analyzed using statistical analysis. The study found that cognitive behavioral therapy, acceptance and commitment therapy, and stress reduction therapy were the most commonly used methods to treat learning anxiety. Furthermore, most studies were conducted in the United Kingdom and the United States, which suggests a need for further research in other regions. Studies found that the most frequently discussed topics on treating learning anxiety in Islamic psychology were psychological interventions, educational practices, and the impact of Islamic beliefs and practices on learning anxiety. Additionally, the study identified variations in the quality of studies, with some demonstrating high quality while others indicating a risk of bias. This paper emphasizes the importance of conducting further research on the treatment of learning anxiety in Islamic psychology, particularly in other regions. These findings could be valuable for academics, researchers, and psychology practitioners interested in treating learning anxiety and educators seeking to better understand and address this issue in their students. Further studies can focus on developing therapy models tailored to Islamic Psychology's principles to provide more optimal outcomes in addressing learning anxiety.

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Raupp, Carol D., and David C. Cohen. "“A Thousand Points of Light” Illuminate the Psychology Curriculum: Volunteering as a Learning Experience." Teaching of Psychology 19, no. 1 (February 1992): 25–30. http://dx.doi.org/10.1207/s15328023top1901_5.

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Most psychology departments offer field placements that allow undergraduates to learn practical skills and test career options. The psychology curriculum should encourage community service placements because they are consistent with psychology's values, good for students, and beneficial to the community. To close the acknowledged gap between good intentions and volunteer action, our department has developed two models of community service: elementary school tutoring within a child psychology course and credit for individual placements in a variety of settings. We describe procedures followed, decisions made, and lessons learned in setting up these courses. Student testimony about the value of these experiences is offered. Encouraging volunteerism is well worth the effort of psychology departments.

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Ohta, Nobuo, Hidetsugu Tajika, Yasuyuki Sakuma, Wataru Suzuki, Syuichi Takagi, Keiro Maeda, and Satoru Saito. "English language learning × Cognitive psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): SS—006—SS—006. http://dx.doi.org/10.4992/pacjpa.78.0_ss-006.

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Backhouse, John K., and Richard R. Skemp. "The Psychology of Learning Mathematics." Mathematical Gazette 70, no. 454 (December 1986): 312. http://dx.doi.org/10.2307/3616203.

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Gagne, Robert M. "The Psychology of Learning Science." Contemporary Psychology: A Journal of Reviews 35, no. 7 (July 1990): 684–85. http://dx.doi.org/10.1037/028815.

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Wilson, David Sloan, and Ralph R. Miller. "Altruism, evolutionary psychology, and learning." Behavioral and Brain Sciences 25, no. 2 (April 2002): 281–82. http://dx.doi.org/10.1017/s0140525x02550056.

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Lohr, Linda, and Shujen L. Chang. "Psychology of learning for instruction." Educational Technology Research and Development 53, no. 1 (March 2005): 108–10. http://dx.doi.org/10.1007/bf02504860.

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Beilin, Harry. "The Psychology of Mathematics Learning." Education and Urban Society 17, no. 4 (August 1985): 377–85. http://dx.doi.org/10.1177/0013124585017004002.

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Takamura, Masahiro, Tatsuya Shirakawa, and Kentaro Katahira. "Grounding Machine Learning on Psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): TWS—004—TWS—004. http://dx.doi.org/10.4992/pacjpa.83.0_tws-004.

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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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Upton, Dominic, and Jesse Martin. "Psychology Learning and Teaching in Wales." Psychology Learning & Teaching 4, no. 1 (March 2005): 6–10. http://dx.doi.org/10.2304/plat.2004.4.1.6.

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A Learning and Teaching Support Network (LTSN) for Psychology sponsored workshop was held in April 2003 to discuss issues related to the research, teaching and learning of psychology in Wales. Representatives of a number of psychology departments from Welsh Higher Education Institutions (HEIs) attended the workshop. This introductory paper presents an overview of the current teaching of psychology in Welsh higher education: the departments, the research being carried out and the unique political context in which Welsh HE currently finds itself. Following this introduction are articles from Enlli Thomas who discusses the problems associated with attempting to teach psychology in Welsh; Paul Sander who reports on the problems associated with teaching increasing numbers of students; Lance Workman who reports on the differing and changing, self-perceptions of old and new university students; and finally Ray Crozier, who presents a study that explores shy students' views on seminars.

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Larsen-Freeman, Diane. "Just learning." Language Teaching 50, no. 3 (May 31, 2017): 425–37. http://dx.doi.org/10.1017/s0261444817000106.

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I have always been interested in learning. I chose to study psychology as an undergraduate because it was in my psychology courses that I got to study theories of learning. I learned that the psychologists couldn't agree on what the explanandum was. Some thought it was human behavior; others argued for mental competence. It was only later that I found my own focus: I became interested in understanding the learning of language (although the issue of behavior versus mental competence persisted).

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Moya, Cristina, and Joseph Henrich. "Culture–gene coevolutionary psychology: cultural learning, language, and ethnic psychology." Current Opinion in Psychology 8 (April 2016): 112–18. http://dx.doi.org/10.1016/j.copsyc.2015.10.001.

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Takamura, Masahiro, Satoshi Yokoyama, Issaku Kawashima, Kota Takaoka, Shin-ichi Asakawa, and Yoshihiko Kunisato. "Applicability of machine learning in psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): SS—024—SS—024. http://dx.doi.org/10.4992/pacjpa.82.0_ss-024.

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Smith, J. David, and Barbara A. Church. "Dissociable learning processes in comparative psychology." Psychonomic Bulletin & Review 25, no. 5 (August 10, 2017): 1565–84. http://dx.doi.org/10.3758/s13423-017-1353-1.

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CHINN, Clark, Jun OSHIMA, and Miki SAKAMOTO. "Educational Psychology and the Learning Sciences :." Annual Report of Educational Psychology in Japan 54 (2015): 187–90. http://dx.doi.org/10.5926/arepj.54.187.

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Bradley, Graham. "Book Review: Educational Psychology: Constructing Learning." Australian Journal of Education 40, no. 1 (April 1996): 125–26. http://dx.doi.org/10.1177/000494419604000109.

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Haselgrove, Mark, and IPL McLaren. "The psychology of associative learning: Editorial." Quarterly Journal of Experimental Psychology 72, no. 2 (January 21, 2019): 93–97. http://dx.doi.org/10.1177/1747021818814401.

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Boyles, Mary P., Paul W. Killian, and Kathryn K. Rileigh. "Learning by Writing in Introductory Psychology." Psychological Reports 75, no. 1 (August 1994): 563–68. http://dx.doi.org/10.2466/pr0.1994.75.1.563.

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The writing-across-the-curriculum movement suggests that writing assignments can enable students to think more clearly about a discipline. Performance of three groups of beginning psychology students on class tests under two conditions was compared (1) after completing lecture-based writing assignments ( ns = 21 and 23) and (2) without writing assignments ( n = 25). Test performance improved for one experimental group on the objective portion and for the other experimental group on the essay portion of the tests; however, the experimental and control groups did not differ on the comprehensive multiple-choice final examination. The two experimental groups were taught by different instructors, which might account for the difference in test scores. Responses to the questionnaire indicated that students responded positively to the writing assignments. Faculty stated that the writing assignments provided them valuable information about students' learning.

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Stewart, Anne L. "Toward an Inclusive Psychology of Learning." Contemporary Psychology: A Journal of Reviews 40, no. 4 (April 1995): 375–76. http://dx.doi.org/10.1037/003596.

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Gkonou, Christina, Sarah Mercer, and Mark Daubney. "Teacher perspectives on language learning psychology." Language Learning Journal 46, no. 4 (June 21, 2016): 501–13. http://dx.doi.org/10.1080/09571736.2016.1172330.

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Entwistle, Noël, and Ference Marton. "Introduction. The psychology of student learning." European Journal of Psychology of Education 4, no. 4 (December 1989): 449–52. http://dx.doi.org/10.1007/bf03172709.

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McCabe, Jennifer A. "Learning the Brain in Introductory Psychology." Teaching of Psychology 42, no. 3 (May 22, 2015): 203–10. http://dx.doi.org/10.1177/0098628315587617.

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Stansbury, Jessica A. "Virtual Learning Environments in Social Psychology." Teaching of Psychology 44, no. 2 (February 8, 2017): 124–33. http://dx.doi.org/10.1177/0098628317692615.

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An interactive learning module was developed and implemented in a social psychology course to teach concepts of the self via self-exploration and game play using The SIMS3. Students volunteered to play the computer video game throughout a 5-week summer session as a supplement to reading the chapter in the textbook. Results revealed that students who played the game demonstrated a significant increase in content knowledge compared to those who engaged in other active learning projects; interestingly, students who played the game reported lower levels of confidence with course material. Student’s overall perceived experience (e.g., engagement, fun) of the learning module was also explored.

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Upton, Dominic. "Learning and teaching in health psychology." Health Psychology Update 12, no. 3 (July 2003): 39–40. http://dx.doi.org/10.53841/bpshpu.2003.12.3.39.

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Boekaerts, Monique. "Personality and the psychology of learning." European Journal of Personality 10, no. 5 (December 1996): 377–404. http://dx.doi.org/10.1002/(sici)1099-0984(199612)10:5<377::aid-per261>3.0.co;2-n.

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Boekaerts, Monique. "PERSONALITY AND THE PSYCHOLOGY OF LEARNING." European Journal of Personality 10, no. 5 (December 1996): 377–404. http://dx.doi.org/10.1002/(sici)1099-0984(199612)10:5<377::aid-per261>3.3.co;2-e.

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Pappas, James P. "Environmental psychology of the learning sanctuary." New Directions for Adult and Continuing Education 1990, no. 46 (1990): 41–52. http://dx.doi.org/10.1002/ace.36719904606.

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Md Gapar Md Johar, Bai Chan ,. Ooi Boon Keat ,. "Learning Motivation Affects the Effectiveness of Online Self-Regulated Learning." Tuijin Jishu/Journal of Propulsion Technology 44, no. 4 (October 16, 2023): 563–70. http://dx.doi.org/10.52783/tjjpt.v44.i4.891.

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Under the rapid changes in society, the network has changed people's way of life, but also changed the way students learn. Online self-regulated learning more and more received the favor of colleges and universities, but the learning effect is sometimesunsatisfactory, due to the students' weak learning motivation psychology, so this paper on the motivation psychology for the impact of online self-regulated learning effectiveness, to start the discussion.

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Edwards, Anne. "Research and its influence on learning." Educational and Child Psychology 15, no. 3 (1998): 86–98. http://dx.doi.org/10.53841/bpsecp.1998.15.3.86.

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Educational psychology appears to present itself to school-based practitioners as a solution to problems of practice. Yet the extent to which psychology actually informs the practical repertoires of teachers in schools is limited. Two implications of a model of psychology as a solution to problems in educational settings are discussed. Firstly, the need for attention to the situated nature of teacher knowledge and teachers’ need for support as they learn to work with fresh understandings are explored. Secondly, the extent to which the discipline of educational psychology is able to develop through close links with educational practice is considered. Using a sociocultural framework the paper explores alternative routes for the development of educational psychology as a research-based profession and for the development of the discipline of educational psychology.

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Dey, Ruchira, and Mehuly Chakraborthy. "Edu-Psychology: An Insight into Effective Learning." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2168–80. http://dx.doi.org/10.15864/ijelts.3301.

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Education and psychology are interdependent. While the purpose of education has always been imparting knowledge, Psychology has, all through, played a vital role in changing the spirit of it. It has changed the old concept where only upper class had the ability and right to learn, thereby giving education the theory of individual differences that every child has different mental ability and learns with different pace. Educational psychology has thus formed the basis of education today. It has affected education in every field of teaching and learning process. For years, educators have written about the purposes, aims, and goals of educational psychology and have stressed the relevance of the field for the practice of the same. However, educational psychologists seem to be having more and more trouble explaining to educators what they do and why educators should care. This paper, therefore, explores the relevance of educational psychology, noting how it contributes to the preparation of both intelligent quotient as well as the emotional quotient of an individual.

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Miranti Entahna Anugeraya, Fatima Az-zahra, Reski Ramadhani, and M. Iqbal Andriyano. "The Influence of Learning Motivation on Increasing Student Learning Achievement." Journal of Psychology and Social Sciences 2, no. 1 (April 1, 2024): 14–19. http://dx.doi.org/10.61994/jpss.v2i1.84.

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This study aims to determine whether there is an Effect between Learning Motivation on Increasing Learning Achievement of Islamic Psychology Students in Semester 4 of Raden Fatah State Islamic University Palembang. This study used a quantitative approach with a comparative causal method with data analysis using a simple linear regression test. The subjects of this study were N = 30 4th semester psychology students. Data collection techniques using questionnaire techniques. Variable data on The Effect of Learning Motivation on Increasing Learning Achievement of Psychology Students in Semester 4 of Raden Fatah State Islamic University Palembang was obtained through a controlling scale, expressing learning motivation and increasing learning achievement with 20 statement items. The significant value in the data in the form of 0.000 means it is lower than the significant level of 0.05, which can be concluded that the learning motivation variable has an influence on the learning achievement improvement variable.

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Chai, Haodi. "APPLICATION OF SELF-REGULATED LEARNING IN THE DESIGN OF TEACHING ACTIVITIES." Education Sustainability & Society 5, no. 2 (2022): 67–70. http://dx.doi.org/10.26480/ess.02.2022.67.70.

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The current paper will apply child psychology to design various teaching activities which enhances self-regulated learning. The purposes of this paper are (1) to explore the relationship between self-regulated learning and students’ academic performance, (2) to design effective teaching activities which are beneficial to students’ cognitive development, (3) to understand factors which influence identity development through instructions using a psychologic perspective.

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Goodman, Charles. "Machine Learning, Plant Learning, and the Destabilization of Buddhist Psychology." Hualin International Journal of Buddhist Studies 3, no. 2 (October 1, 2020): 38–61. http://dx.doi.org/10.15239/hijbs.03.02.03.

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Geirhos, Robert, Jörn-Henrik Jacobsen, Claudio Michaelis, Richard Zemel, Wieland Brendel, Matthias Bethge, and Felix A. Wichmann. "Unintended cue learning: Lessons for deep learning from experimental psychology." Journal of Vision 20, no. 11 (October 20, 2020): 652. http://dx.doi.org/10.1167/jov.20.11.652.

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Caverzagie, Kelly J., Mitchell G. Goldenberg, and Jena M. Hall. "Psychology and learning: The role of the clinical learning environment." Medical Teacher 41, no. 4 (February 14, 2019): 375–79. http://dx.doi.org/10.1080/0142159x.2019.1567910.

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Aslanov, Akmal Subkhonovich, Anora Akmalovna Subhonova, Klara Hodjayarovna Avilova, and Muqaddam Akbarovna Saydullayeva. "Impacts Of Language Learning On The Development Of Cognition." American Journal of Social Science and Education Innovations 03, no. 09 (September 30, 2021): 56–59. http://dx.doi.org/10.37547/tajssei/volume03issue09-13.

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The basic theoretical goal of cognitive psychology is to describe the information processing mechanism during human action. The driving role of concept and situational role of textbook in language education is the further development of learners' intelligence for the purpose of developing learners' competency in language use. This study discusses cognitive psychology-based foreign language learning and instruction.

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John A. Kolmos, Dr. "The Debate over Distance Learning in Educational Psychology and Computer-Based Training." International Journal of Business & Management Studies 03, no. 08 (August 13, 2022): 14–19. http://dx.doi.org/10.56734/ijbms.v3n8a3.

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According to this article distance learning is an educational field which makes use of educational techniques and technology to deliver teaching to students who are physically absent within a traditional-educational setting like a classroom. On the other hand, computer based training is termed as a self paced learning activity that is accessible through a computer. According to this article, distance learning and precisely computer based training has been the subject of debate among many researchers with two schools of thought existing regarding the debate. One side is strongly supporting the system and the other side also strongly criticizing the system. According to this article it was imperative that the analysis of the strengths and weaknesses of the two sides be analyzed in trying to come up with the side with the stronger argument. Since various ethical issues are also viewed in the research it was important that they be described.

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Sadusky, Andrea, Nerelie C. Freeman, Kate E. Jacobs, and Andrea E. Reupert. "Preservice Psychology Training About (Specific) Learning Differences." Educational and Developmental Psychologist 35, no. 2 (September 20, 2018): 51–66. http://dx.doi.org/10.1017/edp.2018.7.

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What Australian psychologists currently learn about specific learning disorders (SLDs) through postgraduate-level training is not clear. Accordingly, the current Australia-wide study analysed 800 postgraduate psychology unit handbook entries to identify which courses teach about SLD and what they teach in this area. Only 2.38% of the identified units explicitly indicated SLD-related content, with 0.38% solely dedicated to SLD content. Descriptive analyses revealed differences in labels used for SLD. Thematic analyses identified five areas of knowledge and skills across SLD units including assessment, intervention, theory and empirical evidence, developmental and cultural awareness and sensitivity, and interpersonal communication. The present findings can inform future refinements to university-level psychology programs across Australia by highlighting the gaps and needs in psychology training.

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LOPES, Juliana Crespo, Francielly de Oliveira Müller LIMA, Sandra Ferraz de Castilho Dourado FREIRE, and Lucia Helena Cavasin Zabotto PULINO. "Uma Formação Pedagógico-Reflexiva em Psicologia: Análise de Diários de Aprendizagem." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 27, no. 2 (2021): 159–68. http://dx.doi.org/10.18065/2021v27n2.3.

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The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.

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Ehrenreich, Yossi, Arnon Rolnick, and Adam Leighton. "Training in the Gap Between Conditioning and Learning." Biofeedback 49, no. 4 (December 1, 2021): 95–98. http://dx.doi.org/10.5298/1081-5937-49.04.06.

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Biofeedback intervention draws from multiple attitudes toward healing: mind-body medicine, behavioral psychology, sport psychology, experimental psychology, contemplative practices, and so forth. The most prominent approach is behavioral psychology. Following this psychological orientation, we use biofeedback instrumentation as a conditioning methodology. On the other hand, drawing from experimental psychology, the same instrumentation is used to achieve awareness. Awareness does not necessarily precede change. This article aims first to outline the difference between conditioning and learning and then introduce a session format that promotes learning.

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Journal articles on the topic 'Learning, Psychology of'

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