good day to our uh viewers and our subscribers and for this video lecture we are going to continue our discussion our presentation on the different learning theories and during the part 1 of this video lecture series we have discussed we have started discussing the different learning theories we tackled uh behaviorist theories and we started discussing the first part of the cognitive theories okay and for this visual lecture series we are going to start with uh different concepts common concepts of cognitive theories and first concept of this visual lecture is about learning okay so again we uh we knew a the behaviorist theories have a different point of view in terms of learning and according to them the acquisition of knowledge and skills uh that changes a person's behavior okay that is learning for this group of people group of of behaviorist theories for the cognitive theories um learning is the acquisition of knowledge than on the resulting behavior change so again behaviorist focus on what's observable what is seen and they see they conceptualize training as a simple as a muscle movement as a reflex okay on the other hand the cognitive uh theories uh believe that uh that the things unseen okay unobservable things that is happening in the mental processes of an individual is uh more important in terms of uh of learning okay and um more con this brought about more concerns with what the knowledge means to a person than they are with whether the person's behavior will change or not as a result okay so again the difference there is one for the behaviorist they focus on what is observable they focus on the behavior as their group name root word implies then for the cognitive ones they focus more on the cognition perception memory okay and generally it's in the mental and information processes of in individual or every person then um the learning is the process whereby novices becomes or you become expert and as being told in the previous uh video learning as happening uh child life it is dynamic it is evolving okay and usually learning is domain specific okay domain specific learning and when you say domains it has many uh different types okay these types of learnings or areas of learnings or aspects of learning uh usually also differs to the theories okay to those people who coined it those people who thought of it okay and we have uh for example we have bloom's taxonomy he has uh own he has his own domains of learning robert gagne in his theories he has also different domains of learning okay and the amount of knowledge and understanding you already possess on a subject on a topic once a certain principle will have a tremendous influence on what and how you learn okay the foundation that you have the basis that you have okay in in schema theory the schemas that you have then uh the created c must evolve ski mask or schemata and that would be he that would give you a big impact in your thinking and how you will be responding to a certain situation a base on your knowledge and it's easier for you to learn more if you have a more present schemas okay the more that you have your schemas okay or the more that you can retrieve better from your schema okay the easier for you to learn something then second concept is your meta cognition okay metacognition evolved from the study of information processing that's like what we have uh presented in the first part of this future lecture um it's about thinking about one's thinking okay uh it's just like saying um you know what you don't know and you know what you know it's sort of you engage your own self-thinking okay um this process learners used to gauge their thinking while reading studying trying to learn or solving okay for example um if you try to review for examinations or for board examinations uh there are times you may say there are still a lot of topics a lot of principles that i do not know yet and i have to focus on this um on this part of the the book or this set of topics i have a good foundation of this one i have good knowledge on this one i have good stock management i can retrieve this more so i'll be giving this less attention and focus on the others okay so that's how you usually gauge usually assess your your own um knowledge okay and you may realize this while you are reading while you're studying while maybe you are watching videos and trying to learn something or solving a particular situation or application of what you have learned okay and a reference would say some people are intelligent novices they um they are intelligent novices because they know what they know and they know what they don't know yet okay and what makes them more intelligent is they are going to do something in those aspects that they do not know yet okay maybe that's a good um attitude for us also to portray or to to practice then number three we have memory okay for memory it's the consolidation function in the memory process items are usually stationed or being stored in memories especially those topics those information those knowledge or data that is very interesting to us those information that we know that is important to us okay the present and then in the future okay the more we connect new information to old there is a tendency that the more we rin uh ruminate over new information and the more frequently we recall and think about it the more long-lasting it will be okay the more you apply it the more you study it the more you recall it the more it will be lasting okay the more that you apply it it will be more lasting although there are sometimes that usually is your memory like tricks you okay your brain tricks you and the more we recall a certain situation certain topic there is a chance okay that you actually forget okay or change some moments or some memories okay it's like when you try to record a certain story and one would say that's not the real story that happened this is the one okay or you try to um put in okay something on us on a certain hole or blank okay in your story and that's one uh danger okay in the in recalling okay stories or memories then uh that's the word you try to construct okay to fill in the hole okay rather than retrieving the real one okay and um we take fragment of memories and construct new one there's that's also a very uh danger okay in problems in retrieving your old information um many theories believe in memory retrieval rather than memory construction okay because as we have said um memory construction can be more dangerous okay than retrieval but the the difficult part is sometimes we have problems in retrieving but having the right cues okay right signals helps us to remember okay the the the the memory the information uh especially if it is stored well okay in our knowledge uh box and information that's meaningful to the person may be retained very well as we have mentioned versus those information that is meaningless and tends to be uh tend to be forgotten it can be deliberately forgotten or it can be unconsciously forgotten and studies show that a person can hold about seven times in short memory before forgetting it and um to go beyond seven times you use mental strategies okay uh like pure repetition of of concepts okay this is to serve only to extend duration or to lengthen your memory about it but at times over the years okay especially if you didn't apply that prolonged um memory there's a chance still that you will forget it then for chunking another strategy very successful to go beyond seven times chunks are usually formed okay when information is clustered into pattern okay chunking is the process of organizing parts of objects into meaningful holes and the whole is usually remembered as a unit instead of individual parts okay so example of chunking according to gagne is remembering the phone numbers so chunks are the different individual numbers of a of a mobile and uh or usually if you see it in the reference in the paper it is usually separated by dashes okay so that's uh for example of chunk words also okay a series of individual letters then you um you will just try to organize it the letters to make a um a new word okay or your word just like when you study medical terminologies you're the way to um enhance your memory is your teacher will die will be dissecting the different um what is uh prefixes the suffixes and the root words okay so that is chunking okay so then under memory also is the flip side of memory is forgetting okay flip side of memory is forgetting so hypothesis forgetting one is the connections are weakened okay in your memory so it can be caused by a by none use of this memory and retrieval of this memory uh because you have because a person has maybe let's say brain disease that affects the memory and the most common cause of forgetting is interference okay you see what interferes your memory is the new memories okay and you have difficulty of connecting it with the old memory that you have the second hypothesis is there is no right stimulus or q or hint or signal signs that can help you retrieve a certain memory then third is the attention the interest that you're giving to a certain information data or knowledge or topic okay so if you're attention is less so meaning uh you have the tendency to forget it okay so if you have the intent to learn it partly because you didn't see the importance of it so higher chances of forgetting it the number four concept is transfer okay transfer so we have uh we of learning okay we have memory and we have also metacognition the fourth one fourth concept of cognitive theory is transfer okay this is the ability to take the information the memory that you have learned in one situation and apply it to another situation in our case in nursing transfer of learning is what teaching is all about okay that is very important that's why if you can see most of our examination most of our of our learnings is uh focused on analysis critical thinking and of course application okay uh factors affecting transfer of memory to uh to the stored one to application or transfer is uh one takes the extent to which material was originally learned okay the extent which material was originally uh learned if you have it if you learned it well okay you this means you may transfer it easily or apply it easily okay and you have learned it well a second factor is the ability to retrieve information from memory the easier for you to retrieve a certain information from your memory the easier you are going to or you can um transfer it you can apply it okay in a certain scenario or situation and third if the if the way in which the material was taught and learned okay so you have the tendency to remember also how it was thought how it was written how it was demonstrated okay through acer 10 material right just like when you have your notebooks or notes uh if that is your material um how you wrote it what color of highlighter did you use signals or if it's a performance task or activity or a procedure that will also help you in that material you have seen your watches and your transfers instead of doing a certain procedure you try to communicate with what your teachers have done okay so for these concepts okay um is is information uh is very important in someone's learning and there are also uh processes and retention processes according to this theory attention processes okay so you are giving attention to certain models okay and people will receive and so not everything is being attended to okay especially if you have noticed that this behavior is important for you uh this behavior will help you in the future in in certain situations alike situations okay so um that's attentional process for retention processes its ability to retain model behavior in permanent memory okay people must retain a mental image of a model behavior or verbal symbol that is easily recalled okay and for uh what's this for a certain practicality okay for for the sake of practicality and or putting it into practice application transfer um rehearsals are very important uh way of um pertaining learning okay or the retention of of that certain um behavior okay so according to bandura also this theory motivation for learning will determine which model behaviors are enacted so the motivation the goal the expectation is very important of a certain person of a certain learner is very important if so meaning others whom he sees as meeting his or her goals okay meeting his um his expectations okay uh those models will be our behaviors of those models will be retained and enacted hey for example when you were asked i do you have some uh nurse models that influence you okay on becoming a nurse or what to be is a nurse okay so that is also asked right motivation comes with possibility of valued outcomes as opposed to and rewarding or punishing okay so when you see motivation is something that is positive is more of a reward for yourself for that learner rather than unrewarding or punishing okay usually uh learners will other books will say we'll learn more on rewards okay rather than the punishment rather than applying punishment so that that book says um a person will enhance more in learning when he or she is pleased right uh given gifts or rewards okay rather than being reprimanded or given disciplinary actions okay and role modeling okay this is the the model okay of social cognitive theory by uh bandura if you um try to translate it into a model so there's a there's an external there are external processes and a certain internal processes okay so the external processes involves the model again okay uh the model demonstrates behavior which is perceived by the learner and this is usually reinforced okay by by models which facilitates or inhibits learning of a certain behavior and since the learning is um happening through observation meaning that the learner does not have a direct experience it's considered to be vika use experience meaning you learn from the experience of others okay and this is what we have mentioned earlier the attention of uh processes and retentional processes okay we have attention up face refers to observation of the role model and giving attention to that certain model and you routine uh your process you are retained in the memory okay what you have learned through that certain model and the memory guides performance of models actions that's your reproduction phase and the motivational phase refers the influence to the vicarious experience or reinforcements and the last stage is external processes uh the learner after the internal processes okay tends to perform what he or she learned from a certain model okay so role modelling here is the central concept of this theory a the more as an example a more experienced nurse who demonstrates uh desirable attitudes and behaviors sometimes is used as a mentor or a model for a less experienced nurse or example you as a student you have also nurses or teachers as your role models okay verica use reinforcement is another concept in this social learning theory and it involves viewing other people's emotions and viewing uh in in simpler terms you are observing you are viewing the own learning okay own consequences of a certain model okay and from that results from the consequences from that um uh emotions of a role model um if you have seen that he or she is rewarded or he or she is um punished okay it will affect your learning okay so you may imitate it or um not okay uh because based on what you have seen based on the experience of others and um being punished being rewarded still though even there are different differences in preference still can lead to a certain level of learning okay whether it's through punishment or through rewards okay there's still influence in in learning okay so um role models okay experience of others okay are very important in this type of uh learning theory okay so that's it this is the second part of that learning theory visual lecture series so in the next video lecture series we're going to discuss on the different types of learning and the different learning styles okay and hope to see you there don't forget to like share and subscribe and comment your learnings and thank you and see you in the next video lecture series god bless