Introduction to Theories of Learning

Hergenhahn, B. R.; Olson, Matthew H.

doi:10.4324/9781315664965

Cited by 106 publications

(45 citation statements)

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“…[40][41][42] Website content was in English and Spanish, at a 5th-to 8th-grade reading level, addressed cultural beliefs and concerns, and used culturally appropriate visual design, colors, and media to convey information, including telenovelas (Spanish soap operas), photographs and images, videos of clinicians, a priest, living kidney donors, and recipients, fact sheets, games, and interactive graphics. Infórmate's Health on the Net (HONcode) certification from a nongovernmental organization documents that the website provides quality health information and transparency in reporting.…”

Section: Intervention and Settingmentioning

confidence: 99%

A Culturally Targeted Website for Hispanics/Latinos About Living Kidney Donation and Transplantation

Gordon¹,

Feinglass

Carney

et al. 2016

Transplantation

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Section: Intervention and Settingmentioning

confidence: 99%

A Culturally Targeted Website for Hispanics/Latinos About Living Kidney Donation and Transplantation

Gordon¹,

Feinglass

Carney

et al. 2016

Transplantation

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“…The law of contiguity suggests that “the experience or recall of one object will elicit the recall of things that were originally experienced along with that object.” The law of frequency suggests that “the more frequently two things are experienced together, the more likely it will be that the experience or recall of one will stimulate the recall of the second” (cf. Olson & Hergenhahn, , p. 35) . Rather than defining an association over and above word frequency as for AS, joint frequency simply gives the number of sentences in which the words co‐occur (cf.…”

Section: Measures Derived From Word Co‐occurrence In Sentencesmentioning

confidence: 99%

Simple Co‐Occurrence Statistics Reproducibly Predict Association Ratings

et al. 2018

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What determines human ratings of association? We planned this paper as a test for association strength (AS) that is derived from the log likelihood that two words co-occur significantly more often together in sentences than is expected from their single word frequencies. We also investigated the moderately correlated interactions of word frequency, emotional valence, arousal, and imageability of both words (r's ≤ .3). In three studies, linear mixed effects models revealed that AS and valence reproducibly account for variance in the human ratings. To understand further correlated predictors, we conducted a hierarchical cluster analysis and examined the predictors of four clusters in competitive analyses: Only AS and word2vec skip-gram cosine distances reproducibly accounted for variance in all three studies. The other predictors of the first cluster (number of common associates, (positive) point-wise mutual information, and word2vec CBOW cosine) did not reproducibly explain further variance. The same was true for the second cluster (word frequency and arousal); the third cluster (emotional valence and imageability); and the fourth cluster (consisting of joint frequency only). Finally, we discuss emotional valence as an important dimension of semantic space. Our results suggest that a simple definition of syntagmatic word contiguity (AS) and a paradigmatic measure of semantic similarity (skip-gram cosine) provide the most general performance-independent explanation of association ratings.

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“…As pointed out, twentieth century behaviorists described conditions for learning and learning outcomes rather than the learning processes themselves as these were seen as mainly inaccessible to study (cf. Olson & Hergenhan 2016).…”

Section: The Connectivist Learning Approachmentioning

confidence: 99%

Dropping Out or Dropping In? A Connectivist Approach to Understanding Participants’ Strategies in an e-Learning MOOC Pilot

Jacobsen

2017

Tech Know Learn

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Targeting faculties and external mentors in the teacher-training unit, The Norwegian University of Science and Technology (NTNU) in Trondheim, Norway opened up a MOOC (Massive Open Online Course) pilot on digital learning in the fall of 2014. A main objective was to encourage these to use digital media more actively and hence, also to become role models for their own students' future digital practice.However, research has shown that a main concern with MOOC programs is attrition. In line with those findings, and according to the course platform data, none of the MOOC participants completed the course material. As the course progressed, less and less pages were opened and obligatory assignments were only rarely submitted. The participants may thus be described as dropouts.Five of these participants were then interviewed about their MOOC experiences and activities. The interviews were transcribed and analyzed according to Grounded theory procedures. A general finding was that the informants would in fact put some of the material and ideas from the MOOC to use. Even if they dropped out, this indicates a gain from the course. In fact, some of the material that was introduced significantly changed these informants' digital practices when they tested out new ideas in their own teaching. Frame-factors, such as lack of financial compensation or a nonstop flow of competing tasks, however, led the informants to down-prioritize the formal demands in the MOOC pilot.The informants selectively picked the material that suited their own purpose and therefore qualified as "drop-ins" rather than "drop-outs". Rather than quitters who could not keep up with the pace in the MOOC we met media literate participants who remixed and redefined the MOOC content into a Web 2.0 resource and a stepping stone for self-directed online learning.

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Introduction to Theories of Learning

Cited by 106 publications

References 0 publications

A Culturally Targeted Website for Hispanics/Latinos About Living Kidney Donation and Transplantation

A Culturally Targeted Website for Hispanics/Latinos About Living Kidney Donation and Transplantation

Simple Co‐Occurrence Statistics Reproducibly Predict Association Ratings

Dropping Out or Dropping In? A Connectivist Approach to Understanding Participants’ Strategies in an e-Learning MOOC Pilot

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