Gold-Style Learning Theory

Utilizing learning theory to promote effectiveness of instruction in preclinical operative dentistry

Journal of Dental Education ◽

10.1002/j.0022-0337.1976.40.3.tb00954.x ◽

1976 ◽

Vol 40 (3) ◽

pp. 154-157

Author(s):

KW Hinkelman ◽

NK Long

Keyword(s):

Learning Theory ◽

Operative Dentistry

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Variational Bayesian Learning Theory

10.1017/9781139879354 ◽

2019 ◽

Cited By ~ 1

Author(s):

Shinichi Nakajima ◽

Kazuho Watanabe ◽

Masashi Sugiyama

Keyword(s):

Learning Theory ◽

Bayesian Learning ◽

Variational Bayesian

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Socially Shared Regulation of Learning: A Review

European Psychologist ◽

10.1027/1016-9040/a000226 ◽

2015 ◽

Vol 20 (3) ◽

pp. 190-203 ◽

Cited By ~ 67

Author(s):

Ernesto Panadero ◽

Sanna Järvelä

Keyword(s):

Empirical Evidence ◽

Learning Theory ◽

Qualitative Data ◽

Social Regulation ◽

Observation Data ◽

Optimal Form ◽

Self Regulated Learning ◽

The Past ◽

Recorded Observation ◽

Socially Shared Regulation

Abstract. Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.

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Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.4.264 ◽

2005 ◽

Vol 52 (4) ◽

pp. 264-271 ◽

Cited By ~ 4

Author(s):

Tom Beckers ◽

Uschi Van den Broeck ◽

Marij Renne ◽

Stefaan Vandorpe ◽

Jan De Houwer ◽

...

Keyword(s):

Young Children ◽

Associative Learning ◽

Learning Theory ◽

Causal Structure ◽

Age Groups ◽

Learning Task ◽

Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

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