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Threshold knowledge is a term in the study of higher education used to describe core concepts—or threshold concepts—which, once understood, transform perception of a given subject, phenomenon, or experience. [1]
It is likely that most students will face an academic, social, or personal challenge during their postsecondary college or university journey. Research shows that challenges are different for traditional age students and adult student learners, [ 11 ] various marginalized and majority identity groups, [ 13 ] international students, [ 14 ...
The practitioner–scholar model is an advanced educational and operational model that is focused on practical application of scholarly knowledge. [1] It was initially developed to train clinical psychologists but has since been adapted by other specialty programs such as business, public health, and law.
The liability-threshold model is a threshold model of categorical (usually binary) outcomes in which a large number of variables are summed to yield an overall 'liability' score; the observed outcome is determined by whether the latent score is smaller or larger than the threshold. The liability-threshold model is frequently employed in ...
Due to this focus, Somatic Experiencing claims it is unique and may be more effective than cognitive-behavioral models. [35] The coupling dynamics model/SIBAM model in SE, however, is reminiscent of the Pavlovian fear conditioning and extinction models underlying exposure-based extinction paradigms of cognitive behavior therapy. [37]
According to Bernie Weiner's attribution model, students attribute their academic achievement based on effort, ability, and luck. The way an individual attributes his or her academic performance will determine that person's level of motivation. [44] [2] Theories related to control also have a major impact to learning.
School psychology is a field that applies principles from educational psychology, developmental psychology, clinical psychology, community psychology, and behavior analysis to meet the learning and behavioral health needs of children and adolescents.
Merikle's work sought to shift the debate from indirect-without-direct effects determined by Holender to be the only way unconscious perception could be proved, to what he defined as objective (forced chance level) and subjective thresholds (a threshold of claimed awareness) as a means to distinguish stimuli presentation. He believed that the ...