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In social science, force-field analysis provides a framework for looking at the factors ("forces") that influence a situation, originally social situations. It looks at forces that are either driving the movement toward a goal (helping forces) or blocking movement toward a goal (hindering forces).
For binary dependent variables, statistical analysis with regression methods such as the probit model or logit model, or other methods such as the Spearman–Kärber method. [10] Empirical models based on nonlinear regression are usually preferred over the use of some transformation of the data that linearizes the stimulus-response relationship.
Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis.
The psychology of learning refers to theories and research on how individuals learn. There are many theories of learning. Some take on a more behaviorist approach which focuses on inputs and reinforcements. [1] [2] [3] Other approaches, such as neuroscience and social cognition, focus more on how the brain's organization and structure influence ...
A cognitive model is a representation of one or more cognitive processes in humans or other animals for the purposes of comprehension and prediction. There are many types of cognitive models, and they can range from box-and-arrow diagrams to a set of equations to software programs that interact with the same tools that humans use to complete tasks (e.g., computer mouse and keyboard).
For example, Cézanne expanded the possibilities for the painting of form and perspective, Stephen Curry altered the style of play in basketball by making the 3-point shot central rather than marginal, and B.B. King transformed the space of possibilities in music by harnessing the previously marginal capacity of the electric guitar to sustain ...
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
Information processing theory is the approach to the study of cognitive development evolved out of the American experimental tradition in psychology. Developmental psychologists who adopt the information processing perspective account for mental development in terms of maturational changes in basic components of a child's mind .