NonsoNelch Blog

David Kolb published his learning styles model in 1984 from which he developed his learning style inventory. Kolb's experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles.  Much of Kolb’s theory is concerned with the learner’s internal cognitive processes. Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations.  In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences. “Learning is the process whereby knowledge is created through the transformation of experience” (David A. Kolb, 1984). The Experiential Learning Cycle Kolb's experiential learning style theory is typically represented by a four stage learning cycle in which the learner 'touches all the bases': 1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretat

Erik Erikson (1950, 1963) does not talk about psychosexual Stages , he discusses psychosocial stages . His ideas, though, were greatly influenced by Freud, going along with Freud’s ideas about the structure and topography of personality. However, whereas Freud was an id psychologist, Erikson was an ego psychologist.  He emphasized the role of culture and society and the conflicts that can take place within the ego itself, whereas Freud emphasized the conflict between the id and the superego . According to Erikson, the ego develops as it successfully resolves crises that are distinctly social in nature. These involve establishing a sense of trust in others, developing a sense of identity in society, and helping the next generation prepare for the future. Erikson extends on Freudian thoughts by focusing on the adaptive and creative characteristic of the ego, and expanding the notion of the stages of personality development to include the entire lifespan.

Humanistic, humanism and humanist are terms in psychology relating to an approach which studies the whole person, and the uniqueness of each individual.  Essentially, these terms refer the same approach in psychology. Humanism is a psychological approach that emphasizes the study of the whole person. Humanistic psychologists look at human behavior not only through the eyes of the observer, but through the eyes of the person doing the behaving.  Humanistic psychologists believe that an individual's behavior is connected to their inner feelings and self concept . The humanistic approach in psychology developed as a rebellion against what some psychologists saw as limitations of the behaviorist and psychodynamic psychology. The humanistic approach is thus often called the “third force” in psychology after psychoanalysis and behaviorism (Maslow, 1968). Humanism rejected the assumption of the behaviorist perspective whi

John Bowlby (1907 - 1990) was a psychoanalyst (like Freud ) and believed that mental health and behavioral problems could be attributed to early childhood. Bowlby’s evolutionary theory of attachment suggests that children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive. Bowlby was very much influenced by ethological theory in general, but especially by Lorenz’s (1935) study of imprinting.  Lorenz showed that attachment was innate (in young ducklings) and therefore has a survival value. Bowlby believed that attachment behaviors are instinctive and will be activated by any conditions that seem to threaten the achievement of proximity, such as separation, insecurity and fear. Bowlby (1969, 1988) also postulat

Maslow wanted to understand what motivates people. He believed that individuals possess a set of motivation systems unrelated to rewards or unconscious desires . Maslow (1943) stated that people are motivated to achieve certain needs. When one need is fulfilled a person seeks to fulifil the next one, and so on. The earliest and most widespread version of Maslow's (1943, 1954) hierarchy of needs includes five motivational needs, often depicted as hierachical levels within a pyramid. This five stage model can be divided into basic (or deficiency) needs (e.g. physiological, safety, love, and esteem) and growth needs (self-actualization).

Personality and Individual Differences Personality is the coherent patterning of affect, cognition, and desires (goals) as they lead to behavior. To study personality is to study how people feel, how they think, what they want, and finally, what they do. That people differ from each other in all four of these domains is obvious. How and why they differ is less clear and is an important part of the study of personality. It is the coherent patterning over time and space of feelings, thoughts, desires and actions that we identify as personality. Personality psychology addresses the questions of shared human nature , dimensions of individual differences and unique patterns of individuals. Research in personality ranges from analyses of genetic codes and studies of biological systems to the study of sexual, social, ethnic, and cultural bases of thought, feelings, and behavior. Personality research includes studies of cognitive abilities , interpersonal styles, and emot

Taxonomic work has focused on categorizing the infinite ways in which individuals differ in terms of a limited number of latent or unobservable constructs. This is a multi-step, cyclical process of intuition, observation, deduction, induction, and verification that has gradually converged on a consensual descriptive organization of broad classes of variables as well as on methods for analyzing them. Most of the measurement and taxonomic techniques used throughout the field have been developed in response to the demand for selection for schooling, training, and business applications. Personality and Ability Although to some the term personality refers to all aspects of a person's individuality, typical usage divides the field into studies of ability and personality. Tests of ability are viewed as maximal performance measures. Ability is construed as the best one can do on a particular measure in a limited time (speed test) or with un

Personality and Individual Differences Personality is the coherent patterning of affect, cognition, and desires (goals) as they lead to behavior. To study personality is to study how people feel, how they think, what they want, and finally, what they do. That people differ from each other in all four of these domains is obvious. How and why they differ is less clear and is an important part of the study of personality. It is the coherent patterning over time and space of feelings, thoughts, desires and actions that we identify as personality. Personality psychology addresses the questions of shared human nature , dimensions of individual differences and unique patterns of individuals. Research in personality ranges from analyses of genetic codes and studies of biological systems to the study of sexual, social, ethnic, and cultural bases of thought, feelings, and behavior. Personality research includes studies of cognitive abilities , interpersonal styles, and