Experience-based Learning
Experience-based Learning - Related Videos
06:58
The Factorial Experiment
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2023
Source: Laboratories of Gary Lewandowski, Dave Strohmetz, and Natalie Ciarocco—Monmouth University A factorial design is a common type of experiment where there are two or more independent variables. This video demonstrates a 2 x 2 factorial design used to explore how self-awareness and self-esteem may influence the ability to decipher nonverbal signals. This video leads students through the basics of a factorial design including, the nature of a factorial design and what distinguishes it from...
06:02
Visual Statistical Learning
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2023
Source: Laboratory of Jonathan Flombaum—Johns Hopkins University The visual environment contains massive amounts of information involving the relations between objects in space and time; certain objects are more likely to appear in the vicinity of other objects. Learning these regularities can support a wide array of visual processing, including object recognition. Unsurprisingly, then, humans appear to learn these regularities automatically, quickly, and without conscious awareness. The name...
10:06
An Introduction to Learning and Memory
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2023
Learning is the process of acquiring new information and memory is the retention or storage of that information. Different types of learning, such as non-associative and associative learning, and different types of memory, such as long-term and short-term memory, have been associated with human behaviors. Studying these components in detail helps behavioral scientists understand the neural mechanisms behind these two complex phenomena. JoVE's overview on learning and memory introduces common...
01:12
What is an Experiment?
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2023
An experiment is a planned activity carried out under controlled conditions. The purpose of an experiment is to investigate the relationship between two variables. When one variable causes change in another, we call the first variable the explanatory or independent variable. The affected variable is called the response or dependent variable. In a randomized experiment, the researcher manipulates values of the explanatory variable and measures the resulting changes in the response variable. The...
11:18
Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
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Cited by 18 •
2015
A method is described in which 3-4 month old infants learn a task by discovery and their leg movements are captured to quantify the learning process.
FAQs
Its effectiveness comes from linking four activities: concrete experience, reflection on what happened, connection of observations to concepts, and active experimentation with revised strategies. Each stage informs the next, so learners do more than complete an activity. They examine outcomes, adjust their understanding, and test improved approaches, making learning more responsive to feedback and practical demands.
Reflection turns participation into analyzed experience. Learners consider the results of an activity, identify what their observations suggest, and connect those observations with relevant concepts. This step helps prevent experience from remaining isolated or purely procedural. In psychology, reflective analysis can clarify how abstract principles relate to behavior, decisions, communication, or problem-solving in a particular situation.
Transfer is supported when learners move beyond one successful activity and apply revised strategies through active experimentation. They compare what occurred with the concepts they have learned, use feedback to modify their approach, and test it in another real or simulated context. This repeated connection between action, reflection, and application helps knowledge remain usable outside the original learning setting.
Begin with a meaningful activity that gives learners a concrete situation to examine. Next, provide time to reflect on outcomes and observations, then guide learners in connecting those observations to psychological concepts. Finally, have them apply revised strategies through active experimentation. This sequence can be adapted to laboratory exercises, simulations, fieldwork, clinical training, or service learning.
Psychology educators can use it in laboratory exercises, clinical training, fieldwork, simulations, and service learning. These settings give learners opportunities to connect psychological knowledge with situations that require practical engagement. The specific format may differ, but each setting can support observation, reflection, conceptual understanding, and strategy application while building competence relevant to psychological work or study.
Experience-based activities can strengthen problem-solving, decision-making, communication, and retention when learners connect abstract principles with real or simulated situations. They also support practical competence by requiring learners to examine outcomes and adjust strategies. In psychology, these outcomes are relevant because students must often use conceptual knowledge while responding to situations that involve observation, judgment, interaction, or applied practice.