Ed Psych 301

Front 1

Formative Assessment

Back 1

Before/ During instructions

Identify Areas that need work

Front 2

Summative Assessment

Back 2

End of Instruction

Level of Accomplishment

Front 3

Objective Testing

Back 3

Not open to interpretation

Using both Recall and Recognition

Can include factual info

Can include analysis

Front 4

distractors

Back 4

Wrong answers that seem to be correct

Front 5

Assessment Bias

Back 5

Aspects of assessment instrument that unfairly penalize a group of students because of their gender/age/SES/Race/Ethnicity

Front 6

Subjective Assessment

Back 6

Open to interpretation

Papers or Essays

Difficult to grade

Front 7

Associationism

Back 7

Pairing.... Connecting

(Behaviorism) [9-6]

Front 8

Skinner

Back 8

Schedules of reinforcement effects the speed of learning

*puzzle box, tap disk to receive food[9-6]

Front 9

Pavlov

Back 9

strong and weak centers of excitation in the brain
-timing of US and CS
Order
Discrimination of Cues
cookie kid [9-6]

Front 10

common concepts to associationism

Back 10

Antecedents/ Cues
Consequences
Reinforcers
Punishment
Schedules [9-6]

Front 11

Wattson

Back 11

The essence of behaviorism
-once habits are learned they are hard to change
-learning is in our muscles
-birds used memorized patterns like maze to find nest, always do same routine at first, same with mouse in long/short maze [9-6]

Front 12

Thorndike

Back 12

Pleasurable Consequences
Trail and Error Learning
Progressive nature of learning
law of effect
cat & latch box[9-6]

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Hans

Back 13

Sensitivity Cues
*horse doing math picking up facial Cues [9-6]

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Lidell

Back 14

Behavior Farm [9-6]

Front 15

static

environment

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Knowledge is not _____ we act upon the ____________

Front 16

Elkinds

operative

Back 16

Hands on learning

"activley engaged"

elementary

Hint 16

Elkind

Front 17

Elkinds

Figurative type of learning

Back 17

copying

"acquiring aspects of reality"

Facts

Hint 17

elkind

Front 18

Elkinds

Connotative type of learning

Back 18

Reflective

"meaning and conections"

Why

Hint 18

Elkind

Front 19

Jerome Bruner

Enactive

Back 19

Motor activites

*hint

Hint 19

Jerome Bruner

Front 20

Jerome Bruner

Iconic

Back 20

Images

*hint

Hint 20

Jerome Bruner

Front 21

Jerome Bruner

symbolic

Back 21

Reconstruct and language

*hint

Hint 21

Jerome Bruner

Front 22

Piaget

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Development Drives Learning


(see things through level of development)

Front 23

Discovery learning

Back 23

Hands on



*constructionists*

Front 24

Constructionists

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Children are not taught..
..rather cognitive growth is facilitated by

Hint 24

discovery learning
readiness to learn
a connection to what they already know

Front 25

Discovery learning

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Introduce cognitive conflict(PIAGET)

Questions and prompts (VYGOTSKY)

*constructionists*

Front 26

Discovery leraning

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environment important


*constructionists*

Front 27

Readiness to learn

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sequencing and pacing (PIAGET)

Scaffolding (VYGOTSKY)

*constructionists*

Front 28

READINESS TO LEARN

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Build from and connect to base knowledge (PIAGET)

ZPD (VYGOTSKY)

*constructionists*

Front 29

Individual Differences

Back 29

assess progress


*constructionists*

Front 30

individual differences

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group work *same ages (PIAGET)

group work *mixed ages (VYGOTSKY)

*constructionists*

Front 31

LEARNING drives development

*cannot separate thinking from environment

*learning through social interaction

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(VYGOTSKY)

Socio cultural theory

Front 32

Information processing

Back 32

concerned with how people operate on information

detection
transformation
storage
accessing

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Input > processing (>/<) output

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______ > _______ (>/<) _______

info model

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info processing OUTPUT *

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Covert (thoughts memory)

Over (SEE)

Front 35

CASE

Back 35

Neo-piagetian

WHO

Front 36

reinterprets piagets stages with an information processing frame work

Back 36

Neo - piagetian

WHAT

Front 37

Case

sensorimotor operations

Back 37

representations are comprised of sensory input

*physical
*predimensional thinking

Hint 37

case

Front 38

Case

representational operations

Back 38

internal images (symbols)

conceret images

unidemensional thinking (tadpole man)

Hint 38

case

Front 39

Case

logical operations

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able to act upon mental representation with transformation bidimensional

Hint 39

case

Front 40

Case

Foraml Operations

Back 40

Able to perform complex transformation with mental representations, integrated bidimensional thinking

Hint 40

case

Front 41

Brain development

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myelination synaptic growth and pruning

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practice with schemes and automatization

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frees working memory for combining existing scemes and promoting new ones

Front 43

Schemes

automatizations

working

comination

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Practicing ______ (assimilation) leads to _____ which releases ____ memory for other activities, permitting scheme___ and construction (accomidation)

Front 44

Formation of central conceptual structures

Back 44

network of concepts and relations that permit them to think about a wide range of situations in advanced ways

Hint 44

case

Front 45

Central conceptual structures

Back 45

with new _______, children move to next stage of development

Hint 45

case

Front 46

Siegler's theory

Back 46

model of strategy choices

examples: tic tac toe
math problems
conservation tasks

Front 47

Siegler's theory

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evolutionary theory of cognitive development, which states that variation and selection characterize childrens mental strategies, yielding adaptive problem solveing techniques and an overlapping waves pattern of cognitive development

Front 48

accuracy and effort

"speed"

Back 48

Sieglers finding of

________ and __________

leading to greater efficency

Front 49

Mirogenetic research design

Back 49

presenting children with many problems over an extended time

Front 50

conceptual thought

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VERBAL THOUGHT(when speech and thought are inter related) MODEL of organizing eniro by abstracting and labeling a quality shared by two or more phenomena

Front 51

Complexes

Back 51

objects are united in the childs mind not only by subjective impressions but also by bonds that actually exists among the objects

Front 52

Halliday's functions of language

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Instrumental
regulatory
Heuristic
imaginative
representational
personal

Front 53

Halliday's functions of language

instrumental

Back 53

I want


Halliday's functions of language

Front 54

Halliday's functions of language

regulatory

Back 54

Go away

(tell others what to do)


Halliday's functions of language

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Halliday's functions of language

Heuristic

Back 55

Whats that?

(Language used to gain info)


Halliday's functions of language

Front 56

Halliday's functions of language

Imaginative

Back 56

Used to tell stories


Halliday's functions of language

Front 57

Halliday's functions of language

Represntational

Back 57

This is blue

(language used to convey facts)


Halliday's functions of language

Front 58

Halliday's functions of language

personal

Back 58

expressing feeling


Halliday's functions of language

Front 59

Computational level

*Describes steps taken when task is performed

*describes mechanisms by which algorithm is carried out in some physicalk system

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Definition:Describes task to be performed

Algorithmic _______ and implementation _______

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stimulus

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evniro conditions that activate the senses

Front 61

response

Back 61

any consequence that strengthens a behavior

Front 62

consequences

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pleasant or unpleasant conditions that follow behavior and affect the freq of future behaviors

Front 63

Behavioral learning theory

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explanation of learning that emphasizes observable changes in behavior

Front 64

Pavlov
Thorndike

Skinner

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Behavioral learning theorists

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classical conditioning

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the process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response

Front 66

law of effect

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Stamping in and stamping out

acts followed by (un)favorable effects that make in less/more likely it will be repeated in similar situations

Front 67

operant conditiong

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use of pleasant or unpleasant consequences to control the occurrence of behavior

Front 68

STRENGTHENS

Praise and reward

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positive reinforcement

Front 69

STRENGTHENS

take away undesired object/task

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Negative reinforcement

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DISCOURAGES

add pain or discomfort

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Positive punishment

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DISCOURAGES

take away pleasure

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Negative punishment

Front 72

GOAL directed
purpose
cognitive

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Purposive behavior

Front 73

Latent learning

Back 73

form of learning that is not immediately expressed in an overt response

Front 74

Observational learning

Back 74

learning by observing and imitation of others

Front 75

vicarious learning

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learning based on observation of the consequences of others behaviors

Front 76

Behavior (hobbies, friends)
Cognitive process (expectation, memory)
environmental variables(consequence, stimuli)

Back 76

Triadic reciprocity

Front 77

assimliation

Back 77

change something to meet ones schema

Front 78

accomidation

Back 78

changing ones schema to meet reality

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Seriation

Back 79

putting things in order

Front 80

animism

Back 80

giving inanimate things lifelike characteristics

Front 81

conservation

Back 81

same amount, different size

Front 82

intersubjectivity

Back 82

a common ground for communication, experts should modify for learner--? create a mutual level of understanding

Front 83

ZPD

Back 83

ones potential to acquire a particular skill