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42 Cards in this Set
- Front
- Back
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Stimulus that elicits a particular response without prior learning. |
Conditioned stimulus |
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Response that is elicited by a particular (unconditioned) stimulis withour prior learning. |
Unconditioned response
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Phenomenon in which a person learns a response to a particular stimulus and them makes the same response to a similar stimulus; in classical conditioning, involves making a conditioned response to a stimulus similar to a conditioned response. |
Generalization |
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Gradual disappearance of an acquired response; on classical conditioning, results from trpeated presentation of a conditioned stimullus in the absence of the unconditioned stimulus. |
Extinction |
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Specific object or event that influences an individual's learning or behavior. |
Stimulus |
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Specific behavior that an individual exhibits. |
Response |
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Phenomenon in which learners do less-preferred actibities in order to engages in more-preferred activities. |
Premack Principle |
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Use of verbal ornonverbal signal to indicate that a cerain behavior is desired or that a certain behavior should stop. |
Cueing |
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Approach to conflict resolution in which a student (serving as a mediator) asks peers in conflict to express their differing viewpoints and then work together to devise a reasonable resolution. |
Peer mediation |
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Inner state that energizes, directs, and sustains behavior. |
Motivation |
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General, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no ontrol of the environment. |
Learned helplessness |
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Situation in which expectations for an outsome either directly or indirectly lead to the expectedd result. |
Self-fulfilling prophecy |
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Feelings, emotions, and moods that a learner btings to bear on a task. |
Affect |
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Approach to instructional planning in which a teacher first determines the desired end results. (i.e. the knowledge and skills students should require,) then identifies appropriate assessments, and finally determines appropriate instructional strategies. |
Backward design |
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Classroom activity similar to an activity that students are apt to encounter in the outside world. |
Authentic activity |
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Practice of individualizing instructional methods- and possibly also individualizing specific content and instructional goals-to align with each student's existing knowledge, skills, and needs. |
Differentiated instruction |
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Situation of event (often unplanned) in which students might be expecially predisposed to acquire particular knowledge or skills. |
Teachable moment |
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Approach to instruction in which information is presented in essentially the same form in which students are expected to learn it. |
Expository instruction |
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Approach to instruction that uses a variety of techniques (e.g. explanations, questions, guided and independent practice) in a fairly structured manner to promote learning of fundamental knowledge and skills. |
Direct instruction |
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Approach to instruction in which students learn on topic thoroughly before moving to a subsequent one. |
Mastery learning |
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Approach to instruction in which students contruct their own knowledge about a topic through firsthand interaction with an aspect of their environment. |
Discovery learning |
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Approach to instruction in which students apply complex reasoning skills in their examination and interpretation of new phenomena and data sources. |
Inquiry learning |
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Self-constructed casual explanation for a personally experienced or observed event, sich as one's own or another person's success or failure. |
Attribution |
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Process of setting goals for oneself and engaging in behaviors and cognitive processes that lead to goal attainment. |
Self-regulation |
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Hoped-for, but not guarantee, future consequence of behavior. |
Incentive |
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Real or fictional individual who demonstrated a behavior that learners might emulate; alternatively, a set of instructions for successfully executing the behavior. |
Model |
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Inappropriate punishments |
-Physical ;unishment -Psychological punishment (threatens self-worth) -Extra class work -Out of school suspension |
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Appropriate punishment |
-Verbal reprimand -Response cost (lose points, erase RECESS) -Logical consequences (seat change) -Positive practice overcorrecction (do-over) -Time out -In school suspension |
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Characteristics of Social Cognitive Theory |
-Learning occurs as a result of social interaction -Rooted in behaviorism -Adds cognitive processes (i.e. reasoning, motivation) |
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Social Cognitive Theory vs. Behaviorism (Compare and contrast) |
BOTH deal with reinforcement and punishment Social Cognitive- Learning is an internal process Behaviorism- Learning involves a behavior change |
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Aspects of self-regulated behavior |
-Self-determined standards and goals -Emotion regulation -Self- instructions -Self-monitoring (concrete mechanisms, videos) -Self-evaluation (self-assessment) -Self-imposed contingencies (mental pat on back, feeling ashamed/regretful) |
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Using Maslow's Heirarchy in the classroom PHYSIOLOGICAL NEEDS |
-Room temp. -Restroom/water fountain breaks -Times to release pent-up energy -Look out for kids who are chronically hungry or tired |
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Using Maslow's Heirarchy in the classroom SAFETY NEEDS |
-Orderly and organized class routine -Ensure students understand expectations -Clearly state evaluation criteria -Help students recognize that mistakes are normal |
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Using Maslow's Heirarchy in the classroom LOVE AND BELONGING NEEDS |
-Learn students names -Assign classroom duties and responsibilities -Interview each student personally (likes, dislikes, interests, etc.) -Recognize personal life events (i.e. birthday, family tragedy) -Everyone is special and appreciated |
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Using Maslow's Heirarchy in the classroom ESTEEM NEEDS |
-Supports student's efforts to learn -Provide sufficient variety of tasks and activities -Plan activities that allow students to display their talents and achievements -Recognize accomplishments outside classroom (i.e. sports) |
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Tacher self-efficacy |
-Willing to experiement with new strategies -Higher expectations for students and set higher goals -Put more effort into teaching and more persistent in helping students learn |
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Stability |
Liklihood that probability of causes will change over time. Directly related to one's expectancy for success. EXAMPLE: Allison fails math test. Attributes failure to lack of sleep the night before. |
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Locus of control |
One's belief that his or her behavior is guided by external factors sich as luck, fate, etc., or internal factors such as ability and effort. |
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Controlability |
The person either has control over the situation or not. EXAMPLE: Allison fails a math tests and attributes the failure to her teacher making the tests too hard. |
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Learning and consequences of Behaviorism |
Learning- A behavior change Consequences- Must be experienced directly |
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Learning and consequences of cognitive psychology |
Learning- An internal mental phenomenon, may or may not be reflected in behavior Consequences- Not a major focus |
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Learning and consequences of social cognitive theory |
Learning-An internal mental phenomenon, may or may not be reflected in behavior Consequences- Can be directed or vicarious |
