Ed. Psych Test #2

Front 1

Define Classical conditioning.

Back 1

-the association of automatic responses with new stimuli

Front 2

Define response.

Back 2

-observable reaction to a stimulus

Front 3

Define stimulus.

Back 3

-event that activates behavior

Front 4

Define antecedents.

Back 4

-events that precede an action

Front 5

Define satiation.

Back 5

Requiring a person to repeat a problem behavior past the point of interest or motivation

Front 6

Define self-efficacy.

Back 6

A person's sense of beign able to deal effectively with a particular task

Front 7

Define self-instruction.

Back 7

Talking oneself through the steps of a task.

Front 8

Define operant conditioning.

Back 8

learning in which voluntary behavior is strengthened or weakened by consequences or antecedents

Front 9

Define reinforcement.

Back 9

use of consequences to strengthen behavior

Front 10

Define positive reinforcement.

Back 10

Strengthening behavior by presenting a desired stimulus after the behavior.

Front 11

Define negative reinforcement.

Back 11

-Strengthening behavior by removing an aversive stimulus when the behavior occurs

Front 12

Define punishment.

Back 12

Process that weakens or suppresses behavior

Front 13

Define cueing.

Back 13

Providing a stimulus that "sets up" a desired behavior.

Front 14

Define shaping.

Back 14

Reinforcing each small step of progress toward a desired goal or behavior.

Front 15

Define social learning theory.

Back 15

Theory that emphasizes learning through observation of others.

Front 16

Define social cognitive theory.

Back 16

Theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory.

Front 17

Define self-management.

Back 17

Use of behavioral learning principles to change your own behavior.

Front 18

Define ripple effect.

Back 18

"contagious" spreading of behaviors through imitation.

Front 19

Define Premack principle.

Back 19

Principle stating that a more-preferred activity can serve as a reinforcer for a less-preferred activity.

Front 20

Define episodic memory.

Back 20

Long-term memory for information tied to a particular time and place, especially memory of the events in a person's life

Front 21

Define schemas.

Back 21

Basic structures for organizing information; concepts.

Front 22

Define information processing.

Back 22

The human mind's activity of taking in, storing, and using information.

Front 23

Define bottom-up processing.

Back 23

Perceiving based on noticing separate defining features and assembling them into a recognizable pattern.

Front 24

Define top-down processing.

Back 24

Perceiving based on the context and the patterns you expect to occur in that situation.

Front 25

Define Gestalt.

Back 25

German for pattern or whole. Gestalt theorists hold that people organize their perceptions into coherent wholes.

Front 26

Define sensory memory.

Back 26

System that holds sensory information very briefly.

Front 27

Define working memory.

Back 27

The information that you are focusing on at a given moment.

Front 28

Define short-term memory.

Back 28

Component of memory systems that holds information for about 20 seconds.

Front 29

Define long-term memory.

Back 29

Permanent store of knowledge.

Front 30

Define explicit memory.

Back 30

Long-term memories that involve deliberate or conscious recall.

Front 31

Define implicit memory.

Back 31

Knowledge that we are not conscious of recalling, but influences behavior or thought without our awareness.

Front 32

Define semantic memory.

Back 32

Memory for meaning.

Front 33

Define procedural memory.

Back 33

Long-term memory for how to do things.

Front 34

Define mnemonics.

Back 34

Techniques for remembering; the art of memory.

Front 35

Define automaticity.

Back 35

The ability to perform thoroughly learned tasks without much mental effort.

Front 36

Define modeling.

Back 36

Changes in behavior, thinking , or emotions that occur through observing another person--a model.

Front 37

Define inductive reasoning.

Back 37

Formulating general principles based on knowledge of examples and details

Front 38

Define interference in relation to learning.

Back 38

The process that occurs when remembering certain information is hampered by the presence of other information.

Front 39

Define metacognition.

Back 39

knowledge about our own thinking processes.

Front 40

Define levels of processing theory.

Back 40

Theory that recall of information is based on how deeply it is processed.

Front 41

Define domain specific knowledge.

Back 41

Information that is useful in a particular situation or that applies mainly to one specific topic.

Front 42

Define general knowledge.

Back 42

Information that is useful in many different kinds of tasks; information that applies to many situations.

Front 43

Define observational learning.

Back 43

Learning by observation and imitation of others.

Front 44

What are the four elements of observational learning?

Back 44

-pay attention
-retain the behavior of the model
-practice
-motivation: through reinforcement or incentives

Front 45

Define constructivism.

Back 45

-View that emphasizes the active role of the learner in building understanding and making sense of information.

Front 46

Define inquiry learning.

Back 46

Approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions.

Front 47

Define situated learning.

Back 47

The idea that skills and knowledge are tied to the situation in which they were learned and difficult to apply in new settings.

Front 48

Mastery experiences.

Back 48

-Our own direct experiences--the most powerful source of eficacy information.

Front 49

Define cognitive behavior modification.

Back 49

Procedures based on both behavioral and cognitive learning principles for changing your own behavior by using self-talk and self-instruction.

Front 50

Define problem-based learning.

Back 50

Methods that provide students with realistic problems that don't necessarily have "right" answers.

Front 51

Define critical thinking.

Back 51

Evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution.

Front 52

List some examples of critical thinking skills.

Back 52

-identify central issues or problems
-compare similarities and differences
-recognize stereotypes and cliches
-recognize the adequacy of the data
-predict probably consequences

Front 53

Define cognitive apprenticeships.

Back 53

A relationship in which a less experienced learner acquires knowledge and skills under the guidance of an expert.

Front 54

Define social negotiation.

Back 54

Aspect of learning process that relies on collaboration with others and respect for different perspectives

Front 55

Define declarative knowledge.

Back 55

Verbal information; facts; "knowing that" something is the case.

Front 56

Define procedural knowledge.

Back 56

Knowledge that is demonstrated when we perform a task; "knowing how."

Front 57

Define conditional knowledge.

Back 57

"knowing when and why" to use declarative and procedural knowledge.

Front 58

Who was Ivan Pavlov?

Back 58

-a Russian physiologist who tried to determine how long it took a dog to secrete digestive juices after it had been fed
-he decided to examine the unexpected inferences when the dog's started salivating at different times when receiving the food
-discovered classical conditioning

Front 59

Describe Pavlov's experiment.

Back 59

-started out with neutral simulus: tuning fork
-food was the unconditioned stimulus because there was no training prior that associated the food with salivating
-salivation was unconditioned response
-sounded fork then fed dog
-sound of fork eventually made dog salivate without food

Front 60

What are some everyday examples of classical conditioning?

Back 60

-salivating when you smell food
-tension when you hear the dentist's drill
-nervousness when you step on stage

Front 61

Who is B.F. Skinner?

Back 61

-responsible for developing operant conditioning
-thought many human behaviors are operants, and not respndents
-classical conditioning does not explain how new behaviors are acquired

Front 62

Describe Skinner's ideas of behavior.

Back 62

-behavior is sandwiched between two sets of environmental influences: antecedents (those that precede it) and consequences (those after it).
-antededent-behavior-consequence or ABC
-consequences determine to a great extent whether a person will repeat the behavior that led to the consequences

Front 63

Describe Skinner's ideas of operant conditioning.

Back 63

--the effects of consequences following an action may serve as either reinforcers or punishers
-a consequence is defined as a reinforcer if it strengthens or maintains the response that brought it about
-a consequence is defined as a punishment if it decreases or suppresses the response that brought it about

Front 64

What is Albert Bandura's work about?

Back 64

-though that traditional behavioral views of learning were incomplete cuz they overlooked social influences
-he created social learning theory

Front 65

What was Bandura's experiment?

Back 65

-"Bobo doll" experiment
-preschool children saw a film of a model kicking and punching the doll
-one group saw the model rewarded for the aggression and the other saw the model punished
-3rd group saw no consequences
-aggressive film made aggressive children and other did not
-however, when offered incentives, all children were more likely to be aggressive towards the doll

Front 66

What is Bandura's newest contribution?

Back 66

-began focusing on cognitive factors such as beliefs, self-perceptions, and expectations
-his theory is now called social cognitive theory

Front 67

According to Bandura, what are the four elements of observational learning?

Back 67

-paying attention, retaining information or impressions, producing behaviors, and being motivated to repeat the behaviors

Front 68

What are the 3 forms of reinforcement that can encourage observational learning according to Bandura?

Back 68

-vicarious reinforcement (observing other person being reinforced for behavior)
-direct reinforcement (like when a coach says excellent)
-self-reinforcement

Front 69

Describe enactive learning vs. vicarious learning.

Back 69

enactive learning-learning by doing and experiencing the consequences of your actions

vicarious learning-learning by observing

Front 70

What are some ways in which teachers can help their students use self-management in the classroom?

Back 70

-allow students to participate in setting goals, keeping track of progress, evaluating accomplishments, and selecting and giving their own reinforcers

Front 71

What were Allen Collins views on learning?

Back 71

-cognitive view
-learning extends and transforms the understanding we already have

-two types of knowledge: general and domain-specific

Front 72

What did Collins think about automated basic skills?

Back 72

-practice in real contexts helps students learn not only how to do a skill but also why and when

Front 73

What were Collin's beliefs about knowledge and skills?

Back 73

-knowledge and skills learned in school have become too separated from their use in the world beyond school
-school should have cognitive apprenticeships

Front 74

How has Piaget contribute to the constructivst view of learning?

Back 74

-the constructivst perspective is grounded in his research
-children use what they know to impose intellectual structure on the world
-some refer to Piaget's kind of constructivism as "first wave constructivism" or "solo" constructivism with its emphasis on individual meaning-making

Front 75

What approach did Skinner take?

Back 75

behavioral, also had a cognitive view

Front 76

What approach did J. Anderson have?

Back 76

-information processing
-also focused on the congnitive

Front 77

What approach did Piaget take?

Back 77

Psychological/individual
-constructivist

Front 78

What approach did Vygotsky take?

Back 78

-social/situated
-constructivist

Front 79

Skinner: knowledge?

Back 79

-fixed body of knowledge to acquire
-stimulated from outside

Front 80

Skinner: learning?

Back 80

-acquisition of facts, skills, concepts
-occurs through drill, guided practice

Front 81

Skinner: teaching?

Back 81

-Transmission
-presentation (telling)

Front 82

Skinner: role of teacher?

Back 82

-manager, supervisor
-correct wrong answers

Front 83

Skinner role of peers?

Back 83

-not usually considered

Front 84

Skinner role of student?

Back 84

-passive reception of information
-active listener, direction-follower

Front 85

Anderson: knowledge?

Back 85

-fixed body of knowledge to acquire
-stimulated from outside
-prior knowledge influences how information is processed

Front 86

Anderson: learning?

Back 86

-acquisition of facts, skills, concepts, and strategies
-occurs through the effective application of strategies

Front 87

Anderson: teaching?

Back 87

-Transmission
-guide students toward more "accurate" and complete knowledge

Front 88

Anderson: role of teacher?

Back 88

-teach and model effective strategies
-correct misconceptions

Front 89

Anderson: role of peers?

Back 89

-not necessary but can influence information processing

Front 90

Anderson: role of student?

Back 90

-active processor of information, strategy user
-organizer and reorganizer of information
-remember

Front 91

Piaget: knowledge?

Back 91

-changing body of knowledge, individually constructed in social world
-built on what learner brings

Front 92

Piaget: learning?

Back 92

-active construction, restructuring prior knowledge
-occurs through multiple opportunities and diverse processes to connect to what is already known

Front 93

Piaget: teaching?

Back 93

-Challenge, guide thinking toward more complete understanding

Front 94

Piaget: role of teacher?

Back 94

-facilitator, guide
-listen for student's current conceptions, ideas, thinking

Front 95

Piaget: role of peers?

Back 95

-not necessary but can stimulate thinking, raise questions

Front 96

Piaget: role of student?

Back 96

-active construction (within mind)
-active thinker, explainer, interpreter, questioner

Front 97

Vygotsky: knowledge?

Back 97

-socially constructed knowledge
-built on what participants contribute, construct together

Front 98

Vygotsky: learning?

Back 98

-collaborative construction of socially defined knowledge and values
-occurs though socially constructed opportunities

Front 99

Vygotsky: teaching?

Back 99

-co-construct knowledge with students

Front 100

Vygotsky: role of teacher?

Back 100

-facilitator; guide
-co-participant
-co-construct different interpretation of knowledge; listen to socially constructed conceptions

Front 101

Vygotsky:: role of peers?

Back 101

-ordinary part of process of knowledge construciton

Front 102

Vygotsky: role of student?

Back 102

-active co-construction with others and self
-active thinker, explainer, interpreter, questioner
-active social participator

Front 103

What is a graphic organizer or mind map?

Back 103

-the result of looking at relationships by noting causal connections, comparison/contrast connections, and examples
-improves recall

-visual or mental ways of organizing the relationships and connections between ideas

Front 104

What are the four elements needed in concept teaching?

Back 104

-concept examples along with non-examples
-relevant and irrelevant attributes
-name
-definition

Front 105

Define prototype.

Back 105

-Best representative category

Front 106

Define exemplar.

Back 106

A specific example of a given category that is used to classify an item.

Front 107

What are some attributes of prototypes?

Back 107

-an image that captures the essence of a category
-for North Americans in bird category it would be a robin
-have fuzzy boundaries

Front 108

What are some attributes of exemplars?

Back 108

-our actual memories of specific birds, parties, furniture
-we use them to compare with an item in question to see if that item belongs in the same category as the examplar
-ex. metal bench in park compared to couch in living room: for sitting or sculpture?

Front 109

How are prototypes and exemplars valuable in teaching?

Back 109

-children learn many concepts in the real world from the best exemplars or prototypes
-aids in teaching concepts

Front 110

what are the five complex cognitve processes?

Back 110

-learning and teaching about concepts
-problem solving
-creativity and creative problem solving
-becoming an expert student: Learning strategies: learning strategies and study skills
-teaching for transfer

Front 111

Behavioral vs. cognitive view?

Back 111

-cognitive: knowledge is learned and changes in knowledge make changes in behavior possible

-behavioral: the new behaviors themselves are learned

-both: believe reinforcement is important in learning
-behavioral: thinks reinforcement strengthens responses
-cognitive: reinforcement as a source of feedback about what is likely to happen if behaviors are repeated of changed--as a source of info

Front 112

How do you get information into long-term memory?

Back 112

-integrate new info with knowledge already stored in long-term memory using elaboration, organization, and context
-tie new info into existing schemas

Front 113

How can long-term memory be improved for children?

Back 113

-create images or stories to remember ideas

Front 114

Inquiry vs. problem-based learning?

Back 114

-inquiry begins when teacher presents puzzling event, problem or question
-students ask yes/no questions and then form hypotheses to explain
-collect data and form relationships
-form conclusions and reflect on original problem and the thinking processes used

-problem based:
-learning begins with authentic problem--one that matters to the students
-the goal is to learn math or science3 or history or some other important subject while seeking a real solution to a real problem

Front 115

Reinforcement vs. punishment?

Back 115

-reinforcement always involved strengthening behavior
-it either removes something aversive as soon as the desire behavior occurs (negative reinforcement cuz it subtracts a stimulus)

-punishment involves decreasing or suppressing behavior
-a behavior followed by a "punisher" is less likely to be repeated in similar situations in the future