Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
65 Cards in this Set
- Front
- Back
|
Pavlov
|
Physiological Response Unconditioned Stimulus=Food Unconditioned Response=Salivate Conditioned Stimulus= Bell |
|
|
Watson |
Generalized Emotional Response, Little Albert study |
|
|
What’s wrong with the Little Albert Study |
What kind of “generalization” is actually happening here, Doesn't account for CONTEXT and MEANING |
|
|
Operant Conditioning |
Skinner Cause/Effect Stimulus -> Response <-Outcome Consequences are more important Faster in Humans -> Comes natural |
|
|
Primary Reinforcer |
Things that would be naturally/biologically rewarding |
|
|
Secondary Reinforcer
|
Things that are associated or paired with primary reinforcers or may lead to them eventually. |
|
|
Token Economy
|
Tertiary reinforcers associated with desired behaviors that can be traded for secondary reinforcers. |
|
|
Why does conditioning work so well with animals?
|
Physiological responses are instinctual. (Food almost ALWAYS makes a dog happy, it’s in their brain chemistry.) |
|
|
Operant Examples in SchoolWhat kinds of reinforcers are these?
|
Grades, Pizza, Money
|
|
|
Time Out
|
intended to remove competing reinforcements ->Transferred to traditional punishment
|
|
|
When does Time out work? |
children who want to be in the target environment they are being removed from, but sends message that quiet is bad |
|
|
Time Out also transffered to...
|
brain-based therapeutic solution to overstimulation, BUT if in same environment can be confusing |
|
|
Problems with “Conditioning”
|
Human motivations and meanings =complicated, Rewards can be overiden by other context, relationships important, Similar behaviors may have very different root causes |
|
|
Programmed Instruction
|
Content is broken down into small pieces, each requiring a “response” from students before instruction can proceed |
|
|
Why does programmed instruction” sometimes fail?
|
immersive sense of wonder and struggling with an entire problem at once, are the most interesting, and therefore self-reinforcing to us as humans, Sometimes the negative associations of school in general override the positive reinforcement of individual lessons, “behavior” is a very simplistic way of framing what we really want
|
|
|
Information-processing theory
|
Dominant theory of learning and memory since mid 1970s |
|
|
Sensory Register
|
stimuli from 5 senses come in
|
|
|
Working Memory
|
those that mater, where thinking takes place |
|
|
LTM
|
storage of memories
|
|
|
Executive process |
determines what a person is interested in putting into LTM |
|
|
Sensory registrar
|
receives large amounts of information from senses- holds in short time - rapidly lost |
|
|
Perception
|
mental interpretation that is influenced by our mental state, past experience, knowledge, motivations, and other factors |
|
|
Attention
|
limited resource, Can capture with raising voice, using emotion |
|
|
Working memory
|
is a storage system that can hold a limited amount of information for a few seconds |
|
|
short-term memory
|
thoughts that we are conscious of having at any given moment
|
|
|
Rehearsal
|
longer an item remains in working memory- the greater chance in LTM |
|
|
Working memory capacity
|
5 to 9 bits of information- can increase with chunking Info
|
|
|
LTM
|
part of memory that we keep info for long periods of time
|
|
|
Episodic
|
memory of personal experiences
|
|
|
Flashbulb memory
|
occurrence of an important event fixes mainly visual and auditory memories in a person’s mind |
|
|
Semantic
|
facts
|
|
|
Schemata
|
mental arrange in network of connected ideas or relationships
|
|
|
Procedural
|
procedural like bike or play music |
|
|
Levels-of-processing Theory
|
People subject stimuli to diff levels of mental processing and retain only info that has been subjected the most, More time with details means the more mental processing |
|
|
Dual Code Theory
|
Info is retained in LTM in two forms visual and verbal info |
|
|
Development Memory
|
Connections form and die by experience, Windows of opportunity, Peak in early childhood or elementary school |
|
|
Implications for education
|
Brain’s capacity is not set at birth but influenced by early experience, Extensive training can change brain structures, even in adulthood, As a person gains knowledge or skills, his or her brain becomes more efficient |
|
|
Automaticity
|
effortless performance made possible by extensive experience and practice
|
|
|
Applications of Brain Research to Classroom Teaching
|
some easier than others, Brain development constrains cognitive outcome, Some regions of brain may be particularly important |
|
|
Interference
|
gets mixed up with or pushed aside by other info
|
|
|
Retroactive inhibition
|
Previously learned info is lost because mixed up with new and somewhat similar information
|
|
|
Individual differences in resistance to interference
|
The ability to focus on key information and screen out interference is at the heart of cog performance |
|
|
Facilitation
|
Proactive facilitation previous learning help a person learn similar info |
|
|
Primacy effect
|
tendency to learn the first items presented
|
|
|
Recency effect
|
tendency to learn last elements in the list
|
|
|
Automaticity
|
info or skills may exist in LTM but take so much time or effort to retrieve that they are of limited value when speed of access is essential |
|
|
Massed Practice vs distributed practice
|
dist is better for retention, mast is faster for initial
|
|
|
Enactment
|
learn by doing is best
|
|
|
Generation
|
create something using the new info
|
|
|
Paired-associate learning
|
learning to respond with one member of a pair
|
|
|
imagery forming
|
mental images to help remember
|
|
|
Serial learning
|
learning a list of terms in an order- like a timeline
|
|
|
Free-recall
|
memorizing a list, but no order- Canadian provinces
|
|
|
Loci Method
|
mneumonic device, thinks of a familiar set of locations then imagines each item on list in location
|
|
|
Pegword method
|
student memorizes lit of words that ryme with numbers 1-10
|
|
|
Initial-letter strategies
|
reorganization of info in which letters can be arranged and memorized |
|
|
Rote Learning
|
memorization of facts or associations
|
|
|
Meaningful learning
|
info or concepts learners- not arbitrary
|
|
|
Inert learning
|
info that could apply to wider situations and not circumstantial
|
|
|
Schema Theory
|
Info fit into an existing schema and is easily understood
|
|
|
Form of schema
|
organized and outlined
|
|
|
Metacognition
|
knowledge about one’s own learning
|
|
|
Self-questioning strategies
|
ask oneself about info is effective
|
|
|
Effective study strategies
|
Practice test, Note taking, Underlining, Summarizing, Writing to learn or student explain in writing the content, Outline and mapping the concepts, PQ4R method is helpful |
|
|
Effective teaching
|
relavant to prior knowledge, Advance organizers help students process new info about knowledge, Analogies, info elaboration, organizational schema, questioning techniques and conceptual models such as diagraming information are good teaching strategies |
