Edu 350 Notes

Front 1

What are the 4 modes of learning?

Back 1

Verbal Written Mode
Verbal Spoken Mode
Visual Mode
Kinesthetic Mode

Front 2

What are the 4 styles of learning?

Back 2

Individuals who prefer...
Integrating learning experiences with self
Logic, facts, details, and consequential patterns of thought
Learning by doing and by thinking things through
Exploring, acting upon and manipulating ideas in certain ways

Front 3

What are the 4 phases of the learning cycle?
What questions correspond with each phase?

Back 3

Motivation phase: Why am I learning this?
Understanding phase: What's it all about?
Application phase: How do I use it?
Adaptation phase: In what other ways might I use it?

Front 4

What are the four factors of creative thinking?

Back 4

Fluency
Flexibility
Originality
Elaboration

Front 5

Define fluency with regard to creative thinking

Back 5

generating a lot of responses in a short period of time (brainstorming)

Front 6

Define flexibility with regard to creative thinking

Back 6

looking at something from different points of view; generating different categories of thought

Front 7

Define originality with regard to creative thinking

Back 7

a unique idea very few people may have

Front 8

Define elaboration with regard to creative thinking

Back 8

embellishing something, adding details to something

Front 9

What is morphological synthesis?

Back 9

A way of developing a lot of ideas from which to choose

Front 10

Define psychosocial with regard to Erikson's 8 Stages of Psychosocial Development

Back 10

describing the relation of the individual's emotional needs to the social environment

Front 11

Define developmental crisis with regard to Erikson's 8 Stages of Psychosocial Development

Back 11

a specific concept whose resolution prepares the way for the next stage

Front 12

Define autonomy with regard to Erikson's 8 Stages of Psychosocial Development

Back 12

independence

Front 13

Define initiative with regard to Erikson's 8 Stages of Psychosocial Development

Back 13

willingness to begin new activities and explore new directions

Front 14

Define identity with regard to Erikson's 8 Stages of Psychosocial Development

Back 14

the complex answer to the question, "Who am I?"

Front 15

Define identity achievement with regard to Erikson's 8 Stages of Psychosocial Development

Back 15

strong sense of commitment to life choices and free consideration of alternatives

Front 16

Define identity foreclosure with regard to Erikson's 8 Stages of Psychosocial Development

Back 16

Acceptance of parental life choices without consideration of options

Front 17

Define identity diffusion with regard to Erikson's 8 Stages of Psychosocial Development

Back 17

uncenteredness; confusion about who you are and what you want

Front 18

Define moratorium with regard to Erikson's 8 Stages of Psychosocial Development

Back 18

identity crisis; suspension of choices because of struggle

Front 19

Define self-concept with regard to Erikson's 8 Stages of Psychosocial Development

Back 19

our perceptions about ourselves

Front 20

Define self-esteem with regard to Erikson's 8 Stages of Psychosocial Development

Back 20

the value each of us places on our own characteristics, abilities, and behaviors

Front 21

List the 8 Stages of Psychosocial Development in order

Back 21

Trust v. Mistrust
Autonomy v. Shame/Doubt
Initiative v. Guilt
Industry v. Inferiority
Identity v. Role Confusion
Intimacy v. Isolation
Generativity v. Stagnation
Ego integrity v. Despair

Front 22

Define the following for Trust v. Mistrust (Stage 1):
Aprox Age:
Description:
Important Event:

Back 22

Aprox Age: Birth to 12-18 Months
Description: infant must form a first loving, trusting relationship with the caregiver or develop a sense of mistrust
Important Event: feeding

Front 23

Define the following for Autonomy v. Shame/Doubt (Stage 2):
Aprox Age:
Description:
Important Event:

Back 23

Aprox Age: 18 months- 3 years
Description: child's energies are directed toward the development of physical skills. The child learns control but may develop shame if not handled well.
Important event: toilet training

Front 24

Define the following for Initiative v. Guilt (Stage 3):
Aprox Age:
Description:
Important Event:

Back 24

Aprox age: 3-6 yrs
Description: the child continues to become more assertive and to take more initiative but may be too forceful, which can lead to guilt feelings
Important event: independence

Front 25

Define the following for Industry v. Inferiority (Stage 4):
Aprox Age:
Description:
Important Event:

Back 25

Aprox Age: 6-12 years
Description: the child must deal with demands to learn new skills or risk a sense of inferiority, failure, and incompetence
Important event: School

Front 26

Define the following for Identity v. Role Confusion (Stage 5):
Aprox Age:
Description:
Important Event:

Back 26

Aprox Age: adolescence
Description: the teenager must achieve identity in occupation, gender roles, politics, and religion
Important event: peer relationships

Front 27

Define the following for Intimacy v. Isolation (Stage 6):
Aprox Age:
Description:
Important Event:

Back 27

Aprox Age: Young adults
Description: the young adult must develop intimate relationships or suffer feelings of isolation
Important event: love relationships

Front 28

Define the following for Generativity v. Stagnation (Stage 7):
Aprox Age:
Description:
Important Event:

Back 28

Aprox Age: middle adulthood
Description: each adult must find some way to satisfy and support the next generation
Important event: parenting or mentoring

Front 29

Define the following for Ego integrity v. Despair (Stage 8):
Aprox Age:
Description:
Important Event:

Back 29

Aprox age: late adulthood
Description: the culmination is a sense of acceptance of oneself and sense of fulfillment
Important event: reflection on and the acceptance of one's life

Front 30

What are the 3 levels of Kohlberg's Theory of Moral Reasoning?

Back 30

Preconventional Moral Reasoning
Conventional Moral Reasoning
Postconventional Moral Reasoning

Front 31

How many stages does each level of Kohlberg's Theory of Moral Reasoning have?

Back 31

Each level has 2 stages

Front 32

What ages is typical for preconventional moral reasoning?
Conventional?
Post conventional?

Back 32

Children up to age 9
9-20
20+ (but most people never reach this level)

Front 33

Why is preconventional moral reasoning called PREconventional?

Back 33

Young children do not really understand the conventions or rules of society. Judgment is based on personal needs and others' rules.

Front 34

Why is conventional moral reasoning called conventional?

Back 34

most of this age group conform to the conventions of society b/c they are rules of society. Judgment is based on others' approval, family expectations, traditional values, the laws of society and loyalty to country

Front 35

Why is postconventional moral reasoning called POSTconventional?

Back 35

the moral principles that underlie the conventions are understood

Front 36

List the 6 Stages involved in the 3 Levels of Kohlberg's Theory of Moral Reasoning

Back 36

Punishment-Obedience Orientation
Personal Reward Orientation
Good Boy-Nice Girl Orientation
Law and Order Orientation
Social Contract Orientation
Universal Ethical Principle Orientation

Front 37

Describe the punishment-obedience orientation (Stage 1) of Kohlberg's Theory of Moral Reasoning

Back 37

Basically, rules are obeyed in order to avoid punishment. Those in authority have superior power and should be obeyed. Avoid punishment by staying out of trouble.

Front 38

Describe the personal reward orientation (Stage 2) of Kohlberg's Theory of Moral Reasoning

Back 38

Personal needs determine right and wrong. An action is judged to be right if it is instrumental in satisfying one's own needs or involves an even exchange. Obeying rules should bring some sort of benefit in turn.

Front 39

Describe the Good Boy-Nice Girl orientation (Stage 3) of Kohlberg's Theory of Moral Reasoning

Back 39

Good means "nice." It is determined by what pleases, aids, and is approved by others.

Front 40

Describe the Law and Order orientation (Stage 4) of Kohlberg's Theory of Moral Reasoning

Back 40

Laws are absolute. Authority must be respected and the social order maintained.

Front 41

Describe the Social Contract orientation (Stage 5) of Kohlberg's Theory of Moral Reasoning

Back 41

rules needed to maintain the social order should not be based on blind obedience to authority but on mutual agreement. At the same time, the rights of the individual should be protected.

Front 42

Describe the Universal Ethical Principle orientation (Stage 6) of Kohlberg's Theory of Moral Reasoning

Back 42

Moral decisions should be made in terms of self-chosen ethical principles. Once principles are chosen, they should be applied in consistent ways. Kohlberg said this stage is a theoretical ideal that is rarely encountered in real life.

Front 43

What are the 4 types of Social Cognitive Modeling?

Back 43

Direct Modeling
Symbolic Modeling
Synthesized Modeling
Cognitive Modeling

Front 44

Describe direct modeling
Give an example

Back 44

Attempting to imitate the model's behavior
Writing letters the same way as the teacher

Front 45

Describe symbolic modeling
Give an example

Back 45

Imitating behaviors displayed by characters in a book, play, a movie, or T.V.
Dressing up like characters from GLEE

Front 46

Describe synthesized modeling
Give an example

Back 46

developing behaviors by combining portions of observed acts
Using a chair to open a kitchen cabinet after seeing brother use chair and mother open cabinet

Front 47

Describe cognitive modeling
Give an example

Back 47

Talking and demonstrating how things work
A driver's ed teacher describing the steps before beginning to drive

Front 48

What are the four steps involved in Albert Bandura's modeling process?

Back 48

Attention
Retention
Reproduction
Motivation

Front 49

Describe attention with regard to Albert Bandura's modeling process

Back 49

You have to be paying attention in order to learn something. Distractions place limitations on learning

Front 50

Describe retention with regard to Albert Bandura's modeling process

Back 50

You must be able to retain or remember what you paid attention to. Imagery and language is important here.

Front 51

Describe reproduction with regard to Albert Bandura's modeling process

Back 51

One has to translate the images or descriptions into actual behavior. You must have the abilities to do this

Front 52

Describe motivation with regard to Albert Bandura's modeling process

Back 52

There is past reinforcement, promised reinforcements (incentives) and vicarious reinforcement (seeing the model being reinforced) that do not cause learning but cause us to demonstrate what we learned

There are also negative motivations such as past punishment, promised punishment, and vicarious punishment, which cause us not to imitate someone

Front 53

Describe the 3 steps of self regulation, a component of Albert Bandura's Social Learning Theory

Back 53

1. Self-observation: we look at ourselves, our behavior, and keep track of it
2. Judgment: We compare what we see with a standard, such as rules, guidelines, ethics, etc.
3. Self-response: If you do well in comparison with your standard, you reward yourself. If you do poorly, you punish yourself

Front 54

Define behaviorism.
How did Albert Bandura alter this idea?

Back 54

Behaviorism is a theory of personality that says that one's environment causes one's behavior.

Bandura altered this by coming up with reciprocal determinism: he said that the environment and a person's behavior cause each other.

Front 55

Albert Bandura saw personality as an interaction among what three things?

Back 55

The environment, behavior, and the person's psychological processes. The psychological processes consist of the ability to entertain images in our minds and language.

Front 56

What is self-efficacy?

Back 56

Having the confidence to try something new. This has an impact on social learning.

Front 57

What are Piaget's 4 Stages of Cognitive Development? Include the years that correlate with each stage.

Back 57

Sensorimotor Stage (0-2)
Preoperational Stage (2- 6/7)
Concrete Operational Stage (6/7-11/12)
Formal Operational Stage (11/12+++)

Front 58

What important cognitive events occur in the sensorimotor stage in Piaget's 4 Stages of Cognitive Development?

Back 58

Object permanence
Developing an understanding of cause and effect

Front 59

What important cognitive events and inabilities to perform certain cognitive abilities occur at the preoperational stage in Piaget's 4 Stages of Cognitive Development?

Back 59

Symbolic thinking (thinking about something without seeing it)
Preoperational egocentrism (seeing things from own point of view)
Lack of conservation (believe an amount changes when a substance is reshaped)
Irreversibility (cannot recognize that certain things can be undone)
Inability to reason about transformations (difficulty thinking about change processes such as caterpillar into butterfly)
Single classification (can classify objects one way at a time)
Transductive reasoning (develop cause-effect relationship b/c of proximity of time and space)

Front 60

What important cognitive events occur in the concrete operational stage in Piaget's 4 Stages of Cognitive Development?

Back 60

Differentiation of one's own perspective from the perspective of others
Conservation
Reversibility
Ability to reason about transformations
Multiple classification
Deductive reasoning (draw logical inferences from 2+ pieces of info)

Front 61

What important cognitive events occur in the formal operational stage in Piaget's 4 Stages of Cognitive Development?

Back 61

Ability to reason about abstract, hypothetical, and contrary-to-fact ideas
Formulation and testing of multiple hypotheses
Separation and control of variables
Proportional reasoning (understands proportions and can use them in math)

Front 62

What are Piaget's 6 Basic Assumptions about children and their cognitive development?

Back 62

Children are active and motivated learners
Children construct knowledge from their experiences
The things that children learn and do are schemes.
Children learn through the processes of assimilation and accommodation.
Interaction with one's physical and social environments is essential for cognitive development
The process of equilibration promotes progression toward increasingly more complex levels of thought.

Front 63

Describe schemes as part of Piaget's 6 Basic Assumptions about children and their cognitive development.

Back 63

Schemes are organized patterns of thought.

Front 64

Describe assimilation and accommodation as part of Piaget's 6 Basic Assumptions about children and their cognitive development.

Back 64

Assimilation is the process of dealing with an object or event in a way consistent with an existing scheme.

Accommodation is the process of dealing with a new event by either modifying an existing scheme or forming a new one.

Front 65

Describe equilibration as part of Piaget's 6 Basic Assumptions about children and their cognitive development.

Back 65

Children are sometimes in a state of equilibrium in which they can comfortably explain new events in terms of existing schemes. It doesn't last forever though. Eventually they reach disequilibrium, in which they have to come up with a new scheme to explain the new event or object.

Front 66

What are the needs that Maslow defined in his hierarchy, starting at the bottom and working to the top?
Which are deficiency needs? Which are growth needs?

Back 66

Deficiency:
Survival
Safety
Belonging
Self-Esteem

Growth:
Intellectual achievement
Aesthetic appreciation
Self actualization

Front 67

What percentage of people did Maslow think actually achieve self-actualization?

Back 67

Less than 1%

Front 68

According to Maslow, people who achieve self-actualization have what characteristics?

Back 68

Clear perceptions of reality
Autonomy, independence, and self-acceptance
Problem-centered instead of self-centered
Spontaneity in thought and action (frequency of peak experiences)
Sympathy to the conditions of other people

Front 69

Maslow said there are two processes necessary for self-actualization. What are they?

Back 69

They are self-exploration and action. The deeper the self-exploration, the closer one comes to self-actualization.

Front 70

Explain the connection between Maslow's hierarchy of needs and free and reduced lunches.

Back 70

Schools provide free and reduced lunches because they know that when children are hungry (not meeting the needs of survival), it will be very hard for them to experience intellectual achievement.

Front 71

Carl Rogers was what kind of psychologist?
What kind of therapy did he come up with?

Back 71

He was a humanistic psychologist
He came up with client-centered therapy

Front 72

Essential to Rogers was what idea?
Explain what it means?

Back 72

Unconditional positive regard was important to Rogers
It is a belief that someone is worthy and acceptable regardless of their behavior

Front 73

How does Carl Rogers recommend treating all students?

Back 73

As developing individuals with potential

Front 74

According to humanistic psychologists (like Carl Rogers), what two elements of the teaching-learning process are essential to the development of motivation?

Back 74

A strong student-teacher relationship and a positive classroom climate

Front 75

What are Vygotsky's Five Basic Assumptions as part of his theory of cognitive development?

Back 75

Complex mental process begin as social activities; as children develop, they gradually internalize these processes and begin to use them independently
Thought and language initially develop independently of each other; the two become interdependent when children are about 2 years old.
Through both informal conversations and formal schooling, adults convey to children the ways in which their culture interprets the world.
Children can perform more challenging tasks when assisted by more advanced and competent individuals.
Challenging tasks promote maximum cognitive growth.

Front 76

What are the four contemporary applications of Vygotsky's ideas?

Back 76

Guided participation
Scaffolding
Apprenticeships
Peer Interactions

Front 77

What is behavioralism?

Back 77

the view that behaviors should be explained by observable experiences, not by mental processes

Front 78

What is learning? What is it not?

Back 78

Learning is a relatively permanent change in behavior that occurs through experience.
Learning is not inherited capacities that are inborn (coughing, sneezing)

Front 79

What are mental processes?

Back 79

the thoughts, feelings, and motives that each of us experiences but that can't be observed by others. Just because they are not observable does not make them less real

Front 80

What animal did Pavlov work with?
What did he discover?

Back 80

Dogs
Classical conditioning: type of learning in which an organism learns to connect w/stimuli.

Front 81

What animal did Skinner work with?
What did Skinner discover?

Back 81

Rats
Operant conditioning: voluntary response strengthened by reinforcement

Front 82

What animal did Thorndike work with?
What did he discover?

Back 82

Cats
Law of effect: behaviors followed by positive outcomes are strengthened and behaviors followed by negative outcomes are weakened.

Front 83

What is a reinforcer with regard to B.F. Skinner's operant conditioning?

Back 83

a reinforcer is a consequence that increases the frequency or duration of a behavior

Front 84

What is positive reinforcement with regard to B.F. Skinner's operant conditioning?
Give an example

Back 84

the process of increasing the frequency or duration of a behavior as the result of presenting a reinforcer
An example would be teacher compliments

Front 85

What is negative reinforcement with regard to B.F. Skinner's operant conditioning?
Give an example

Back 85

the process of removing or avoiding a stimulus to increase behavior
An example is a high school teacher telling her class that students who turn in sloppy work will have to use their free-choice time to redo it

Front 86

What is the premack principle with regard to B.F. Skinner's operant conditioning?
Give an example

Back 86

a more preferred activity can be used as a positive reinforcer for a less preferred activity
An example is Dr. Stanish telling as that if we get a 93% average on our quizzes, we don't have to take the final exam

Front 87

What are punishers with regard to B.F. Skinner's operant conditioning?

Back 87

Consequences that weaken behaviors or decrease their frequency

Front 88

What is presentation punishment with regard to B.F. Skinner's operant conditioning?
Give an example

Back 88

it occurs when a learner's behavior decreases as a result of being presented with a punisher
An example is reprimanding students for misbehavior in order to decrease the behavior

Front 89

What is removal punishment with regard to B.F. Skinner's operant conditioning?
Give an example

Back 89

It is when a behavior is decreased when a stimulus is removed or one's ability to obtain positive reinforcement.
Time out is a good example

Front 90

What is shaping with regard to B.F. Skinner's operant conditioning?
Give an example

Back 90

Shaping is the process of reinforcing successive approximations of a desired behavior.
The teacher praises partial answers and effort at the beginning of the year, but only gives praise later in the year when students give more complete answers and give more effort

Front 91

What is a continuous reinforcement schedule with regard to B.F. Skinner's operant conditioning?

Back 91

Every response is reinforced

Front 92

What is extinction with regard to B.F. Skinner's operant conditioning?
Give an example

Back 92

It is the elimination of a response as a result of non reinforcement.
Ignoring a student who talks with raising his hand in order to extinguish the behavior

Front 93

What is a token economy?

Back 93

A system in which token earned for academic work and positive classroom behavior can be exchanged for some desired award.

Front 94

What is a variable-ratio schedule with regard to B.F. Skinner's operant conditioning?

Back 94

A schedule that reinforces students in an unpredictable way based on the number of respones.

Front 95

What is a fixed-ratio schedule with regard to B.F. Skinner's operant conditioning?

Back 95

A schedule that reinforces students in a predictable way based on the number of respones.

Front 96

What are the four major criteria for developing values?

Back 96

Choosing values
Prizing the values
Affirming the values
Acting upon the values

Front 97

In what areas are values found? Name a few

Back 97

Money
religion
politics
friendship
family
work
love and sex
leisure
maturity

Front 98

Define culture

Back 98

How a group of people perceives the world, formulates beliefs, evaluates objects, ideas, and experiences, and behaves

Front 99

Define entering behavior

Back 99

the characteristics students bring with them to class

Front 100

What is ethnocentrism?

Back 100

The belief that one's own culture is superior to other cultures

Front 101

What is an ethnic group?

Back 101

A collection of ppl who identify with one another on the basis of one or more of the following characteristics: country from which ancestors came, race, religion, language, values, political interests, economic interests, and behavior patterns

Front 102

What is multicultural education?

Back 102

An approach to teaching and learning that fosters an understanding of and mutual respect for the values, beliefs, and practices of different cultural groups

Front 103

What three beliefs does cultural pluralism rest on?

Back 103

A society should strive to maintain the diff cultures that reside within it
Each culture within a society should be respected by others
Individuals within a society have the right to participate in all aspects of that society without having to give up their cultural identity

Front 104

What three factors of social class are used to determine socioeconomic status?

Back 104

Annual income
Occupation
Education

Front 105

What is the Pygmalion effect?

Back 105

When a teacher's expectations lead to a self-fulfilling prophecy

Front 106

Mastery learning is an approach to teaching and learning that assumes most students can master the curriculum if what 5 conditions are established?

Back 106

The students...
have sufficient aptitude to learn a particular task
have sufficient ability to understand instruction
are willing to persevere until they attain a certain level of mastery
are allowed whatever time necessary to attain mastery
are provided with quality instruction

Front 107

What two things did Jerome Bruner emphasize?

Back 107

Students should understand the structure of a body of knowledge rather than memorizing everything
Students should learn how to discover what they need to know

Front 108

What is the spiral curriculum?
Who came up with it?

Back 108

The spiral curriculum is the act of introducing something early in simple form and then again later in more complex form
This is from Jerome Bruner

Front 109

What is the enactive mode of representation?
Iconic?
Symbolic?
Who came up with these?

Back 109

Enactive is for toddlers who think of the world in terms of the actions they can perform on it.
Iconic is for children who think in terms of pictures or images.
Symbolic is for late childhood and early adolescents who represent in terms of verbal propositions, math formulas, and symbols.
This is from Jerome Bruner.

Front 110

Describe the approach of discovery learning or inquiry

Back 110

You allow students to figure out how to use what they already know in order to go beyond what they already think. You allow them to learn on their own and discover their own principles.

Front 111

Describe John Dewey's directed living.

Back 111

Putting an emphasis on workshop type of projects so that learning is combined with concrete activity and practical relevance.

Front 112

What are the 3 types of cooperative learning strategies?

Back 112

Jigsaw
Group Investigation (GI)
Student Teams Achievement Divisions (STAD)

Front 113

Describe the Jigsaw cooperative learning strategy

Back 113

Students work in teams. One person from each team is to become an expert on a given topic. That person meets with other students from other teams who will also be experts on that topic. The experts return to their home group and share what they have learned.

Front 114

What are the four features of cooperative learning?

Back 114

Students work in teams to master academic materials
Teams are made up of high, avg, and low achievers
Teams consist of racially and sexually mixed group of students
Reward systems are group-oriented rather than individual-oriented

Front 115

Describe Student Teams Achievement Divisions (STAD) cooperative learning strategy

Back 115

Teacher presents new info to students each week via verbal presentation or text.
Teams use worksheets and other things to master material and help each other learn it.
Individual members take weekly or biweekly quizzes. The goal is to improve.
Scores are posted weekly in newsletter or bulletin board and teams that have improved or have perfect scores are recognized.

Front 116

Describe Group Investigation cooperative learning strategy.
What are the 6 steps to it?

Back 116

Individual students plan topics and how to proceed with investigation.
They investigate and then prepare and present report to the whole class.

Steps:
Topic selection
Cooperative planning
Implementation
Analysis
Synthesis
Evaluation

Front 117

In what book did Bruner describe his principles of education?

Back 117

"The Process of Education"