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45 Cards in this Set
- Front
- Back
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Classical Conditioning |
Pavlov's Dogs |
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Science vs. Art of Teaching |
Dr. Stevens gives us the science; what we do with it is the art. |
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Positive Reinforcement |
giving to increase a behavior |
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Presentation Punishment |
giving to decrease a behavior |
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Reinforcement Schedules |
Fixed Ratio - every so many Fixed Interval - every so often Variable Ratio - rewarding after a varied number of responses Variable Interval - rewarding after a varied amount of time |
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Observational Learning (steps) |
1. Attention - model is reinforced 2. Retention - model in small steps (prompts, memory aids) 3. Reproduction 4. Motivation |
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Generalization |
treating different stimuli alike (ex. B and b) |
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Discrimination |
the ability to treat stimuli differently |
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Problem Solving Approach |
1. Observation 2. Hypothesis 3. Test Hypothesis 4. Observe Results (repeat if its not working) |
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Operant Conditioning |
rat pressing bar for food (reinforcement schedules) |
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Negative Reinforcement |
taking something away to increase behavior |
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Removal Punishment |
taking something away to decrease a behavior |
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Prompt |
how to respond |
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Cue |
when to respond |
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Premack Principle |
activity reinforcers (recess, game, movie) |
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Shaping |
rewarding improvement to get to the goal 1. Reinforce improved performance 2. Reinforce longer performance 3. Reinforce subskills |
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Satiation |
doing a behavior over and over again until they're tired of doing it (ex. Dr. Steven's teacher made them drop and pick up their pencils over and over again) |
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Tetrahedral Model |
Characteristics of learner - prior knowledge, attitude, motivation Learning Activities - lecture vs. small activities Nature of materials - textbooks (some better than others) criterion tasks - what type of performance is expected from us |
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Information Processing Model |
outside stimuli - sensory register - working memory - long term memory |
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Top - Down Processing |
brain fills in information (Gestalt Principles) |
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Bottom - Up Processing |
taking info from the outside world and putting it into our heads |
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Working Memory |
7 +/- 2 digits non words: 2 +/- 1 small and short lasts for about 20 seconds |
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Long term memory |
information has been rehearsed and is embedded into our brains things can be forgotten, but not gone forever |
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Proactive Interference |
old knowledge interferes with new knowledge |
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Schema |
declarative and procedural knowledge - molds into which we pour knowledge (ex. "move" - thinking of something moving) |
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Construction of Meaning |
creates confusion because everyone constructs meaning differently (ex. boys throwing rocks at the bank) |
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declarative knowledge |
facts |
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Concepts |
define, recognize potential mistakes, identify defining attributes |
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Problem Solving |
1. Determine the goal 2. Integration of Declarative and Procedural Knowledge 3. Metacognitive ability Develop a plan to get to the goal and evaluate the plan |
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Mneumonics |
any memory device |
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discovery learning |
posing questions or problems as opposed to just presenting material |
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Functional Fixedness |
we only think of things being used in one traditional way (ex. stapler and string) |
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how to facilitate transfer |
1. Active learning 2. Applied practice 3. Varied practice (ex. relate english class to history class) 4. overlearning - automaticity |
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sensory register |
only holds information for a few seconds before it is either lost or sent to working memory |
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perception |
mental interpretation of stimuli |
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attention
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limited resource; shifting priorities to one stimuli |
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executive control/metacognition |
thinking about thinking/thinking about our brain's functions |
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retroactive interference |
new knowledge interferes with old knowledge |
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cognitive perspective |
giving a way to think about incoming information |
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procedural knowledge |
skills, strategies, multiple steps |
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strategies |
How to; monitoring ourselves and making fixes is the metacognitive piece |
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expository teaching |
giving examples |
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response set |
get "locked in" looking for certain types of answers, neglecting other possible answers |
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massed practice |
cramming |
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distributed practice |
spread over time |
