Gnarly Learning Development 2

Front 1

Contiguity

Back 1

something is paired often enough that the presentation of one primes the other.

Front 2

Classical conditioning-

Back 2

- Focuses on the learning of involuntary emotional or physiological responses such as fear; salvation in dog

Front 3

Classical conditioning-unconditional

Back 3

responses/ emotions we can't help; dog slavating

Front 4

Classical conditioning-nuetral

Back 4

- Neutral stimulus is paired with a stimulus that evokes an emotional or physiological response.
- neutral stimulus becomes conditioned

Front 5

Classical conditioning - conditioned

Back 5

response from neutral stimulus and unconditional

Front 6

Extinction

Back 6

-if a behavior isn’t reinforced, it stops.

Front 7

Operant conditioning

Back 7

- learned behavior as we "operate" our daily lives
- choices made to gain a consequence or avoid stimuli
- preceded by antecedents and followed by consequences

Front 8

Consequences

Back 8

– rewrads or punishments

Front 9

Positive Reinforcement

Back 9

-hear praise so you increase the behavior you received praise for; keeping room clean = allowance

Front 10

Negative Reinforcement

Back 10

-increasing a behavior in order to remove an aversive stimuli; cleaning room = parents don't gripe

Front 11

Punishment

Back 11

– consequence that decreases behavior

Front 12

Reinforcement Schedules

Back 12

- Ratio = Based on number of responses
- Variable = based on varying number of responses and time

Front 13

Cueing

Back 13

-is providing an antecedent stimulus before a behavior should occur; part of classroom management to help students remember behavior.

Front 14

Cognitive perspective

Back 14

- the result of an individual's attempts to make sense of the world; learning depends a great deal on individual perception.

Front 15

Types of memory

Back 15

- Procedural
- Sensory
- Working

Front 16

Procedural memory is

Back 16

memory for how to do things; roller skate

Front 17

working memory

Back 17

- contains the information that you are thinking about at the present moment
- capacity is 5-9 items

Front 18

Sensory Memory

Back 18

- Initial memory from input of 5 senses
- very large

Front 19

Bottom-up processing

Back 19

involves analyzing the recognizable features of incoming stimuli

Front 20

top-down processing

Back 20

involves using the context of a situation to recognize a stimulus.

Front 21

Propositional networks

Back 21

- organization of meaning according to meaning

Front 22

Context

Back 22

- represents the emotional states, places, etc., that we learned information

Front 23

Problem solving

Back 23

- formulating new answers; thinking outside the box

Front 24

General Problem-Solving Strategy

Back 24

- Identify the problem
- Define the goals
- Explore possible strategies
- Anticipate outcomes and Act
- Look back and Learn

Front 25

heuristic is ...

Back 25

a strategy that may not guarantee a correct solution but it provides a reasonable approach to problem solving that, if successful, will reduce the steps to a solution.

Front 26

Means-Ends Analysis

Back 26

The problem is divided into a number of intermediate goals or subgoals, and then a means of solving each intermediate subgoal is figured out.

Front 27

Analogical thinking

Back 27

-recognizing that a problem is similar to another and same methods can be applied

Front 28

Functional fixedness

Back 28

-missing out on a way to solve a problem because they are fixed on conventional uses for something; using a dime as a screwdriver

Front 29

Flexibility

Back 29

-being able to think about a problem in different and creative ways. The number of different categories of the responses given.

Front 30

Fluency

Back 30

-total number of different responses given.

Front 31

Learning Strageties

Back 31

- Procedural knowledge
- reflects metacognitive knowledge
- helps students become more active in their learning

Front 32

Transfer Stages

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- Acquisition phase
- Retention Phase
- Transfer Phase

Front 33

- Acquisition phase

Back 33

_receive, use, and rehearse strategy and practice being aware of when and how they are using it.

Front 34

Retention Phase

Back 34

students get more practice with feedback

Front 35

Transfer Phase

Back 35

student receive new problems that can e solved with the same strategy.

Front 36

Spiral curriculum

Back 36

-Bruner's model for teaching that introduces the fundamental structure of all subjects during the early school years followed by revisiting the subjects in increasingly more complex form over time.

Front 37

Cooperative learning groups

Back 37

- Most educators agree that cooperative learning involves situations in which students engage in elaboration, interpretation, explanation, and argumentation while doing group activities. Know the roles. Best practice for setting up groups.

Front 38

Embodied Cognition

Back 38

our cognitive process has deep roots in the interactions of our bodies with the real world.

Front 39

Cognitive Constructivism

Back 39

- Individuals make sense of the world based on individual knowledge, beliefs, and self-concept.
- Piaget

Front 40

Social Constructivism

Back 40

- Social interaction, cultural tools, and activity shape individual development and learning.
- Vygotsky