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46 Cards in this Set
- Front
- Back
Define recovered memory
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recovery of memories of past experiences -- some claim therapists uncover actual episodes; other that techniques used by therapists encourage suggestible client to imagine abuse that never occurred
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Define Zone of Proximal Development
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The amount of learning possible by a student given the proper instructional conditions
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Define cognitive dissonance
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mental tension that is produced by conflicting cognitions and that has drive-like properties leading to reduction
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Define Piaget's accommodation
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the process of changing internal structures to provide consistency with external reality -- we accommodate wshen we adjust our ideas to make sense of reality
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Define learned helplessness
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psychological state involving a disturbance in motivation, cognition, and emotions due to previously experienced uncontrollability (lack of contingency between action and outcome)
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Compare Performance Goals to Mastery goals
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performance goal - goal of completing a task
mastery goal - display of high achievement and competence in topic, brought about by planning, instruction, and grading by teacher- enjoyable learning experience |
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instructional event
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what an effective teacher does to promote learning; promotes past memories in preparation for the next increment of learning
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constructivist view of memory
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view that learning takes place in contexts and that learners form or construct much of what they learn and understand as a function of their experiences in situations
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effects of praise after age 8
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becomes less important and a weak re-inforcer.
praise for success conveys message that teacher doesn't expect much from student used indiscriminately conveys no info on capabiities and little effect on behavior |
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effects of globality, stability, controllability on development of causal inference
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attributions effect achievement, beliefs, emotions and behaviors.
internal-external; stable-unstable; controllable-uncontrollable internal |
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Seligman's learned helplessness
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helplessness is passivity -- people do nothing when they think they have no control over situation; retards learning; ex: weight gain
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how instructors promote low achievement behavior?
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lock-step instructionh to keep all on task together; no individual instruction
verbal cues |
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verbal and nonverbal communication conveying lack of ability
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that is correct - straightforward statement
now you are on the right track, continue -- tells student to proceed and confirms that he is correct |
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how effort feedback is important to students with learning problems
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students with special needs are easily discouraged, experience self-efficacy issues; feel ostracized
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What are implicit theories
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those beliefs we hold about ourselves, others and our environment
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why is the helpless pattern considered maladaptive
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because obstacles and challenges are unavoidable in life -- avoiding them can keep them from reaching their potential -- acceptance of helpless pattern behavior leads to repetition of the behavior
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goals of the helpless vs mastery oriented students
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mastery oriented welcome challenge; view challenge as new opportunity to learn
Helpless avoids challenge by choosing tasks that are too easy or too hard; they view failure as "fixed" |
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why helpless students orient toward performance
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believe they are less able than their peers, select with the intention that they not be judged as incompetent
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incremental theory of intelligence vs. entity theory of intelligence
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incremental theory - intelligence is malleable, increasable, controllable
entity theory - intelligence is fixed, uncontrollable, justifying negative behaviors |
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mastery oriented vs helpless oriented differences in social situations
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welfare recipients of multi generational families promote helpless culture by providing without effort - $ better spent geared toward education, where pride can be instilled in self-sufficiency
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entity theory and morality; prejudice
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cheat more easily and justify it by their being "fixed" - it is a part of their nature and can't be changed;
prejudices seen as fixed difference between the races, unchangeable |
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relate locus of control to attribution theory
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locus of control - one has control over life's decisions; attribution theory places blame/justify reasons behind the decisions they make (attributional styles)
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problems raising self-esteem in theoretical orientation
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providing problems that are too easy doesn't challenge; more challenging problems lead the incremental student to take pride in solving the problem--praise for effort is preferable over praise for performance
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Dweck and Leggett's theory applied to parenting practices
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parental involvement in activities, reading, and academic endeavors support mastery oriented theory; good role modeling by parents - accepting responsibility not blaming others
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American educational achievements and Dweck and Leggett's findings
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Deterioration of world education; teachers not promoting mastery learning in trade/university education
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why memory consolidation hypothesis doesn't explain retrograde amnesia
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if retrograde amnesia were caused by a disruption of memory storage, then how could old (consolidated) memory be rendered amnesic
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what does Howe say has to happen before we can have autobiographical memories?
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must develop a sense-of-self; usually between 18 months and 2 years
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2 causes of imagination creating false autobiographical memories
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dreams of troubling events; impaired recall of actual events
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prototype approach to concept attainment -- how do we know that one is at the classification level of concept attainment?
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prototype requires that learners have the basic prerequisite capabilities of discrimination between relevant and irrelevant features
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Klausmeier's 4 stage model of concept attainment
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concrete level- recognize item previously encountered
identity level- recognize item previously encounter from diff perspective classification level- recognize 2 items as being equivalent formal level- requires identifcation of instancesand nonexamples of concept; knows what distinguishes one concept from another; requires classification |
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how do novice xray readers differ from expert xray readers
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experts are able to recall and understand fine tuning required to read xrays; experts and novices differ in problem solving techniques; experts call on relevant info only
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experts:
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possess more declarative knowledge
better hierarchical organ. of knowledge spend more time planning/analyzing recognize problem formats easily monitor their performances with care understand the value of strategy |
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relate problem promoting positive transfer across situations of learning to research on cuing systems to facilitate memory
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positive transfer occurs when you present knowledge to the class while thinking about what needs to be presented next in the learning procedure; guiding by cues to the next topic
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teaching for long-term knowledge, how do you present material
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enhance memory recall by changing the way the material is presented:
repetion reinforcing old learning relate to real life learning use mneumonics use different media (computer) |
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relate discovery learning to spiral curriculum
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discovery learning - learning for oneself
spiral curriculum - promotion of varied instructional presentations task: to translate info into a format appropriate to learner's level - teach same content in different ways |
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meaningful reception vs. discovery learning
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meaningful reception learning- learning ideas, concepts, and principles when material is presented in final form and related to students prior knowledge
discovery learning - figure it out for oneself |
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disadvantages of discovery learning
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confuses student if no initial framework is available
inefficient and time consuming leads to student frustration |
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Gagne's belief we need to recognize 5 domains of learning; they are:
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attitudes
verbal information intellectual skills cognitive strategies psychomotor skills |
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Gagne's criticism of packaged instruction
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-all nine steps of instruction must be covered
-pkgs lack reinforcement -designed by experts with no teaching knowlege -designed to instruct many using one technique; no regard for diff learning styles |
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when are simulations a good idea in instruction
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they provide instruction safely
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when are simulations unnecessary in instruction
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when it is important that the learner go through a sequence of procedures to understand the process as a whole
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2 positive contributions of humanistic psychology to understanding motivation and learning
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Maslow's heirarchy of motivation
--learning is facilitated when student participates in learning process; --is primarily based on direct confrontation with practical, social, personal or research problems --self evaluation is principal method of assessing progress/success |
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Maslow's Hierarchy of Motivation (Need)
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I-Physiological needs
II-Safety III-Love & belongingness IV-self-esteem needs V-self-actualization |
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cognitive dissonance theory
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states irrational behavior is an attempt to make sense out of discrepancies
ex: newlyweds don't see flaws |
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difference between need for achievement and fear of failure
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need for achievement requires moderate/doable goals
fear of failure requires close calls to motivate to excel |
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How do goals affect cognitions; affects; behaviors
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cognitions - challenge their own thinking & increase mastery
affects - threatens self-esteem behavior - influences task choices and performance, reaction when failure occurs |