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41 Cards in this Set
- Front
- Back
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Neo-behaviorists |
A transitional group, bridging the gap between behaviorism and cognitive theories of learning. |
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Cognitive Maps |
A famous experiment on rats concluded that organisms or individuals to be exact learned the location and will select the shortest or easiest path to achieve goal. |
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Latent Learning |
Learning that remains or stays with the individual until needed. |
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Social learning theory |
It suggests that social behavior is learned by observing and imitating the behavior of others. |
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Attention |
The person must pay attention to the model.
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Motivation |
An observer is motivated to repeat the behaviors based on the social responses and consequences they receive when they imitate a behavior. |
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Gestalt Theory |
The initial cognitive response to behaviorism. It emphasized the importance of sensory wholes and the dynamic nature of visual perception. |
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Gestalt Psychology |
The forefront of cognitive psychology. |
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Wolfgang Kohler |
The idea of insight learning was first developed by ___________ in which he describes experiments with apes where the apes could use boxes and sticks as tools to solve problems. |
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Retention |
The observer must be able to remember the behavior that has been observed. One way of increasing this is using the technique of rehearsal. |
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True |
AKA “ Sign Learning Theory ” often linked between behaviorism and cognitive theory.
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False |
Learning is not a cognitive process. |
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True |
Learning is always purposive and goal – directed. |
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True |
People can learn by observing the behavior of the others and the outcomes of those behaviors.
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False |
Cognition doesn't play a role in learning. |
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True |
Learners were not passive, but rather active. |
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True |
Learners do not just collect information as is but they actively process and restructure data in order to understand it.
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False |
Thinking styles and attitudes are influenced by observation and modeling. |
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False |
Aggression can be learned through motivation.
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False |
Modeling doesn't teach new behaviors. |
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A. Law of Figure/Ground |
We tend to pay attention and perceive things in the foreground first.
A. Law of Figure/Ground B. Law of Good Pragnanz C. Law of Closure D. Law of Proximity |
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C. Law of Closure |
We tend to fill the gaps or “close” the figures we perceive.
A. Law of Figure/Ground B. Law of Good Pragnanz C. Law of Closure D. Law of Proximity |
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C. Law of Proximity |
Elements that are closer together will be perceived as coherent object.
A. Law of Similarity B. Law of Closure C. Law of Proximity D. Law of Good Continuation |
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D. Law of Good Continuation |
Individuals have the tendency to continue contours whenever the elements of the pattern establish an implied direction.
A. Law of Similarity B. Law of Closure C. Law of Proximity D. Law of Good Continuation |
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D. Law of Similarity |
Elements that look similar will be perceived as part of the same form.
A. Law of Good Pragnanz B. Law of Closure C. Law of Proximity D. Law of Similarity
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A. Law of Good Pragnanz |
The stimulus will be organized into as good as figure as possible.
A. Law of Good Pragnanz B. Law of Closure C. Law of Proximity D. Law of Similarity
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C. Law of Proximity |
Related concepts or lessons should be taught aligned or closely to each other.
A. Motivation B. Attention C. Law of Proximity D. Mental Retardation |
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D. Law of Good Continuation |
Lessons should be presented in such a way that learners will see these as connected and continuous.
A. Law of Closure B. Law of Good Pragnanz C. Law of Similarity D. Law of Good Continuation |
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D. Law of Good Continuation |
Lessons should be presented in such a way that learners will see these as connected and continuous.
A. Law of Closure B. Law of Good Pragnanz C. Law of Similarity D. Law of Good Continuation |
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A. Motor Reproduction |
The third condition is the ability to replicate the behavior that the model has just demonstrated.
A. Motor Reproduction B. Attention C. Law of Figure D. Motivation
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C. Inner forces |
Including his own motivation, attitudes, and feelings.
A. Thinking Styles B. Behaviorism C. Inner forces D. Outer Forces |
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True |
Consequences of the model’s behavior affect the observer’s behavior vicariously. |
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False
Learning can occur without a change in behavior. |
Learning can occur without a change in traditions. |
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False
The observer is reinforced by a third person, the observer might be modeling the actions of someone else.
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The observer is reinforced by a first person, the observer might be modeling the actions of someone else.
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True |
The observer is reinforced by the model. |
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False
Modeling may encourage previously forbidden behaviors. |
Values may encourage previously forbidden behaviors. |
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True |
Factors like past experiences, needs, attitudes and one’s present situation can affect their perception.
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True |
According to the gestalt psychologists, the way we form our perceptions are guided by certain principles or laws. |
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False
Outer forces may include the attitude and behavior of the teacher and classmates.
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Inner forces may include the attitude and behavior of the teacher and classmates.
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1.) Attention 2.) Retention 3.) Motor Reproduction 4.) Motivation |
Bandura mentions four conditions that are necessary before an individual can be successfully modeled and they are the: |
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1.) Law of Proximity 2.) Law of Similarity 3.) Law of Closure 4.) Law of Good Continuation 5.) Law of Good Pragnanz 6.) Law of Figure/Ground
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According to the gestalt psychologists, the way we form our perceptions are guided by certain principles or laws and they are the: |
