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64 Cards in this Set

  • Front
  • Back
Sensory Register
• Very short duration, but can take in a lot at once
• Auditory information lasts a little longer than visual information
Working Memory
• Part of memory that actively thinks about stuff
• Relatively short duration
Long Term Memory
• Holds information for a long period of time
Working Memory: Duration and Content
5-20 sec
Working Memory: Rehearsal
repeating over and over
Working Memory: Chunking
breaking information into smaller parts
Working Memory: Elaboration
taking something in working memory and connecting it to something in long term memory
Working Memory: Forgetting: Interference vs Decay
• Interference: similar stimuli that jumbles the information
• Decay: use it or lose it
Working Memory: Magic number theory
7 +/- 2
Encoding/Storage vs. Retrieval
o Encoding: Memento. Changing the format of information so you can store it in memory.
o Retrieval: The Bourne Identity: Process of pulling stuff out
Declarative memory
When you know that something is so.
Explicit declarative
you are aware of it and can say it
Episodic explicit declarative
life events. steps that you went thorough that day. high school graduation. You could tell a story about it.
semantic explicit declarative
(words, ideas, and concepts): facts you would learn in class
Implicit Non-declarative
know, but can’t verbalize. involuntary knowlege
procedural implicit non-declarative
skills. driving a car
emotional conditioning implicit non-declarative
food aversion
meaningful knowledge
people learn easier when it means something to them
3 ways to make learning meaningful
elaboration, organization, visual imagery
rote learning
learning by repetition; low, ineffective
mnemonics
memory aids/tricks
keyword methods
take 2 words, 1 you know and 1 you don't, and combine them
Factors Affecting Retrieval
o Multiple connections with existing knowledge: easier to find info if they’ve made more connections to it
o Distinctiveness: how much info stands out
o Emotional overtones: connect emotions to info they are more likely to remember
o Regular practice
• Distributed Practice: spreading out studying. More effective.
• Massed Practice: cramming for a test
o Relevant retrieval cues: hints like mnemonics
o Wait time: wait at least 3 seconds for students to answer questions even though its uncomfortable to get more and better answers
Learning Styles
set of learner characteristics that affect the way people learn. Sensory strengths.
Meshing
if you can mesh your teaching style to your students’, you will get better results.
Truth About Learning Styles
o Self assessments do not correlate to objective assessments
o Students do NOT perform better when teaching style is matched to learning style
o “Pro research” is weak and biased
o Variation among learners doesn’t prove any specific theory
o Don’t waste your time
o Styles may reflect emotional preferences
o Visual thinking tools help everyone
o Use the best modality or modalities for the content
o People learn new material best when they encounter it multiple times and through multiple modalities
o Teach metacognitive skills: thinking about thinking. How does my brain work?
Behaviorism
things in the environment that can bring about changes in behavior
Classical conditioning
Pavlov


• Conditioned stimulus – brings about response without learning (food for dog)
• Tuning fork & food (connection)
• Tuning fork: conditioned stimulus: response in a certain way because you have learned it
Contiguity
in order for students to learn the two stimuli need to happen close in time
Operant Conditioning
Skinner

• Reinforcement vs punishment
• Positive vs negative
• Reinforcement: consequent that INCREASES behavior
• Punishment: consequence that DECREASES behavior
add consequences, increase behaviors
positive reinforcement
add consequences, decrease behaviors
presentation punishment
remove consequences, increase behaviors
negative reinforcement
remove consequences, decrease behaviors
removal punishment
shaping behaviors
reinforcing successive approximations: rewarding for getting close. Teaching a dog to sit.
Observational learning
AKA social learning
Bandura

(Reciprocal Interaction): three things that interact. Mutual effects of environment and individual
 Behavior (achievement outcomes)
 Environment (social influences
 Self (personal variables)
Reciprocal Interaction
 Behavior (achievement outcomes)
 Environment (social influences)
 Self (personal variables)
4 elements that have to be in place for observational learning to occur
 Attention: higher attention = greater observational learning
 Retention: have to remember what you saw someone do
 Production Processes: kid has to be able to do the behavior
 Motivation: if observed are rewarded, more likely to copy
4 Factors that affect observational learning
 Developmental status: younger kids have lower attention and memory capacity
 Model prestige and competence: if you see someone who raise their hand a lot and you know they make good grades, you are likely to imitate it. Popular kids get imitated.
 Outcome expectations: you have to expect outcome is positive, or you won’t do behavior
 Self-efficacy: belief that you’re good at something specific
Methods for encouraging good behaviors
o Clear expectations
o Equal opportunity reinforcement
o Continuous vs. Intermittent reinforcement: kids actually learn better with intermittent reinforcement
o Extrinsic vs. intrinsic reinforcers: extrinsic – outside consequences, intrinsic – internal happiness. Rewarding intrinsically pleasing activities cheapens the activity and is less effective.
o Shaping
Good Methods
o Verbal reprimands: needs to be immediate, brief, and unemotional
o Response cost: punishment by loss of reinforcer
o Logical consequences: punishment must fit the crime
o Positive practice: if a kid does a behavior incorrectly, ask them to do it again
o Time-out/ISS
Bad Methods
o Physical punishment: less academic achievement, increased violence, increased resentment
o Psychological punishment: humiliation and embarrassment
o Extra class work: you are communicating that learning is a punishment and they shouldn’t like it
o OSS: punishment is getting to sleep in and play video games?
o Missing recess: they do better when they have a chance to get all their wiggles out
Expectancy
how you think you will do in the course
Self-efficacy
feelings about whether or not you can succeed in a certain area
How to fix low self-efficacy
praise easy tasks
view of ability (academic ability)
until age 9, children see ability and work as related.
Incremental View of Ability
you believe you can get better at something with hard work
Entity View of Ability
something you were born with. You think trying doesn’t really matter.
Locus of control
we are more motivated to try things we have substantial control over
Support
if kids feel supported, they feel like they can succeed. Make it clear to students you do support them. Praise should be specific
Time and resources
students need the time and resources to do assignments.
Value
how important the course is to you
Intrinsic interest
rewarding in it of itself. Relate curriculum to kids’ interests
Instrumental value
what you will try to get out of assignment.

 Rewards: more likely to try
 Neutral: less likely to try
 Punishments: less likely to try
Relational Value
 Rewarding to others: motivates you to do something.
 Punishing to others
Self image
 Confirm or enhance
 Contradict or threaten
Prior-Need Status
more motivated to try a task when our basic needs have been met
 Maslow’s Hierarchy of Needs
Maslow's Hierarchy of Needs
Physical, Safety and Security, Love and Belongingness, Self-Esteem, Self Actualizaiton
Risk
 Low motivation: failure is worse than not trying
 High motivation: not trying is worse than failure
Learned Helplessness
o Locus of control – external
o Globality: perceive that situations are global (affect everything). “I failed this test because I’m horrible at at all tests.”
o Stability: more stable (think they will always fail all tests and can’t improve)
o Invisible Kids
Performance goal
focused on achievement, instrumental value, prestige. If you only have performance goal, you don’t do very well.
• Pro: good grades
• Con: less retention of information, more test anxiety, more competition in classroom, more cheating
Mastery Goal
focused on learning, intrinsic focus on learning, important to genuinely understand concept. Perform best. Those that have performance & mastery also do best.
• Pro: learning focus, want to be an expert, more retention of info
• Con: doesn’t respond to traditional instruction
Social Goal
decide whether or not they will do assignment based on what social effects they will get out of it. Like group work. Middle schoolers.
Work-Avoidance
want to do the minimum amount to get by. Want to avoid thinking deeply