Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
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
|