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29 Cards in this Set
- Front
- Back
Bloom's Taxonomy
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-Knowledge: Recall data or information.
-Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. -Application: Use a concept in a new situation or unprompted use of an abstraction. -Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. -Synthesis: Builds a structure or pattern from diverse elements. -Evaluation: Make judgments about the value of ideas or materials. |
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Maslow's Needs
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1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep.
2. Safety needs - protection from elements, security, order, law, limits, stability. 3. Belongingness and Love needs - work group, family, affection, relationships. 4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility. 5. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. |
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The Halo Effect
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It is the phenomenon whereby we assume that because people are good at doing A they will be good at doing B.
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Premack's Principle
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If high-probability behaviors (more desirable behaviors) are made contingent upon lower-probability behaviors (less desirable behaviors), then the lower-probability behaviors are more likely to occur.
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Constructivist Theory
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Putting skills together build upon what they know
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Empiricists
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Peoples minds are blank slates, children's natural biological endowment allows them to form associations between things that they perceive though their senses
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Nativists
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We are born with concepts of causality, time, space and in order to make sense of stimulation that makes no inherent sense
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Seligman’s approach (e.g., The Optimistic Child)
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Proposes that self-esteem comes from mastering challenges, overcoming frustration and experiencing individual achievement.
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Academic Learn Time (ALT)
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-The amount of time a student spends attending to relevant academic tasks while performing those tasks with a high rate of success
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Applied Behavior Analysis
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-The use of principles (motivation, reinforcement, functional assessment etc) to address socially important problems, and to bring about meaningful behavior change.
-Behaviors can be changed through functionally assessing the relationship between a targeted behavior and the environment |
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Law of Exercise
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Thorndike. Law of use/disuse: the more often an association is used the stronger it becomes; and conversely: the longer an association is unused the weaker it becomes
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Law of Effect
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Thorndike. Behaviors that are followed by good consequences are likely to be repeated in the future
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Social Promotion
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Promotion to higher grades based on age rather than demonstrated academic accomplishment
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Cognitive Behavior Therapy
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Increases child's ability to think before acting
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Means-End Thinking
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Awareness of immediate steps require to schieve a particular goal
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Consequential Thinking
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Ability to ID what may happen as a direct result of acting in a particular way or choosing a particular solution
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Causal Thinking
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Ability to relate one event to another over time and to understand why one event led to a particular action by other people
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Sensitivity to Interpersonal Problems
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Ability to perceive a problem when it exists and to identify the interpersonal aspects of the confrontation that may emerge
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Positive Behavior Supports (PBS)
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Teaches positive/pro-social behaviors; three tiers
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Aptitude-Treatment Interaction (ATI)
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Individual differences in abilities need to be taken into account when intervention or treatments are being planned
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Hawthorne Effect
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-Elton Mayo
-Performance improves is a person is made to feel important or singled out- pertains to being observed |
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Psychodynamic theory
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-Freud
-Behavior strongly influenced by forces within one's personality. -Usually unconscious. -People are controlled by impulses, desires, conflicts that need to be resolved -Early experiences are vital to development; |
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Humanistic theory
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-Maslow and Rogers
-Behavior influenced by one's self-concept and subjective perceptions; need for personal growth. |
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Behavioristic theory
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-Skinner and Pavlov
-Behavior shaped by consequences from environment -People learn by associating events and outcomes -Strong emphasis on data collection of observable behavior -Basis for FBA |
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Cognitive theory
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-Bandura
-Behavior shaped by how one processes information and value/beliefs stemming from thinking -Concerned with perception and people's thinking about events. -People learn by observing others -Schema and cognitive maps |
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Neuro/Biopsychological theory
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-Goleman and LeDoux
-Behavior heavily influenced by physiological, chemical and biological processes -Behavior can sometimes be reduced to cellular or neuronal level |
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Theory of Mind
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Understanding that others have thoughts, feelings, perspectives; often associated with ASD.
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Social Comparison theory
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People use peer groups to evaluate own opinions, feelings, actions and abilities.
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Attribution Theory
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-People interpret and attribute their emotions to events, which in turn shape behavior and thinking
-Based on cognitive theory |