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LTMS525 Midterm
LTMS525 Midterm Review
| Question | Answer |
|---|---|
| learning | a long term change in mental representations or associations as a result of experience. |
| principles | descriptions of what factors affect learning |
| theories | explanations of why those factors have the effects they do about learning |
| assumptions of behaviorism | generalizability of learning principles, focusing on observable events, 'blank slate.' |
| early behaviorism | learning focused solely on stimulus-response relationships |
| Pavlov | proposed that involuntary responses occur through classical conditioning |
| classical conditioning | two stimuli are presented close together UCS->UCR, UCS+NS=UCR, CS=CR |
| conditioned stimulus | occurring at the same time as an unconditioned stimulus, results in conditioned response |
| conditioned response | result of UCS+NS |
| extinction | if a conditioned stimulus occurs too often without unconditioned stimulus, the response will decrease or disappear |
| spontaneous recovery | if extinction has occurred, the conditioned stimulus can reoccur |
| generalization (behaviorism) | when people react to something similar to the conditioned stimulus |
| stimulus discrimination | separating similar stimuli, so they only respond to the specific stimuli |
| higher order conditioning | a neutral stimulus may become a conditioned stimulus, indirect association |
| sensory preconditioning | a neutral stimulus may become a conditioned stimulus, indirect association |
| counterconditioning | replacing unproductive S-R relationships with more productive ones |
| eliminaing undesirable behaviors | replacing existing S-R connections with more productive ones |
| learning has occurred (behaviorism) | only when you can observe changes in student behavior |
| education implications behaviorism | active responding and practice are critical. need a postive learning environment to elicit pleasant emotions. eliminating undesirable behaviors. |
| law of effect | reward strengthened a response but punishment does not necessarily weaken it |
| operant conditioning | satisfying consequences increase the frequency of voluntary behaviors |
| reward | reinforcement |
| negative reinforcement | gets rid of an unpleasant stimulus |
| instrumental conditioning | encouraging effects of reinforcement and discouraging effects of punishment. not all equally effective |
| intrinsic satisfaction | people who are motivated by the satisfaction of their work |
| external consequences | concrete objects, special privileges, attention |
| time out | quiet, boring context also removes from the audience |
| shaping | reinforcing successive approximations to the desired complex behavior |
| chaining | reinforcing an increasingly long sequence of responses |
| intermittent reinforcement | sometimes providing reinforcement |
| schedule of reinforcement | the particular pattern of reinforcements |
| discriminate | learn to tell which situations in which particular responses are and are not likely to be reinforced |
| reinforcement in classroom | comes less frequently than it should and often after an extended delay, like feedback on tests or essays (ch5) |
| punishment in classroom | happens too often (ch5) |
| systematic use of reinforcement in classroom | desired behaviors specified upfront, reinforcement tailored to individuals, response-reinforcement contingencies communicated, inappropriate behaviors reduced. (ch5) |
| punishment | it is more effective when students know in advance what behaviors will be punished and how (ch5) |
| applied behavior analysis (ABA) | behaviorist principles applied to serious and chronic behavior problems, which involves changing antecedent events, ongoing monitoring and intervention, and phasing out undesirable behaviors. (ch5) |
| instructional objectives | aka behavioral objectives describe educational outcomes in terms of observable responses (ch5) |
| importance of objectives | help the teacher select appropriate instructional strategies and evaluation techniques. focus the attention of the student on what they need to be learning and how (ch5) |
| behaviorist application in school | best results with certain kinds of students: history of academic failure, low motivation, and high anxiety (ch5) |
| social cognitive theory | people learn from observing one another. it is a blend of behaviorist principles and cognitive notions (ch6) |
| reciprocal interactions | behavior, environment, and cognitive variables continually interact influencing the learning outcome (ch6) |
| modeling and social cognitive theory | three areas that are easily modeled are academic skills, aggression, and morality (ch6) |
| effective models | competent, prestigious, powerful, acting in gender appropriate ways, and relevant to situation (ch6) |
| conditions of modeling | attention, retention, motor reproduction, and motivation (ch6) |
| self-efficacy | believing that you can successfully perform in particular activities (ch6) |
| high self-efficacy | people are more likely to challenge themselves, exert effort, and persist (ch6) |
| increasing self-efficacy | encouraging messages, the success of a peer, group accomplishments, and individual success (ch6) |
| self-regulating behavior | people develop their own standards and ways of evaluating and provide own reinforcement or punishment (ch6) |
| increasing self-regulating behavior | teaching techniques like self-instruction, self-monitoring, self-reinforcement, and self-imposed stimulus control (ch6) |
| teachers as models | the teacher is the model for everyday life issues. so teachers should act to reflect fairness, acceptance of diverse viewpoints, healthy lifestyle, and high ethical standards (ch6) |
| organization | humans are predisposed to organize information in a particular way (ch7) |
| contemporary cognitivism | emphasizes mental process and says this part of learning is unique to the human species (ch7) |
| empirical research | the study of learning must be objective and learning theories should be built on ... (ch7) |
| inferences | people are able to observe responses to other people and make assumptions about the S-R (ch7) |
| learning (cognitivism) | acquiring new information (ch7) |
| memory (cognitivism) | saving information for a period of time |
| storage | IPT putting information in memory (ch7) |
| encoding | IPT changing information to store it in a more effective location (ch7) |
| retrieval | IPT the process of find information that was previously stored (ch7) |
| dual-store model | three distinct components to memory (ch7) |
| sensory register | first component of dual-store model. holds all incoming information for a few seconds (ch7) |
| working memory | second component of dual-store model. aka short term memory. this is the thinking center of memory. (ch7) |
| limits of working memory | limited capacity, lasts only 5 to 20 seconds (ch7) |
| long term memory | third and last component of dual-store model, with additional processing information can be stored for a long time (ch7) |
| depth of processing | important factor in whether something is stored in the long term memory (ch7) |
| restrictions on processing | students can only process a limited amount of information at once, people are selective in what to process, teachers should guide the selection process (ch7) |
| constructive memory | we store less than we have sensed, but we also store more than actually noticed because we naturally fill in the blanks (ch8) |
| selection | determining what information we should process (ch8) |
| rehearsal | repeating something over and over in a rote fashion (ch8) |
| meaningful learning | connecting new material with something similar that is already stored in the memory (ch8) |
| internal organization | integration of pieces information into an integrated whole (ch8) |
| elaboration | using previous knowledge and information to help understand new information (ch8) |
| elaborative rehearsal | combining previous and new information through rehearsal, this is not the same as rote rehearsal (ch8) |
| visual imagery | encoding information in a mental picture (ch8) |
| declarative knowledge | facts, concepts, principles. how things are or were (ch8 and 9) |
| procedural knowledge | motor skills, problem solving strategies, how to do things (ch8) |
| consolidate | neurological process that may take several minutes or hours to stick in the long term memory (ch8) |
| cognitive expectations | when people anticipate what they will be learning, the learning is more rapid (ch8) |
| misconceptions | if predictions about what will be learned are wrong, this will lead to distortions in what is learned or remembered (ch8) |
| overt behaviors | people can remember if they talk about, write about, or physical enact what they learned (ch8) |
| maintenance rehearsal | occasionally reviewing what is already stored in the long term memory so it can be easily retrieved (ch8) |
| automaticity | information that can be retrieved and used quickly and effortlessly (ch8) |
| fostering long term memory | activating students' prior knowledge, helping students organize, providing signals, encouraging inference, numerous opportunites to practice, etc. (ch8) |
| episodic memory | recollections of prior events in people's life (ch9) |
| semantic memory | general information about the world (ch9) |
| conditional knowledge | awareness of the conditions under which various actions are called for (ch9) |
| conceptual knowledge | used to address why questions, understanding which occasions to engage in the procedure (ch9) |
| explicit knowledge | people are consciously aware of what they know and are able to easily recall and explain it (ch9) |
| implicit knowledge | knowledge that his hidden from mental inspection or conscious view (ch9) |
| symbols | verbal codes, encoded to store in memory (ch9) |
| imagery | visual images, encoded to store in memory (ch9) |
| production | actions that encode to store in memory (ch9) |
| network (knowledge) | consisting of interrelated propositions (ch9) |
| node | scattered but interrelated info that is accessed simultanously (ch9stra) |
| concepts | classes of objects or events that share one or more common properties (ch9) |
| concrete concepts | easily identified by their physical appearance (ch9) |
| abstract concepts | difficult to identify based on observable characteristics (ch9) |
| positive instances | features that determine which objects and events are memebers (ch9) |
| negative instances | nonmembers (ch9) |
| learning a concept | commonly occuring patterns in the world, testing hypotheses, forming a prototype, developing a feature list, storing exemplars (ch9) |
| capitalize on factors | provide definitions, highlight defining features, provide positive and negative instances, ask students to generate their own examplars (ch9) |
| schema | closely connected set of ideas, how we process store and remember new situations (ch9) |
| script | a common event typically occurs, influences how we process, store and remember new situations. (ch9) |
| personal theories | current belief systems have cause-effect relationships |
| worldviews | people's general beliefs and assumptions about reality, how things are and should be, impact how people interact everyday |
| conceptual change | replacing previous misconceptions, more challenging for teacher to overcome (ch9) |
| expertise | making numerous interconnections within knowledge base, people typically become experts after years of intense study and practice (ch9) |
| retrieval cues | increases probability that looked for information will be activated (ch10) |
| constructive retrieval | some information is directly retrieved and other detailed are filled in to create a logical recollection - even if it is not completely accurate (ch10) |
| recall | people can incorrectly retrieve information if they are asked misleading questions (ch10) |
| reasonable inferences | people are able to remember things they have never specifically learned because they can draw conclusions (ch10) |
| recollections | describing a previous event will cause the person to remember the verbal retelling more than the actual event (ch10) |
| forgetting | decay, interference, failure to retrieve, repression, construction error, failure to completely store, failure to consolidate (ch10) |
| infantile amnesia | remembering little to nothing about the first few years of life (ch10) |
| facilitating retrieval | organize information, associate information within context, teacher questions (ch10) |
| external retrieval cues | notes to self, making sure important things are remembered (ch10) |
| lower level questioning | promote automaticity (ch10) |
| higher level questioning | encourages elaboration of the information (ch10) |
Created by:
SrtaButler