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