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Ed Psych 301 Exam 1
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| Question | Answer |
|---|---|
| Consolidation | process of stabilizing and strengthening neural (synaptic) connections |
| Synaptogenesis | Formation of new synapses |
| Neurogenesis | Formation of new neurons |
| Differentiation | Specialization of neurons for a particular function |
| Synaptic Pruning | Elimination of synapses that aren't used |
| Neuroplasticity | Ability to reorganize throughout life due to new situations or environmental changes |
| Principles | Identify factors that influence learning and describe the specific effects that these factors have |
| Theories | Provide explanations about underlying mechanisms involved in learning |
| Behaviorism aims to take the ___ out of the study of behavior | subjectivity |
| The same ____ can be explained by different _____ | principle; theories |
| All behavior is developed through ____ (behaviorist perspective) | conditioning |
| Equipotentiality | Animals and humans learn the same way |
| Tabula rasa is assoicated with what theory? | Behaviorism |
| Generalization | When learned behaviors are produced in response to too many stimuli (Little Albert) |
| Discrimination | When a learner figures out that only certain stimuli should trigger certain responses |
| Extinction | When you cease to exhibit a response |
| Schedules of reinforcement | Different strategies for how often to reinforce a behavior |
| Continuous Reinforcement | Giving reward every time a behavior is preformed |
| Intermittent Reinforcement | reinforcement given in intervals/ratios |
| Behaviorism main theorist | Pavlov |
| Conditioning | Forming associations between stimuli and response |
| Operant Conditioning | Concerned with the effects of CONSEQUENCES on behaviors- only voluntary responses |
| Social Cognitive Theory | Focuses on COGNITIVE PROCESSES (change in behavior doesn't have to occur for learning to be present) |
| Triadic Reciprocality | Relationship between person, behavior, environment |
| Enactive Learning | Learning through experience |
| Vicarious Learning | Learning through observation |
| Latent Learning | When a behavior that is learned does not appear until a later time |
| Obserational learning | Behavior happens after modeling that would have 0% chance of occuring without modeling |
| Operant Conditioning: reinforcement and punishment | Consequence influences learning of the behavior it follows |
| Social cognitive theory: reinforcement | The expectation of a possible future consequence influences the learning of a behavior it precedes |
| Cognitive modeling | Modeling that involves explanation beyond just demonstration: explaining in depth how to do something and why |
| Constructivism | Individuals construct what they know and understand |
| Individual Constructivism theoriest | Piaget |
| Piaget proposed universal, qualitatively distinct _____ | stages |
| Schemes | cubby hole |
| Assmiliation | When we encounter information in our environment that makes sense to us, fits in cubby hole |
| Accomodation | When we encounter information in our environment that doesn't make sense, we are forced to alter a cubby hole or build a new one |
| ____ is one of the most important cognitive tools | Language |
| Internalization | talking out loud ----> thinking silently |
| Private speech | internalization of language during activity |
| Appropriation | transforming incoming information and making it your own |
| Zone of Proximal Development | Distance between actual developmental level and potential developmental level |
| Intersubjectivity | Shared understanding or a goal |
| Conceptual Change | learning that involves changing an existing conception |
| Concepts | Sets of objects, symbols, or events that share common characteristics and/or critical attributes |
Created by:
Knikles
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