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PSY 300 Quiz #3
Chapters 7,8 and parts of 9,10, and 11
| Term | Definition |
|---|---|
| Learning | Occurs when experience, including practice, causes a relatively permanent change in an individual's knowledge, behavior, or potential for behavior. |
| Behavioral Learning Theories | Assumes that the outcome of learning is a change in behavior |
| Contiguity | Whenever 2 or more sensations occur together often enough, they become associated |
| Classical Conditioning | Focuses of thee learning of involuntary emotional or physiological responses |
| Respondent | Automatic Response to Stimuli |
| Neutral Stimulus | A stimulus that brings no reaction |
| Uncontrolled Stimulus | No prior training or conditioning is needed to establish a connection |
| Unconditional Response | Elicited automatically |
| Conditioned Stimulus | Prior training is required to establish a connection |
| Conditioned Response | No elicited automatically |
| Operant Conditioning | We learn to behave in certain ways as we operate on the environment |
| Reinforcer | Any consequence that strengthens the behavior that it follows |
| Positive Reinforcement | Produces a new stimulus |
| Negative Reinforcement | Removal of a stimulus |
| Adverse Stimulus | Unpleasant stimulus |
| Punishment | Decreases or suppresses behavior |
| Type I Punishment | Presentation punishment, the addition of a stimuli |
| Type II Punishment | Removal punishment, the removal of a stimuli |
| Continuous Reinforcement Schedule | Individuals learn faster if they are reinforced for every correct response |
| Intermittent Reinforcement Schedule | Students maintain skills without expecting constant reinforcement |
| Extinction | Removal of a reinforcement all together |
| Stimulus Control | Behavior controlled by a stimulus |
| Effective Instruction Delivery | Instructions that are concise, clear, and specific and that communicate an expected result |
| Cueing | The act of providing an antecedent just before a specific behavior is supposed to take place |
| Applied Behavior Analysis | Application of behavioral learning principles to change behaviors |
| Differential Reinforcement | Ignore a negative behavior, but praise when the behavior has changed |
| Premack Principle | A high-frequency behavior can be an effective reinforcer of a low-frequency behavior |
| Shaping/Successive Approximation | Reinforcing progress instead of waiting for perfection |
| Task Analysis | Determining the goal and then describing the steps it will take to reach that goal |
| Positive Practice | Students replace one behavior with another |
| Contingency Contract | Teacher draws up individual contracts, describing what must be done to receive an award |
| Token Reinforcement System | Allowing students to earn tokens for both academic work and positive classroom behaviors |
| Good Behavior Game | The class determines the rules, are split into teams and whoever follows the rules the best, wins the game |
| Group Consequences | Base reinforcement on the behavior of the whole class |
| Reprimands | Soft, calm, private redirection of behaviors |
| Response Cost | Certain infractions of the ruse cause people to lose some reinforcer |
| Social Isolation | A punishment that is a brief isolation from other people |
| Functional Behavioral Assessment | Using a wide range of procedures to map the ABCs of the situation, teachers try to identify the reason for the behavior |
| Positive Behavior Support | Part of what teachers develop in an intervention package |
| Precorrection | Identify the context for student misbehavior, clearly specifying the alternative expected behavior, modifying the situation to make the problem behavior less likely, then rehearsing the expected positive behaviors in the new context |
| Self-Management | Goal setting and making those goals public |
| Self-Reinforcement | Rewarding oneself for a job well done |
| Social Learning Theory | Points out the two key distinctions between enactive and observational learning and between learning and performance |
| Enactive Learning | Learning by doing and experiencing the consequences of your actions |
| Observational Learning | Vicarious learning, leaning by observing others |
| Cognitive View | Learning is active in the process of learning |
| Cognitive View of Learning | Generally agreed upon philosophical orientation |
| Cognitive Science | The study of thinking, language and the brain |
| Mirror Systems | The areas of the brain that fire both during perception of and action and when performing an action |
| Domain Specific Knowledge | Pertains to a particular task or subject |
| General Knowledge | Applies to many different situations |
| Information Processing | Human mind takes in information, performs operations on it to change its form and content, stores the information, retrieves it when needed and then generates a response |
| Sensory Memory | The initial processing that transforms incoming stimuli into information that we can make sense of |
| Perception | Process of detecting a stimulus and assigning meaning to it |
| Bottom-up Processing | Stimulus must be analyzed into features or components and assembled into a meaningful pattern "from the bottom up" |
| Gestalt | People's tendency to organize sensory information into patterns or relationships |
| Automaticity | Actions become more or less automatic with practice |
| Working Memory | The interface where new information is held temporarily and combined with knowledge from long term memory to solve problems |
| Short Term Memory | Immediate memory for new information |
| Central Exectutive | Controls the attention, Supervises attention, makes plans, decides what information to retrieve, allocates resources |
| Phonological Loop | Holds sound information |
| Visvospacial Sketchpad | Visual and Spacial information |
| Episodic Buffer | Where everything is integrated to make representations |
| Cognitive Load | Amount of mental resources required to perform a particular task |
| Intrinsic | Amount required to figure out the material |
| Extraneas | Used to deal with problems that are not related to the learning task |
| Germane | Deep processing of relevant information |
| Maintenance Rehersal | Repeating information in phonological loop or refreshing in visvospacial sketchpad |
| Elaboration Rehersal | Connecting information that you are trying to remember with something that you already know |
| Levels of Processing Theory | The length of time information is remembered is based on the extent to which it is analyzed |
| Interference | Processing new information gets confused with old information |
| Long Term Memory | Holds information that is well learned, such as the names of people that you know |
| Declarative | Knowing that something is the case |
| Procedural | Knowing how to do something |
| Self-Regulatory | Knowing how to manage your learning |
| Explicit Memory | Can be recalled and conscious concidered |
| Implicit Memory | Not conscious of recalling |
| Semanic Memory | Memory for meaning, mostly for words |
| Propositional Networks | Links of propositions that share information |
| Images | Representations based on the structure or appearance of information |
| Dual Coding Theory | Information is stored in long-time memory as either visual images or verbal units |
| Concept | Mental representation used to group similar events, ideas, objects or people into a category |
| Prototype | The best representation of a theory |
| Exemplar | Our actual memories of an object which we use to compare |
| Schemas | Abstract knowledge structures that organize vast amounts of information |
| Story Grammar | Helps students understand and remember stories |
| Episodic Memory | About events that we have experienced |
| Flashbulb Memories | Memories that are dramatic or emotional |
| Procedural Memory | Skills, habits, and learning to perform tasks |
| Scripts | Action sequences/ plans for actions that are stored in memory |
| Productions | Specify what to do under certain conditions |
| Spreading Activation | Information is retrieved in long term memory |
| Loci Method | Imagining hanging memories in a familiar place in order to remember them |
| Serial-Position Effect | Remembering the beginning and end but not the middle |
| Massed Practice | Studying for an extending period |
| Automated Basic Skills | Skills that are applied without conscious thoughts |
| Domain Specific Strategies | Consciously applied skills that organize thoughts and actions to reach a goal |
| Social Learning Theory | Enactive learning with modelling and observing others being reinforced or punished |
| Social Cognitive Theory | Keeps emphasis on role of others as models/teachers but includes thinking, believing, expecting, anticipating, self-regulating and making comparisons and judgements |
| Triarchic Reciprocal Causality | Dynamic interplay among personal, environmental, and behavioral influences |
| Vicarious Reinforcement | Seeing others reinforced cause a person to increase a behavior |
| Self-Reinforcement | Controlling your own reinforcers |
| Self-Efficacy | Our beliefs about our personal competence or effectiveness in a given area |
| Human Agency | The ability to make intentional choices and plans, design appropriate courses for action, motivate and regulate the plan |
| Mastery Experiences | Our own, direct experiences |
| Vicarious Experiences | Someone else models accomplishments |
| Social Persuasion | Pep talk or specific performance feedback |
| Embodied Cognition | Awareness that the way we think about and represent information reflects the fact that we need to interact with the world |
| Psychological Construction | How individuals use information, resources, and help from others to improve mental models and problem solving |
| Social Construction | Increasing abilities to participate with others in activities that are meaningful in the culture |
| First Wave Constructivism | Piaget's views of individual meaning making |
| Radical Constructivism | Individuals can never know objective reality or truth, only what they perceive and believe |
| Appropriating | Being able to reason, act, and participate using cultural tools |
| Second Wave Constructivism | Putting learning in social and cultural contexts |
| Constructionism | How public knowledge is created |
| Situated Learning | Learning in the real world is different than studying in school |
| Complex Learning Environments | Deal with fuzzy, ill structured problems |
| Intersubjective Attitude | Commitment to build shared meaning by finding common ground and exchanging interpretations |
| Spiral Curriculum | Starting schooling off with a few "big ideas" about how to learn |
| Problem Based Learning | Helping students develop knowledge that is useful and flexible, not inert |
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