Response of missed pre-assessment questions
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| show | unconditioned stimulus (definition)
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| A behavior that is prompted automatically by a stimulus is a(n) ____________. (definition) | show 🗑
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| Stimuli that have no effect on a particular response is a(n) _____________. (definition) | show 🗑
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| show | conditioned stimulus (definition)
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| The process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response is a(n) ___________. (definition) | show 🗑
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| The use of pleasant or unpleasant consequences to control the occurrence of behavior is a(n) _________. (definition) | show 🗑
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| show | Skinner box
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| show | operant conditioning
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| show | consequences (definition)
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| show | reinforcer (definition)
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| show | primary reinforcer (definition)
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| show | secondary reinforcer (definition)
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| Pleasurable consequence given to strengthen behavior. (definition) | show 🗑
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| Release from an unpleasant situation, given to strengthen behavior. (definition) | show 🗑
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| Rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activities. (definition) | show 🗑
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| show | negative reinforcement
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| Behaviors that a person enjoys engaging in for their own sake, without any other reward. (definition) | show 🗑
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| show | extrinsic reinforcers (definition)
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| Examples of 10 reinforcements: | show 🗑
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| show | punisher
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| show | punishment (definition)
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| show | aversive stimulus (definition)
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| An aversive stimulus following a behavior, used to decrease the chances that the behavior will occur again. (definition) | show 🗑
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| Withdrawal of a pleasant consequence that may be reinforcing a behavior, designed to decrease the chances that the behavior will recur. (definition) | show 🗑
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| Procedure of charging misbehaving students against their free time or other privileges. (definition) | show 🗑
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| show | time out (definition)
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| The teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal. (definition) | show 🗑
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| The weakening and eventual elimination of a learned behavior as reinforcement is withdrawn. (definition) | show 🗑
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| show | extinction burst (definition)
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| show | schedule of reinforcement (definition)
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| show | fixed-ratio (FR) schedule (definition)
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| Reinforcement schedule in which desired behavior is rewarded following an unpredictable number of behaviors. (definition) | show 🗑
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| show | fixed-interval (FI) schedule (definition)
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| show | variable-interval (VI) schedule (definition)
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| show | maintenance (definition)
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| show | antecedent stimulus
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| show | antecedent stimulus (definition)
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| show | cues (definition)
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| show | discrimination (definition)
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| show | generalization (definition)
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| Imitation of others' behavior. (definition) | show 🗑
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| show | observational learning (definition)
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| What are the 4 phases of observational learning? | show 🗑
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| What does vicarious learning mean? | show 🗑
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| Learning based on observation of the consequences of others' behavior. (definition) | show 🗑
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| Rewarding or punishing one's own behavior. (definition) | show 🗑
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| show | cognitive behavior modification
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| show | observable behavior
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| show | behavioral learning theories (definition)
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| Learning theories that emphasize not only reinforcement but also the effects of cues on thought and of thought on action. (definition) | show 🗑
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| Explanations of learning that focus on mental processes. (definition) | show 🗑
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| A change in an individual that results from experience. (definition) | show 🗑
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| Environmental conditions that activate the senses. (definition) | show 🗑
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| show | Pavlov's work
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| show | Pavlov (who)
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| show | B.F. Skinner (who)
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| Premack Priciple also called ____________ | show 🗑
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| Sit and Watch (who) | show 🗑
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| show | Albert Bandura (who)
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| self-regulated learning (who) | show 🗑
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| Orderly and lasting growth, adaptation, and change over the course of a lifetime. (definition) | show 🗑
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| show | continuous theories of development (definition)
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| show | discontinuous theories of development (definition)
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| show | cognitive development (definition)
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| Mental patterns that guide behavior. (definition) | show 🗑
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| The process of adjusting schemes in response to the environment by means of assimilation and accommodation. (definition) | show 🗑
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| Understanding new experiences in terms of existing schemes. (definition) | show 🗑
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| Modifying existing schemes to fit new situations. (definition) | show 🗑
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| An approach to learning that emphasizes the active role that learners play in building their own understandings. | show 🗑
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| show | equilibration (definition)
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| show | constructivism (definition)
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| Stage during which infants learn about their surroundings by using their senses and motor skills. (definition) | show 🗑
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| show | reflexes (definition)
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| show | Birth to 2 years
Formation of concept of "object permanence" and gradual progression from reflexive behavior to goal-directed behavior.
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| show | 2 to 7 years
Development of the ability to use symbols to represent objects in the world. Thinking remains egocentric and centered.
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| Piaget's stages of cognitive development: concrete operational | show 🗑
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| Piaget's stages of cognitive development: Formal operational | show 🗑
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| show | object permanence (definition)
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| Stage at which children learn to represent things in the mind. (definition) | show 🗑
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| The concept that certain properties of an object (such as weight) remain the same regardless of changes in other properties (such as length). (definition) | show 🗑
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| Paying attention to only one aspect of an object or situation. (definition) | show 🗑
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| show | reversibility (definition)
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| show | egocentric (definition)
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| show | concrete operational stage (definition)
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| The meaning of stimuli in the context of relevant information. (definition) | show 🗑
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| Arranging objects in sequential order according to one aspect, such as size, weight, or volume. (definition) | show 🗑
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| A skill learned during the concrete operational stage of cognitive development in which individuals can mentally arrange and compare objects. (definition) | show 🗑
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| Stage at which one can deal abstractly with hypothetical situations and reason logically. (definition) | show 🗑
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| Instruction felt to be adapted to the current developmental status of children (rather to their age alone). (definition) | show 🗑
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| show | sign systems (definition)
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| The ability to think and solve problems without the help of others. (definition) | show 🗑
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| show | private speech (definition)
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| Level of development immediately above a person's present level. (definition) | show 🗑
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| show | scaffolding (definition)
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| Lev Vygotsky's work | show 🗑
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| Knowledge and skills relating to reading that children usually develop from experience with books and other print media before the beginning of formal reading instruction in school. (definition) | show 🗑
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| developmental psychologist who explored both why and how mental abilities change over time. Believed that development depends on the child's manipulation of and active interaction with the environment. (4 distinct stages of cognitive development) (who) | show 🗑
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| psychologist - 2 key ideas: 1. proposed that intellectual development can be understood only in terms of the historical and cultural contexts children experienc. 2 beleived that development depends on the sign systems that individuals grow up with. (who) | show 🗑
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| Cognitive theory of learning that describes the processing, storage, and retrieval of knowledge in the mind. (definition) | show 🗑
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| Component of the memory system in which information is received and held for very short periods of time. (definition) | show 🗑
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| show | perception (definition)
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| Active focus on certain stimuli to the exclusion of others. (definition) | show 🗑
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| The component of memory in which limited amounts of information can be stored for a few seconds. (definition) | show 🗑
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| show | rehearsal (definition)
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| organizing material into familiar patterns can help students with what? | show 🗑
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| The components of memory in which large amounts of information can be stored for long periods of time. (definition) | show 🗑
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| A part of long-term memory that stores images of our personal experiences. (definition) | show 🗑
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| show | semantic memory (definition)
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| show | procedural memory (definition)
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| important events that are fixed mainly in visual and auditory memory. (definition) | show 🗑
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| show | schemata (definition)
schema is the singular term
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| show | levels-of-processing theory (definition)
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| Theory suggesting that information coded both visually and verbally is remembered better than information coded in only one of those two ways. (definition) | show 🗑
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| Inhibition of recall of certain information by the presence of other information in memory. (definition) | show 🗑
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| show | retroactive inhibition (definition)
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| show | proactive inhibition (definition)
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| Increased ability to learn new information based on the presence of previously acquired information. (definition) | show 🗑
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| show | retroactive facilitation (definition)
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| The tendency for items at the beginning of a list to be recalled more easily than other items. (definition) | show 🗑
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| The tendency for items at the end of a list to be recalled more easily than other items. (definition) | show 🗑
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| show | automaticity (definition)
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| show | massed practice (definition)
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| show | distributed practice (definition)
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| A learning process in which individuals physically carry out tasks. (definition) | show 🗑
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| show | verbal learning (definition)
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| learning of items in linked pairs so that when one member of a pair is presented, the other can be recalled. (definition) | show 🗑
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| Memorization of a series of items in a particular order. (definition) | show 🗑
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| show | free-recall learning (definition)
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| Mental visualization of images to improve memory. (definition) | show 🗑
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| Devices or strategies for aiding the memory. (definition) | show 🗑
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| A strategy for improving memory by using images to link pairs of items. (definition) | show 🗑
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| show | loci method (definition)
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| show | pegword method (definition)
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| show | initial-letter strategies (definition)
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| show | rote learning (definition)
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| show | meaningful learning (definition)
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| Learned information that could be applied to a wide range of situations but whose use is limited to restricted, often artificial, applications. (definition) | show 🗑
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| Theory stating that information is stored in long-term memory in schemata(networks of connected facts and concepts), which provide a structure for making sense of new information. (definition) | show 🗑
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| Knowledge about one's own learning or about how to learn ("thinking about thinking"). (definition) | show 🗑
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| show | metacognitive skills (definition)
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| Learning strategies that call on students to ask themselves who, what, where, and how questions as they read material. (definition) | show 🗑
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| A study strategy that requires decisions about what to write. (definition) | show 🗑
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| Writing brief statements that represent the main idea of the information being read. (definition) | show 🗑
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| show | outlining (definition)
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| Diagramming main ideas and the connections between them. (definition) | show 🗑
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| A study strategy that has students preview, question, read, reflect, recite, and review material. (definition) | show 🗑
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| show | advance organizers (definition)
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| Images, concepts, or narratives that compare new material to information students already understand. (definition) | show 🗑
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| The process of connecting new material to information or ideas already in the learner's mind. (definition) | show 🗑
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| A special program that is the subject of an experiment. (definition) | show 🗑
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| show | variable (definition)
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| show | experiment (definition)
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| show | random assignment (definition)
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| show | laboratory experiment (definition)
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| The degree to which an experiment's results can be attributed to the treatment in question rather than other factors. (definition) | show 🗑
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| Experiment conducted under realistic conditions in which individuals are assigned by chance to receive different practical treatments or programs. (definition) | show 🗑
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| Group that receives treatment during an experiment. (definition) | show 🗑
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| Group that receives no special treatment during an experiment. (definition) | show 🗑
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| show | external validity (definition)
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| show | single-case experiment (definition)
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| Research into the relationships between variables as they naturally occur. (definition) | show 🗑
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| Relationship in which high levels of one variable correspond to high levels of another. (definition) | show 🗑
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| Relationship in which high levels of one variable correspond to low levels of another. (definition) | show 🗑
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| show | uncorrelated variables (definition)
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| Research study aimed at identifying and gathering detailed information about a topic of interest. (definition) | show 🗑
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| Research carried out by educators in their own classrooms or schools. (definition) | show 🗑
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| Policies in which struggling children are given intensive assistance and evaluated for possible special-education services only if they fail to respond. (definition) | show 🗑
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| Tier 1: | show 🗑
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| Tier 2: | show 🗑
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| show | INTENSIVE INTERVENTION
1-1 or small group tutoring
additional time(after school, etc.)
provide intensive behavioral supports
5% of struggling students
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| Arrangement whereby students who have disabilities or are at risk receive all their instruction in a general education setting; support services are brought to the student. (definition) | show 🗑
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| General aptitude for learning, often measured by the ability to deal with abstractions and to solve problems. (definition) | show 🗑
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| An intelligence test score that for people of average intelligence should be near 100. (definition) | show 🗑
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| In Gardner's theory of intelligence, a person's nin separate abilities: logical/mathematical, linguistic, musical, naturalist, spatial, bodily/kinesthetic, interpersonal, intrapersonal, and existential. (definition) | show 🗑
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| Interaction of individual differences in learning with particular teaching methods. (definition) | show 🗑
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| A model of effective instruction that focuses on elements teachers can directly control: quality, appropriateness, incentive, and time. (definition) | show 🗑
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| Curriculum sequences to which students of specified achievement or ability level are assigned. (definition) | show 🗑
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| The practice of grouping students in separate classes according to ability level. (definition) | show 🗑
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| A system of accommodating student differences by dividing a class of students into two or more ability groups for instruction in certain subjects. (definition) | show 🗑
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| show | untracking (definition)
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| show | regrouping (definition)
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| show | Joplin Plan (definition)
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| Programs, generally at the primary level, that combine children of different ages in the same class. Also called cross-age grouping programs. (definition) | show 🗑
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| show | differentiated instruction (definition)
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| The desire to experience success and to participate in activities in which success depends on personal effort and abilities. (definition) | show 🗑
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| show | learning goals (definition)
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| show | performance goals (definition)
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| show | learned helplessness (definition)
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| show | motivation (definition)
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| Basic requirements for physical and psychological well-being as identified by Maslow. (definition) | show 🗑
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| show | growth needs (definition)
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| A person's ability to develop his or her full potential. (definition) | show 🗑
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| A theory of motivation that focuses on how people explain the causes of their own successes and failures. (definition) | show 🗑
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| show | locus of control (definition)
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| show | expectancy theory (definition)
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| show | expectancy-valence model (definition)
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
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Or sort by any of the columns using the down arrow next to any column heading.
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