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