Chapters 7,8 and parts of 9,10, and 11
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | Occurs when experience, including practice, causes a relatively permanent change in an individual's knowledge, behavior, or potential for behavior.
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| show | Assumes that the outcome of learning is a change in behavior
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| show | Whenever 2 or more sensations occur together often enough, they become associated
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| Classical Conditioning | show 🗑
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| show | Automatic Response to Stimuli
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| show | A stimulus that brings no reaction
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| Uncontrolled Stimulus | show 🗑
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| show | Elicited automatically
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| show | Prior training is required to establish a connection
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| Conditioned Response | show 🗑
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| show | We learn to behave in certain ways as we operate on the environment
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| show | Any consequence that strengthens the behavior that it follows
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| show | Produces a new stimulus
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| show | Removal of a stimulus
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| Adverse Stimulus | show 🗑
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| show | Decreases or suppresses behavior
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| show | Presentation punishment, the addition of a stimuli
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| Type II Punishment | show 🗑
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| show | Individuals learn faster if they are reinforced for every correct response
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| Intermittent Reinforcement Schedule | show 🗑
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| show | Removal of a reinforcement all together
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| Stimulus Control | show 🗑
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| show | Instructions that are concise, clear, and specific and that communicate an expected result
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| show | The act of providing an antecedent just before a specific behavior is supposed to take place
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| Applied Behavior Analysis | show 🗑
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| show | Ignore a negative behavior, but praise when the behavior has changed
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| Premack Principle | show 🗑
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| show | Reinforcing progress instead of waiting for perfection
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| show | Determining the goal and then describing the steps it will take to reach that goal
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| show | Students replace one behavior with another
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| Contingency Contract | show 🗑
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| show | Allowing students to earn tokens for both academic work and positive classroom behaviors
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| Good Behavior Game | show 🗑
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| show | Base reinforcement on the behavior of the whole class
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| Reprimands | show 🗑
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| show | Certain infractions of the ruse cause people to lose some reinforcer
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| Social Isolation | show 🗑
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| show | Using a wide range of procedures to map the ABCs of the situation, teachers try to identify the reason for the behavior
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| show | Part of what teachers develop in an intervention package
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| Precorrection | show 🗑
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| Self-Management | show 🗑
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| show | Rewarding oneself for a job well done
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| Social Learning Theory | show 🗑
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| Enactive Learning | show 🗑
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| Observational Learning | show 🗑
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| show | Learning is active in the process of learning
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| Cognitive View of Learning | show 🗑
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| Cognitive Science | show 🗑
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| show | The areas of the brain that fire both during perception of and action and when performing an action
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| Domain Specific Knowledge | show 🗑
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| General Knowledge | show 🗑
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| Information Processing | show 🗑
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| Sensory Memory | show 🗑
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| show | Process of detecting a stimulus and assigning meaning to it
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| show | Stimulus must be analyzed into features or components and assembled into a meaningful pattern "from the bottom up"
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| Gestalt | show 🗑
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| show | Actions become more or less automatic with practice
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| Working Memory | show 🗑
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| show | Immediate memory for new information
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| show | Controls the attention, Supervises attention, makes plans, decides what information to retrieve, allocates resources
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| show | Holds sound information
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| show | Visual and Spacial information
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| show | Where everything is integrated to make representations
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| Cognitive Load | show 🗑
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| Intrinsic | show 🗑
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| show | Used to deal with problems that are not related to the learning task
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| show | Deep processing of relevant information
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| show | Repeating information in phonological loop or refreshing in visvospacial sketchpad
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| Elaboration Rehersal | show 🗑
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| show | The length of time information is remembered is based on the extent to which it is analyzed
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| show | Processing new information gets confused with old information
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| show | Holds information that is well learned, such as the names of people that you know
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| Declarative | show 🗑
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| show | Knowing how to do something
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| Self-Regulatory | show 🗑
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| show | Can be recalled and conscious concidered
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| show | Not conscious of recalling
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| show | Memory for meaning, mostly for words
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| Propositional Networks | show 🗑
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| show | Representations based on the structure or appearance of information
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| show | Information is stored in long-time memory as either visual images or verbal units
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| Concept | show 🗑
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| show | The best representation of a theory
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| show | Our actual memories of an object which we use to compare
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| Schemas | show 🗑
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| Story Grammar | show 🗑
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| show | About events that we have experienced
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| show | Memories that are dramatic or emotional
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| show | Skills, habits, and learning to perform tasks
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| Scripts | show 🗑
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| Productions | show 🗑
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| show | Information is retrieved in long term memory
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| Loci Method | show 🗑
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| Serial-Position Effect | show 🗑
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| Massed Practice | show 🗑
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| show | Skills that are applied without conscious thoughts
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| show | Consciously applied skills that organize thoughts and actions to reach a goal
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| show | Enactive learning with modelling and observing others being reinforced or punished
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| Social Cognitive Theory | show 🗑
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| Triarchic Reciprocal Causality | show 🗑
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| show | Seeing others reinforced cause a person to increase a behavior
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| show | Controlling your own reinforcers
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| Self-Efficacy | show 🗑
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| Human Agency | show 🗑
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| Mastery Experiences | show 🗑
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| show | Someone else models accomplishments
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| show | Pep talk or specific performance feedback
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| show | Awareness that the way we think about and represent information reflects the fact that we need to interact with the world
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| show | How individuals use information, resources, and help from others to improve mental models and problem solving
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| show | Increasing abilities to participate with others in activities that are meaningful in the culture
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| First Wave Constructivism | show 🗑
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| show | Individuals can never know objective reality or truth, only what they perceive and believe
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| show | Being able to reason, act, and participate using cultural tools
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| Second Wave Constructivism | show 🗑
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| Constructionism | show 🗑
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| show | Learning in the real world is different than studying in school
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| show | Deal with fuzzy, ill structured problems
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| Intersubjective Attitude | show 🗑
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| Spiral Curriculum | show 🗑
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| show | Helping students develop knowledge that is useful and flexible, not inert
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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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