Pychology of Learning
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| Positive Reinforcer | show 🗑
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| Negative Reinforcer | show 🗑
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| show | The process of decreasing behavior by presenting a punisheser. (Fingers on lip gives signal to be quiet.)
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| Removal/Negative Punishment | show 🗑
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| Shaping | show 🗑
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| show | consistency, not followed by positive reinforcers, immediate, logical consequence of offense, meaningful
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| Concrete operations | show 🗑
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| show | Assuming that others experience the world the way you do.
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| Conservation | show 🗑
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| show | Symbolic thought; The stage before child masters logical mental operations.
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| show | Actions a person carried out by thinking them through instead of literally performing the actions.
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| show | Involving the senses in motor activity.
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| show | In Piaget's theory, the "out-of-balance" state that occurs when a person realizes that his or her current ways of thinking are not working to solve a problem or understand a situation. Lack of balance between existing schemata and new input.
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| show | Balance between self and the world; mental balance between cognitive schemas and information from the environment. Balance between existing schemata and new input.
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| Accommodation | show 🗑
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| Adaptation | show 🗑
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| Schemes | show 🗑
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| show | Fitting new information into existing schemes
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| show | Nerve cells that store and transfer information
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| Synapses | show 🗑
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| show | The brains tendency to remain somewhat adaptable or flexible
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| show | Orderly, adaptive changes we go through from conception to death.
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| Physical development | show 🗑
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| show | Changes in personality that take place as one grows.
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| Social development | show 🗑
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| show | Gradual orderly changes by which mental processes become more complex and sophisticated.
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| show | Arranging objects in sequential order according to one aspect, such as size, weight, or volume.
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| show | Mental task involving abstract thinking and coordination of a number of variables.
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| show | phase at which a child can master a task if given appropriate help and support
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| Behaviorism | show 🗑
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| show | in classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US) eg. salivation when food is in mouth.
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| unconditioned stimulus (US) | show 🗑
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| show | in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus. (CS)
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| show | in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response.
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| show | the initial learning stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response.
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| show | the diminishing of a CR when the US does not follow a conditioned stimulus. eg,declining salivation.
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| show | the reappearance after a pause of an extinguished conditioned response. the smell of onion breath awakens a version of the emotional response.
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| generalization | show 🗑
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| discrimination | show 🗑
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| show | acquisition, extinction, spontaneous recovery, generalization, and discrimination
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| show | a type of learning in which an organism comes to associate stimuli. A neutral stimulus that signals an unconditioned stimulus (US) begins to produce a response that prepares for the unconditioned stimulus. Also called Pavlovian or respondent conditioning
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| OPERANT CONDITIONING | show 🗑
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| RESPONDENT BEHAVIOR | show 🗑
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| show | Behavior that operates on the environment, producing consequences.
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| show | In operant conditioning, any event that strengthens the behavior it follows.
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| show | An innately reinforcing stimulus, such as one that satisfies a biological need.ie food, water, warmth, security, sex
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| show | A stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as secondary reinforcer.
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| CONTINUOUS REINFORCEMENT | show 🗑
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| PARTIAL (INTERMITTENT) REINFORCEMENT | show 🗑
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| show | In operant conditioning, a schedule of reinforcement that reinforces a response only after a specified number of responses.
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| show | In operant conditioning, a schedule of reinforcement that reinforces a response after an unpredictable number of responses.
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| FIXED-INTERVAL SCHEDULE | show 🗑
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| show | In operant conditioning, a schedule of reinforcement that reinforces a response at unpredictable time intervals or sometimes but not others.
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| show | An event that decreases the behavior that it follows.
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| displacement | show 🗑
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| show | a defense mechanism in which an individual faced with anxiety retreats to a more infantile psychosexual stage, where some psychic energy remains fixated EX: When a child goes to the first day of school may suck his/her thumb
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| show | do not view development as occurring in discrete stages, focus entirely on the nurture, or environment side of the nature-nurture debate and consider development more as a continuous process
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| Albert Bandura | show 🗑
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| Jean Piaget | show 🗑
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| B.F. Skinner | show 🗑
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| Ivan Pavlov | show 🗑
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| show | proposed that language directs behavior and that young children first control their behavior by talking out loud to themselves, also proposed zone of proximal development
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| Maturation | show 🗑
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| Schema | show 🗑
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| show | all the mental activities associated with thinking, knowing, remembering, and communicating. Stages: sensorimotor, preoperational, concrete operational, and formal operational.
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| Vicarious conditioning | show 🗑
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| Stress | show 🗑
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| Catharsis | show 🗑
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| Vygotsky Sociocultural Theory | show 🗑
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| Behaviourism Watson & Skinner | show 🗑
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| show | Emphasizes the role of modeling or observational learning in development of behavior.
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| show | Learning doesn't depend on reinforcers. Construct knowledge as explore their world. Biological adaptation to fit the external world. Stages: Sensorimotor, preoperational, concrete operational, formal operational stage. Discontinuous.
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| show | Inborn biological hereditary information received from our parents
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| Nurture | show 🗑
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| show | learning to perform a behavior that terminates an aversive stimulus, as in negative reinforcement
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| show | learning to prevent the occurence of an aversive stimulus by giving an appropriate response to a warning stimulus
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| extinction | show 🗑
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| reinforcement vs punishment | show 🗑
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| premack principle | show 🗑
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| "a-b-c's" of operant conditioning | show 🗑
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| show | in operant conditioning, extinction occurs if responses stop producing reinforcements --i.e. ask someone to dinner a few times... after they say "no" a few times you simply stop asking
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| show | conditioned stimulus (bell) --response that depends on preceding conditions -unconditioned stimulus (meat) --event that automatically elicits an unconditional response
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| UR, CR | show 🗑
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| show | Support for learning and problem-solving. The support could be clues, reminders, encouragement, breaking a problem down into steps, providing an example, or anything else that allows the student to grow in independence as a learner.
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| reinforcer | show 🗑
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| Operant Conditioning | show 🗑
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| Secondary Reinforcers | show 🗑
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| show | Learning is defined as a change in mental process creating the capacity to demonstrate different behaviors.
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| Reciprocal Causation | show 🗑
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| show | Notice something in the environment, part of observational learning
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| show | remembers what was noticed; part of observational learning
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| show | produces an action that is a copy of what was noticed; part of observational learning
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| Motivation | show 🗑
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| Observational Learning | show 🗑
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| Self Efficacy | show 🗑
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| Satiation | show 🗑
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| show | Signals as to what behavior will be reinforced or punished
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