Behavioral View in Learning

Question 1

A relatively permanent change in behavior that occurs as a result of experience

Answer 1

Learning

Question 2

by Ivan Pavlove
*Learning through pairing of
different stimuli

Answer 2

Classical Conditioning

Question 3

classical conditioning different parts:

Answer 3

US – unconditioned stimulus
UR – unconditioned response
NS – neutral Stimulus
CS – conditioned stimulus
CR – conditioned response

Question 4

Weakening Conditioned Response. Elimination of response due to
the less pairing of the CS and US.
○ Ex. You have a fear of visiting the
doctor (CR) because you have
been conditioned to experience an
injection (CS) which is very painful
to you (UR). When you grew up, when you went to the doctor, all you did was check-ups with him. So in a few years your fear of doctors was extinguished.

Answer 4

Extinction

Question 5

Recovering Conditioned Responses
○ Ex. A person who has abstained
himself from smoking for 2 years
sees his brother lighting a cigarette.
Eventually he remember all the
pleasure he gets from smoking

Answer 5

Spontaneous Recovery

Question 6

• Presence of primary and secondary stimuli
  and
• Primary and secondary responses
• Ex. Taylor Sheeeesh, Hearing famous Tiktok Music

Answer 6

Higher Order Conditioning

Question 7

• Little Albert Experiment

Answer 7

● Generalization and Discrimination
- Stimulus Generalization

Question 8

• Continuous Conditioning
• Prediction of stimulus and response

Answer 8

• Stimulus Discrimination
  ● Contiguity and Predictability

Question 9

by B.F. Skinner
- Instrumental learning (reinforcement)

Answer 9

Operant Conditioning

Question 10

*Positive Reinforcement
*Negative Reinforcement
*Positive Punishment
*Negative Punishment

Answer 10

Types of Reinforcement

Question 11

*Fixed Ratio
*Variable Ratio
*Fixed Interval
*Variable Interval

Answer 11

Schedules of Reinforcement

Question 12

is the scientific term referring to
the mental processes involved in gaining
knowledge and comprehension, including
thinking, knowing, remembering, judging,
and problem solving.

Answer 12

Cognition

Question 13

is knowledge and
understanding of our own cognitive
processes and abilities and those of others,
as well as regulation of these processes. It is
the ability to make your thinking visible.
- Commonly defined as “thinking about
thinking”
- It is the awareness of the scope and
limitations of your current knowledge and
skills.
- Enables the person to adapt their existing
knowledge and skills to approach a learning
task, seeking for the optimum result of the
learning experience
- Includes keeping one’s emotions and
motivations while learning in check
- The goal of metacognition is for the student
to be a self-regulated learner

Answer 13

Metacognition

Question 14

Metacognition basically has two aspects:

Answer 14

Self-appraisal
Self-management

Question 15

is your personal
reflection on your knowledge and
capabilities.

Answer 15

Self-appraisal

Question 16

is the mental
process you employ using what you
have in planning and adapting to
successfully learn or accomplish a
certain task.

Answer 16

Self-management

Question 17

___ or what
you know about how you think

Answer 17

metacognitive knowledge

Question 18

_____ or how
you adjust your thinking processes
to help you learn better

Answer 18

metacognition regulation

Question 19

• Understanding that having a strategy might help
  you to solve a problem more efficiently, or that
  having an essay plan may help to keep your
  argument on track,
• Knowing that it is more difficult to concentrate in
  a room that is noisy than one which is quiet,
• Knowing that you are good at remembering
  people’s faces but not their names, while your
  friend is good with names, not faces.
• There are three types of metacognitive
  knowledge that each play a role in learning and
  problem-solving.

Answer 19

metacognitive knowledge

Question 20

“knowing what” –
knowledge of one’s own learning processes,
and about strategies for learning
* The factual knowledge the learner needs
before being able to process or use critical
thinking related to the topic
* Knowing about, what, or that
* Knowledge of one’s skills, intellectual
resources, and abilities as a learner
* Students can obtain knowledge through
presentations, demonstrations, discussion

Answer 20

Declarative knowledge

Question 21

“knowing how” –
knowing what skills and strategies to use
* The application of knowledge for the
purposes of completing a procedure or
process
* Knowledge about how to implement learning
procedures (e.g., strategies)
* Requires students know the process as well
as when to apply process in various
situations
* Students can obtain knowledge through
discovery, cooperative learning, and problem
solving

Answer 21

Procedural knowledge

Question 22

“knowing when” –
knowledge about why and when various
learning strategies should be used
* The determination under what circumstances
specific processes or skills should transfer
* Knowledge about when and why to use
learning procedures
* Application of declarative and procedural
knowledge with certain conditions presented
* Students can obtain knowledge through
simulation

Answer 22

Conditional knowledge

Question 23

Under metacognitive knowledge, there are
several variables that affect how you know or assess yourself as a thinker:

Answer 23

personal variable
task variable
strategy variable

Question 24

which is your evaluation of your strengths and weaknesses in learning

Answer 24

personal variable

Question 25

which is what you know
or what you think about the nature of
the task, as well as what strategies the
task requires

Answer 25

task variable

Question 26

refers to what
strategies or skills you already have in
dealing with certain tasks.

Answer 26

strategy variable

Question 27

• Refers to a set of activities that help learners to control their learning.
• Research has shown that metacognitive
  regulation supports performance in a number of ways, including:
  o understanding where to direct attention
  o using strategies more reliably and
  efficiently, and;
  o developing awareness of difficulties
  with comprehension

Answer 27

Metacognition Regulation

Question 28

At the heart of self-regulation are five essential skills:

Answer 28

PLANNING
INFORMATION MANAGEMENT STRATEGIES
COMPREHENSION MONITORING
DEBUGGING STRATEGIES
EVALUATION

Question 29

• involves working out how a task might be
  approached before you do it. For example
  you might make predictions before reading,
  select a strategy before tackling a problem,
  or allocate time or other resources before
  commencing work.
• Planning, goal setting, and allocating
  resources prior to learning

Answer 29

PLANNING

Question 30

• Skills and strategy sequences used to
  process information more efficiently (e.g.,
  organizing, elaborating, summarizing,
  selective focusing)

Answer 30

INFORMATION MANAGEMENT
STRATEGIES

Question 31

• refers to the pupil’s on-task awareness of
  progress, comprehension and overall
  performance.
• Stopping every so often to self-test and
  check for understanding is a good example
  of monitoring.
• Monitoring ability is slow to develop and
  even adults find it difficult but it can be
  improved with training and practice.

Answer 31

COMPREHENSION MONITORING

Question 32

• Strategies to correct comprehension and
  performance errors

Answer 32

DEBUGGING STRATEGIES

Question 33

• Requires the learner to review the outcomes
  and efficiency of the learning experience.
• Evaluation includes revisiting goals and
  conclusions, deciding how to improve next
  time, and examining learning from another
  person’s perspective to diagnose problems.
• Analysis of performance and strategy
  effectiveness after a learning episode

Answer 33

-EVALUATION

Question 34

The scope and limitations of
your resources so that you can work with what you have at the moment and look for ways to cope with other necessities

Answer 34

Knowing your limits

Question 35

The recognition that yourstrategy is not appropriate with the task, to modify your strategy in comprehending your material

Answer 35

Modifying your approach

Question 36

Browsing over a material and keeping an
eye on keywords, phrases, or sentences. It is also about knowing where to search for such key terms.

Answer 36

Skimming

Question 37

It’s not just about repeatedly talking,
writing, and/or doing what you have learned, but also trying to make a personal interpretation or summary of the learning experience.

Answer 37

Rehearsing

Question 38

Trying to test your comprehension of your
learning experience or the skills you have acquired
during learning

Answer 38

Self-Test