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Child and Adolescent (Day 39) Flashcards

1
Q

emphasizes conditioning behavior and altering the environment to elicit selected responses from the learners

A

Behaviorism

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2
Q

Father oof behaviorism

A

John Watson

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3
Q

he believed the power of conditioning through a stimus-response connections through conditioning

A

John Watson

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4
Q

association of stimulus and response

A

Behaviorism

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5
Q

Watson applied classical conditioning in his experiments concerning Albert, a young child and a white rat

A

Little albert experiment

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6
Q

Th little albert experiment is to conditioned to

A

fear and avoid the rat

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7
Q

connectionism by

A

Edward Lee Thorndike

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8
Q

defined teaching as arranging classroom to enhance desirable connections and associations

A

Connectionism by Edward Lee Thorndike

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9
Q

focused on testing the relationship between a stimulus and a response

A

connectionism by Edward Lee Thorndike

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10
Q

defined learning as habit formation

A

connectionism by Edward Lee Thorndike

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11
Q

law of exercise by

A

Edward Lee Thorndike

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12
Q

Father of educational psychology

A

Edward Lee Thorndike

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13
Q

also knows as respondent conditioning or pavlovian conditioning

A

classical conditioning

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14
Q

form of learning that occurs through the repeated associations of 2 or more different stimuli

A

classical conditioning

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15
Q

first filipino nobel prize winner is

A

Maria Resa

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16
Q

Russian psychologist, first to study classical conditioning

A

Ivan Pavlov

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17
Q

in his famous experiments with dogs, he showed that a desired responses can be elicited

A

Ivan Pavlov

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18
Q

4 key elements describe the process of classical conditioning;
US,UR,CS,CR

A
  1. unconditioned stimulus
  2. unconditioned response
  3. conditioned stimulus
  4. conditioned responses
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19
Q

4 key elements describe the process of classical conditioning;
US,UR,CS,CR

natural cause

A

unconditioned stimulus

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20
Q

4 key elements describe the process of classical conditioning;
US,UR,CS,CR

consistently produced, naturally occurring, automatic response

A

Unconditioned stimulus

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21
Q

4 key elements describe the process of classical conditioning;
US,UR,CS,CR

responses that occurs automatically when the unconditioned stimulus is presneted

A

unconditioned response

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22
Q

4 key elements describe the process of classical conditioning;
US,UR,CS,CR

it is reflexive, involuntary response that is predictably caused by unconditioned stimulus

A

unconditioned response

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23
Q

4 key elements describe the process of classical conditioning;
US,UR,CS,CR

is the stimulus that is neutral at the start of the conditioning process and does not normally produced the unconditioned response

A

conditioned stimulus

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24
Q

4 key elements describe the process of classical conditioning;
US,UR,CS,CR

through repeated association with the unconditioned stimulus, the ___ is triggers a very similar response to that caused by the unconditioned stimulus

A

conditioned stimulus

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25
4 key elements describe the process of classical conditioning; US,UR,CS,CR i learned response that is produced by the conditioned stimulus
conditioned response
26
4 key elements describe the process of classical conditioning; US,UR,CS,CR occurs after the conditioned response has been associated with the unconditioned stimulus
conditioned response
27
key process in classical conditioning; AERGD
1. acquisition 2. extinction 3. spontaneous recovery 4. stimulus generalisation 5. stimulus descrimination
28
key process in classical conditioning; AERGD overall process, learns to associate 2 events
acquisition
29
key process in classical conditioning; AERGD gradual decrease of a conditioned response when the unconditioned stimulus is no longer presented
extinction
30
key process in classical conditioning; AERGD reappearance of a conditioned response when the conditioned stimulus is presented
spontaneous recovery
31
key process in classical conditioning; AERGD tendency for another stimulus to produce a response that is similar to the conditioned response, the greater similarity between the stimuli the greater the possibility that a ________ will occur
stimulus generalisation
32
key process in classical conditioning; AERGD respond to the conditioned stimulus only, but not to any other stimulus that is similar to the conditioned stimulus
stimulus descrimination
33
Operant conditioning by
Barrhus Frederick/ B.F Skinner
34
learn through the consequences of its behavior, reinforcement and punishment term
operant conditioning
35
operant conditioning; RP
1. Reinforcement 2. punishment
36
operant conditioning; RP increases a behavior/ response
reinforcement
37
operant conditioning; RP decreases a behavior/response
punishment
38
Reinforcement; PN
1. positive reinforcement 2. negative reinforcement
39
Reinforcement; PN adding something positive to increases a responses
positive reinforcement
40
Reinforcement; PN taking/removing something negative away to increases a response
negative reinfrocement
41
Punishment; PN
1. positive punishment 2. negative punishement
42
Punishment; PN adding a negative consequences after an undesired behavior is emitted to decrease future response
positive punishment
43
Punishment; PN taking away/ removing a certain desired item after the undesired behavior happens to decrease future responses
negative punishment
44
social learning theory by
Albert bandura
45
believes that people acquire behavior through observation of others, then imitate what they have observed
Social learning theory by Albert bandura
46
model and imitate others
vicarious consequences
47
Albert Bandura believed ______was a source of behavior modelling
television
48
Bobo doll experiment by
Albert Bandura
49
Phases of observational learning; ARMM
1. attention 2. retention 3. motor reproduction 4. motivational process
50
Phases of observational learning; ARMM observer must attend to recognize the distinctive features of the model's response
Attention
51
Phases of observational learning; ARMM student symbolically retains that observed behavior
Retention
52
Phases of observational learning; ARMM physical skills and coordination are needed for reproduction of the behavior learned
motor reproduction
53
Phases of observational learning; ARMM no overt performance unless conditions are favorable
motivational process
54
Models are classified as; RSR
1. real life 2. symbolic 3. representational
55
Models are classified as; RSR teachers, parents, significant others
real life
56
Models are classified as; RSR oral or written symbols
symbolic
57
Models are classified as; RSR audio-visual measures
representational
58
essentially argues that the black box of the mind should be opened and understood, the learner is viewed as an information processor like a computer
Cognitivism
59
Ecological theory by
Urie Bronfenbrenner's
60
theory looks at a child's development within the context of the system of relationship that form his environment
Ecological theory by Urie Bronfenbrenner's
61
defines complex layers of environment
Ecological theory by Urie Bronfenbrenner's
62
renamed as bioecological system theory
Ecological theory by Urie Bronfenbrenner's
63
emphasizes that a child's own biology is a primary environment
Ecological theory by Urie Bronfenbrenner's
64
interaction between factors in biology, environment that fuels or steers his development
Ecological theory by Urie Bronfenbrenner's
65
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro
1. microsystem 2. mesosystem 3. exosystem 4. macrosystem 5. chronosystem
66
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro immediate environment
microsystem
67
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro layer closest to the child, child hs direct contact
microsystem
68
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro relationship/connections
mesosystem
69
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro connection between the structures of the child's microsystem
mesosystem
70
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro indirect environment
exosystem
71
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro larger social system in which the child does not function directly
exosystem
72
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro has in indirect impact on the child's development
exosystem
73
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro a parents' place of employment
exosystem
74
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro outermost layer in the child's development
macrosystem
75
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro layer is comprised of cultural values, customs, laws
macrosystem
76
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro changes overtime
chronosystem
77
Social level or systems of Ecological theory by Urie Bronfenbrenner's ; MiMeExMaChro dimension of time as its relates to child's development
chronosystem
78
Social level or systems of Ecological theory by Urie Bronfenbrenner's chronosystem; EI
1. external 2. internal
79
Social level or systems of Ecological theory by Urie Bronfenbrenner's chronosystem; EI such as the timing of aparent's death
external
80
Social level or systems of Ecological theory by Urie Bronfenbrenner's chronosystem; EI physiological changes that occur with the aging of achild
internal
81
cognitive learning theorist who focused on the learning, considerable interest on what the students already know
David's Ausubel meaningful learning or subsumption theory
82
he viewed learning as an active process
David's Ausubel meaningful learning or subsumption theory
83
integrating new knowledge with that with which they have already learned
David's Ausubel meaningful learning or subsumption theory
84
he doesn't like passive learner/rote learner
David's Ausubel meaningful learning or subsumption theory
85
focus prior knowldege
David's Ausubel meaningful learning or subsumption theory
86
overview of the information to be covered in detail during the exposition
advance oraganizer
87
Four process by which meaningful learning can occur by David's Ausubel; DCSD
1. Derivative learning 2. correlative learning 3. superordinate learning 4. combinatorial learning
88
Four process by which meaningful learning can occur by David's Ausubel; DCSD we derived from prior learning
derivative subsumption
89
Four process by which meaningful learning can occur by David's Ausubel; DCSD new material or relationship can be derived from the existing structure
derivative subsumption
90
Four process by which meaningful learning can occur by David's Ausubel; DCSD alter or expand your concept
correlative learning
91
Four process by which meaningful learning can occur by David's Ausubel; DCSD it enriches the higher level concept
correlative learning
92
Four process by which meaningful learning can occur by David's Ausubel; DCSD knew a lot of examples of the concept, but you did not know the concept itself until it was taught to you
superordinate learning
93
Four process by which meaningful learning can occur by David's Ausubel; DCSD learning by analogy
combinatorial learning
94
overview, bird's eye view
advance organizer

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