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TOPNOTCHER > Child and Adolescent (Day 39) > Flashcards

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
Q

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

i learned response that is produced by the conditioned stimulus

A

conditioned response

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26
Q

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

A

conditioned response

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27
Q

key process in classical conditioning;
AERGD

A
  1. acquisition
  2. extinction
  3. spontaneous recovery
  4. stimulus generalisation
  5. stimulus descrimination
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28
Q

key process in classical conditioning;
AERGD

overall process, learns to associate 2 events

A

acquisition

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29
Q

key process in classical conditioning;
AERGD

gradual decrease of a conditioned response when the unconditioned stimulus is no longer presented

A

extinction

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30
Q

key process in classical conditioning;
AERGD

reappearance of a conditioned response when the conditioned stimulus is presented

A

spontaneous recovery

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31
Q

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

A

stimulus generalisation

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32
Q

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

A

stimulus descrimination

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33
Q

Operant conditioning by

A

Barrhus Frederick/ B.F Skinner

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34
Q

learn through the consequences of its behavior, reinforcement and punishment term

A

operant conditioning

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35
Q

operant conditioning;
RP

A
  1. Reinforcement
  2. punishment
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36
Q

operant conditioning;
RP

increases a behavior/ response

A

reinforcement

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37
Q

operant conditioning;
RP

decreases a behavior/response

A

punishment

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38
Q

Reinforcement;
PN

A
  1. positive reinforcement
  2. negative reinforcement
39
Q

Reinforcement;
PN

adding something positive to increases a responses

A

positive reinforcement

40
Q

Reinforcement;
PN

taking/removing something negative away to increases a response

A

negative reinfrocement

41
Q

Punishment;
PN

A
  1. positive punishment
  2. negative punishement
42
Q

Punishment;
PN

adding a negative consequences after an undesired behavior is emitted to decrease future response

A

positive punishment

43
Q

Punishment;
PN

taking away/ removing a certain desired item after the undesired behavior happens to decrease future responses

A

negative punishment

44
Q

social learning theory by

A

Albert bandura

45
Q

believes that people acquire behavior through observation of others, then imitate what they have observed

A

Social learning theory by Albert bandura

46
Q

model and imitate others

A

vicarious consequences

47
Q

Albert Bandura believed ______was a source of behavior modelling

A

television

48
Q

Bobo doll experiment by

A

Albert Bandura

49
Q

Phases of observational learning;
ARMM

A
  1. attention
  2. retention
  3. motor reproduction
  4. motivational process
50
Q

Phases of observational learning;
ARMM

observer must attend to recognize the distinctive features of the model’s response

A

Attention

51
Q

Phases of observational learning;
ARMM

student symbolically retains that observed behavior

A

Retention

52
Q

Phases of observational learning;
ARMM

physical skills and coordination are needed for reproduction of the behavior learned

A

motor reproduction

53
Q

Phases of observational learning;
ARMM

no overt performance unless conditions are favorable

A

motivational process

54
Q

Models are classified as;
RSR

A
  1. real life
  2. symbolic
  3. representational
55
Q

Models are classified as;
RSR

teachers, parents, significant others

A

real life

56
Q

Models are classified as;
RSR

oral or written symbols

A

symbolic

57
Q

Models are classified as;
RSR

audio-visual measures

A

representational

58
Q

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

A

Cognitivism

59
Q

Ecological theory by

A

Urie Bronfenbrenner’s

60
Q

theory looks at a child’s development within the context of the system of relationship that form his environment

A

Ecological theory by Urie Bronfenbrenner’s

61
Q

defines complex layers of environment

A

Ecological theory by Urie Bronfenbrenner’s

62
Q

renamed as bioecological system theory

A

Ecological theory by Urie Bronfenbrenner’s

63
Q

emphasizes that a child’s own biology is a primary environment

A

Ecological theory by Urie Bronfenbrenner’s

64
Q

interaction between factors in biology, environment that fuels or steers his development

A

Ecological theory by Urie Bronfenbrenner’s

65
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

A
  1. microsystem
  2. mesosystem
  3. exosystem
  4. macrosystem
  5. chronosystem
66
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

immediate environment

A

microsystem

67
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

layer closest to the child, child hs direct contact

A

microsystem

68
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

relationship/connections

A

mesosystem

69
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

connection between the structures of the child’s microsystem

A

mesosystem

70
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

indirect environment

A

exosystem

71
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

larger social system in which the child does not function directly

A

exosystem

72
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

has in indirect impact on the child’s development

A

exosystem

73
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

a parents’ place of employment

A

exosystem

74
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

outermost layer in the child’s development

A

macrosystem

75
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

layer is comprised of cultural values, customs, laws

A

macrosystem

76
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

changes overtime

A

chronosystem

77
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s ;
MiMeExMaChro

dimension of time as its relates to child’s development

A

chronosystem

78
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s
chronosystem;
EI

A
  1. external
  2. internal
79
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s
chronosystem;
EI

such as the timing of aparent’s death

A

external

80
Q

Social level or systems of Ecological theory by Urie Bronfenbrenner’s
chronosystem;
EI

physiological changes that occur with the aging of achild

A

internal

81
Q

cognitive learning theorist who focused on the learning, considerable interest on what the students already know

A

David’s Ausubel meaningful learning or subsumption theory

82
Q

he viewed learning as an active process

A

David’s Ausubel meaningful learning or subsumption theory

83
Q

integrating new knowledge with that with which they have already learned

A

David’s Ausubel meaningful learning or subsumption theory

84
Q

he doesn’t like passive learner/rote learner

A

David’s Ausubel meaningful learning or subsumption theory

85
Q

focus prior knowldege

A

David’s Ausubel meaningful learning or subsumption theory

86
Q

overview of the information to be covered in detail during the exposition

A

advance oraganizer

87
Q

Four process by which meaningful learning can occur by David’s Ausubel;
DCSD

A
  1. Derivative learning
  2. correlative learning
  3. superordinate learning
  4. combinatorial learning
88
Q

Four process by which meaningful learning can occur by David’s Ausubel;
DCSD

we derived from prior learning

A

derivative subsumption

89
Q

Four process by which meaningful learning can occur by David’s Ausubel;
DCSD

new material or relationship can be derived from the existing structure

A

derivative subsumption

90
Q

Four process by which meaningful learning can occur by David’s Ausubel;
DCSD

alter or expand your concept

A

correlative learning

91
Q

Four process by which meaningful learning can occur by David’s Ausubel;
DCSD

it enriches the higher level concept

A

correlative learning

92
Q

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

A

superordinate learning

93
Q

Four process by which meaningful learning can occur by David’s Ausubel;
DCSD

learning by analogy

A

combinatorial learning

94
Q

overview, bird’s eye view

A

advance organizer

TOPNOTCHER (48 decks)

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