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HE > Chp 12 > Flashcards

Chp 12 Flashcards

1
Q

List Basic Principles of Learning

A

Satisfying Stimulus
Reinforcement
Overlearning
Verbal and Nonverbal Association
Cognitive-perceptual readiness and Internal Motivation
The Ordering of Information
Stimulus-Response Associations and Discrimination Abilities
Cognitive Constructs
Multiple Discrimination and Generalization Response
Previous Knowledge
Critical Thinking Skills
Flexibility and Adaptation
Feedback
Balanced Growth and Development Patterns

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2
Q

If response to a stimulus is satisfying to oneself, the tendency for this is to be repeated under similar circumstances. The behavior is reinforced, developed, and internalized

A

Satisfying Stimulus

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3
Q

Immediate, positive, tangible or intangible reinforcement through praise, reward, or recognition are major conditions for successful behavior change

A

Reinforcement

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4
Q

increases memory and improves learning performance. Frequent application of the learned principles into practice strengthens the learning process and can easily be internalized and shown in students’ attitude and behavior

A

Overlearning

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5
Q

Knowledge put into practice provides a significant meaning of interrelationships between what is real and what is ideal

A

Verbal and Nonverbal Association

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6
Q

These are mandatory conditions for behavioral change. The student who has desire to learn regarding the subject matter makes comprehension and retention easy, whereas, students who are not interested to learn make teaching and learning difficult

A

Cognitive-perceptual readiness and Internal Motivation

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7
Q

This influences the ease with which learning takes place. Systematic and dynamic presentation of subject matter consistent with students’ readiness to learn motivate active and productive learning process

A

The Ordering of Information

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8
Q

These are prerequisites to chained behaviors. However, connection or association cannot be established by mere repetition of a response

A

Stimulus-Response Associations and Discrimination Abilities

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9
Q

perceptual imagery and recognition of features, such as form, spatial arrangement, texture, and so on are prerequisites to concept formation

A

Cognitive Constructs

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10
Q

Students observe and analyze events and its relevance to current practice, retains those that are useful and eliminates those that are not. These can be done through active sensory

A

Multiple Discrimination and Generalization Response

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11
Q

Prerequisites to principles of learning and perception are concept acquisition, and recall of previous knowledge learned

A

Previous Knowledge

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12
Q

Some cognitive, affective, and psychomotor behaviors can be acquired, strengthened or weakened by observing and imitating the actions of others

A

Critical Thinking Skills

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13
Q

the ability of students to change and allow for more ways to expand the learning process, to change to suit oneself into different events and situations in order to speed up the learning process

A

Flexibility and Adaptation

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14
Q

about performance, which includes
why and of how topics learned improves learning

A

Feedback

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15
Q

learning can be enhanced by matching learning activities with the learner’s level of development, cognition, abilities, styles, strengths, modalities, and preferences

A

Balanced Growth and Development Patterns

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16
Q

The 5 processes of Learning

A
  1. Learning is a treasure within
  2. Learning to know
  3. Learning to do
  4. Learning to live together in peace and harmony
  5. Learning to be
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17
Q

characteristics of learning posited by Heidgerken

A
  1. Unitary and holistic
  2. Individual and social
  3. Self-active and self-initiating
  4. Purposive and goal-oriented
  5. Selective and creative
  6. Influential and is transferable
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18
Q

Learning is an entirely individual matter for the simple reason that every behavior has to do with her own learning. Each student must learn using her own style of learning

A

Learning is Individual and Social

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19
Q

universal basic principle of learning which that an individual can learn only through her own reactions to stations based on her capabilities to understand and internalize such situations

A

Learning is Self-Active and Self-Initiating

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20
Q

Learning is both active and purposeful. Goals and objectives should be set for every learning situation

A

Learning is Purposive and Goal Oriented

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21
Q

The decision of important what is to be learned is made by the learner in terms of how important it is in her eyes and to others. Learning is a process of personal choice-making by deciding for oneself what she is to believe and what she is to do with his or her life

A

Learning is selective and Creative

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22
Q

affects the extent of all learning activities, meaning that whatever is learned in one context or situation applies or affects another context or situation making learning broader and expansive

A

Learning is Influential and Transferable

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23
Q

List the major types of learning

A

Ideational Learning
Skill or Psychomotor Learning
Emotional Learning

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24
Q

learning is pursued in the cognitive domain

A

Ideational Learning

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25
Q

refers to processes through which an individual obtains knowledge about anything by perceiving, remembering, discriminating, integrating, abstracting, generalizing, evaluating, imagining, thinking, problem-solving, and creating

A

Cognition

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26
Q

to the source of all concepts which initiates mental activity. It begins from sensation of all the stimulus surrounding the learner and the learning environment

A

Perception

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27
Q

refers to an idea or a mental image which makes reflective thinking possible. It is a building block of theories through which knowledge is formed

A

Concept

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28
Q

a form of generalization that implies action. It is a statement that explains a large number of related phenomena which may serve as a guide to action

A

Principle

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29
Q

This learning refers to refined pattern of movement or performance based on integrated perceived demands of the situation

A

Skill or Psychomotor Learning

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30
Q

This learning refers to a mental state which is characterized by certain feelings and emotions

A

Emotional Learning

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31
Q

are the ability to accept and cope with rejection and still continue performing tasks to. achieve a specific set of goals

A

Emotion and Will

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32
Q

refers to a disposition, readiness, inclination, or tendency to act toward a specific goal in a particular way

A

Attitudes

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33
Q

learned through observation, simulations and significant and reliable information necessary for adaptation

A

Values in Emotional Learning

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34
Q

a core value attached to nature, material things, aspect of art, processes, techniques, conduct, and social institutions, among others.

A

Appreciation

35
Q

are attitudes which function as driving forces in the realm of human conduct, formed from ideas or previous knowledge learned

A

Ideals in Emotional Learning

36
Q

the manner in which movements are carried out. It can be best learned by listening to directions, explanations and reading instructions or seeing demonstrations

A

Form

37
Q

the actual performance of the skill. This partly or entirely eliminates excess movements, and emphasizes timing, force and coordination

A

Execution

38
Q

List Conditions of Learning

A

Verbal Information
Intellectual Skill
Cognitive Strategies
Motor Skills
Attitudes, Feelings, and Emotions

39
Q

The ability of the student to express her ideas, thoughts, or actions

A

Verbal Information

40
Q

this includes learning to analyze and synthesize situations in order to plan for alternative solutions to identified problems

A

Intellectual Skill

41
Q

The student recognizes learning experiences best suited to her own needs and makes use of resources to strengthen and develop thinking

A

Cognitive Strategies

42
Q

these are actions done corresponding to what is thought about and what is learned

A

Motor Skills

43
Q

This is evoked or facilitated by the learning stimuli that can further help determine the significance and meaningfulness of a learning situation

A

Emotions

44
Q

List the Four Learning Style

A

Divergers
Assimilators
Convergers
Accommodators

45
Q

They look at situations or events from different perspectives. They prefer concrete experience and reflective observations. They are sensitive, and prefer to watch rather than do

A

Divergers

46
Q

are learners who are more concise and logical in their approach. They prefer abstraxt conceptualization and reflective observations

A

Assimilators

47
Q

are more concerned with problem-solving and uses this learning style in finding solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects

A

Convergers

48
Q

have a ‘hands-on’ learning experience that relics on intuition rather than logic. Learners use other people’s analysis, and prefer to take a practical, experiential approach

A

Accommodators

49
Q

List Laws of Learning

A

Law of Readiness
Law of Exercise
Law of Effect
Law of Primacy
Law of Intensity
Law of Recency

50
Q

one must be physically and mentally ready to receive a learning stimuli

what law

A

Law of Readiness

51
Q

stresses the idea that repetition is basic to the development of adequate response because tasks most often repeated are easiest remembered and practiced

what law

A

Law of Exercise

52
Q

involves the emotional reaction of the learner, Learning is more effective when there is a feeling satisfaction, pleasantness, or reward which accompanies the result of the learning process

what law

A

Law of Effect

53
Q

states that being first often creates a strong, almost unshakeable impression

what law

A

Law of Primacy

54
Q

states that if stimulus or experience is real, intense, and vivid, the more likely learning will occur

what law

A

Law of Intensity

55
Q

states that information or skills most recently learned are best remembered, while the things learned some times ago are less remembered

what law

A

Law of Recency

56
Q

such as reward or recognition strengthens behavior

A

Positive Reinforcement

57
Q

such as punishment and extinction weaken behavior

A

Negative Reinforcement

58
Q

weakens a particular behavior through the consequence of experiencing a negative condition

A

Punishment

59
Q

weakens a particular behavior through the consequence of not experiencing either a positive or a negative condition

A

Extinction

60
Q

conditioned responses could be eliminated gradually; a process he referred to as extinction. extinct conditioned responses could reappear after a rest period if the conditioned stimulus was again applied which Pavlov referred to as spontaneous recovery

what theory

A

Ivan Pavlov Classical Conditioning Theory

61
Q

focused on the effects of reward and punishment, success or failure, and satisfaction or annoyance on the learner

what theory

A

Edward Thorndike’s Connectionism Theory

62
Q

described the effects of the consequences of a particular behavior on the future occurrence of that behavior as ‘operant conditioning”.

what theory

A

B.F. Skinner’s Theory of Operant Conditioning

63
Q

List the four types of Operant Conditioning

A

 positive reinforcement
 negative reinforcement
 punishment
 extinction

64
Q

List Concepts of Behaviorism

A

Behaviorism is naturalistic
Man is nothing more than a machine
Men are “biological machines” whose minds do not have any influence on their actions
Behaviorism teaches that we are not responsible for our action
Behaviorism is manipulative

65
Q

combination of stimuli which has accompanied a movement will on its recurrence tends to be followed by that movement - learning was based on a stimulus-response association, believed that movements were small stimulus- response combinations and where combined, would make up an action

what theory

A

Edwin Ray Guthrie’s Cognitive Theory

66
Q

suggested that animals solved problems by understanding, like
human beings, and were capable of insight learning

what theory

A

Kohler’s Insight Theory

67
Q

emphasized meaning of human behavior in terms of the forces and tension that moved men to action

what theory

A

Kurt Lewin’s Field Theory

68
Q

Field of Theory states that?

A

Behavior must be derived from a totality of coexisting facts

69
Q

an inquiry-based, constructivist learning theory

what theory

A

Jerome Brunner’s Discovery Theory

70
Q

a schemata theory is basically a theory about knowledge. It is about how knowledge is represented and how that representation facilitate the use of such knowledge in certain ways

what theory

A

Rumelhart’s Schema Theory

71
Q

most meaningful cognitive learning occurs as a result of interaction between new information and the individual’s relevant cognitive structures that he or she already possesses or have previously acquired

what theory

A

David Ausubel’s Assimilation Theory

72
Q

Types of Meaningful Learning

A

Representational or Vocabulary Learning
Concept Learning
Propositional Learning

73
Q

Consists of learning single words or what is represented by
them

A

Representational or Vocabulary Learning

74
Q

Defined as objects, events, situations or properties that
possess common attributes and are designated by some signs or symbols

A

Concept Learning

75
Q

Develops in young children which occurs from objects seen and heard

A

Concept formation

76
Q

Which develops in school children and adults with empirical reasoning and logical implications of events leading towards knowledge acquisition and application

A

Concept assimilation

77
Q

It is not simply the meaning of single words that is learned, but the meaning of sentences that contain composite ideas

A

Propositional Learning

78
Q

states that learning involves functionalism, interactionalism, and significant symbolism

what theory

A

Albert Bandura’s Social Learning Theory

79
Q

List the Conditions Necessary for Effective Modeling

A

Attention
Retention
Reproduction
Motivation

80
Q

individual’s focus or concentration

A

Attention

81
Q

amount of information remembered including symbolic coding, mental images, cognitive organization, symbolic recall and motor rehearsal

A

Retention

82
Q

replication of an image including physical capabilities, and self-observation

A

Reproduction

83
Q

determination to find a reason to learn or imitate

A

Motivation

HE (4 decks)

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