cognitive models

Question 1

attribution theory 3 dimensions

Answer 1

1. stability - unstable or stable
2. locus of control - internal or external
3. controllability - controllable or un

Question 2

what is an attributional style

Answer 2

Thinking failures or successes are attributable to something else not our own doing
- the way you explain why you failed or succeeded

Question 3

self serving attributional bias

Answer 3

attribute success to self (internal) and failures to something else (external)
- protects self esteem but leads to lack of responsibility

Question 4

attributional style and learning disabilities

Answer 4

methods : students with and without learning disabilities are interviewed about attributional style
- detect subgroups
- compare subgroups attributional style and academic achievement
results : adaptive tendency- (attribute sucess to internal and failure to external , helpless tendency - sucess external and external = internal

Question 5

key takeaways

Answer 5

1. attributing success to personal effort and failure external causes led to higher academic performance in a variety of subjects
2. the adaptive tendency also led to more resilience to setbacks

Question 6

Attributional retaining

Answer 6

to reduce helplessness tendencies (fixed abiliity belief) - takes time

Question 7

retaining works

Answer 7

1. its possible, people can chance in school or sports
2. reduced depression

Question 8

how to do attributional retraining

Answer 8

1. education - dimensions of attribution theory
2. application - recall negative event and analyze it according to what attribution you made
   - create alternative “adaptive” attribution
3. practice : record and classify attributions you make

Question 9

other tips for attributional retraining

Answer 9

feedback must be credible
- emphasize effort only when effort is the actual reason for lack of performance
- emphasize strategy when apporpriate
- emphasize ability when appropriate

Question 10

social comparision theory def

Answer 10

when we compare some aspect of ourselves to other people and use that comparison to evaluate our current sate

Question 11

social comparison phases learning

Answer 11

1. acquiring information - am idoing this right
2. competitive assesment- am i getting better
3. confirmation/maintenance - am i good
4. reassessment - what should i do next

Question 12

directions of social comparison

Answer 12

1. upward social comparison - ppl ahead of us
2. downward social comparison - lower than us

Question 13

how to pick the right person to compare yourself to

Answer 13

should be someone at relatively the same level as u
can be a little farther ahead but not too much
ask for feedback

Question 14

expertise in e sports study

Answer 14

rq how do novices differ from experts? how does expertise develop across multiple levels of skill?
m: game studied with dif skill levels
r: experts did not prioritize the same skills across skill levels, different skills become more or less important to develop depending what level of skill you currently are at
compare to ppl you are close to

Question 15

theories of teaching

Answer 15

social constructivism - collab between student and teacher, give students the tools to solve the problem
discovery based learning - students solve on their own- doesnt work the best, takes to long

Question 16

guided classroom

Answer 16

learn faster and reach higher levels whether through teacher or worksheet

Question 17

key takeaways learning

Answer 17

learning is a social process
tools for learning given by teachers friends etc
trying to learn with no guidance lead to shallower learning outcomes compared to learning with a mentor

Question 18

metacognition phase 1

Answer 18

planning
1. forethough about what you plan to do
2. set goals
3. establish methods
4. anticipate challenges

Question 19

Metacognition phase 2

Answer 19

monitoring
1. Create best conditions for studying
2. raise awareness of progress
3. record performance, thoughts and feelings

Question 20

metacognition phase 3

Answer 20

evaluate
1. compare performance to your goals
2. calibrate how much you thought knew to how well you actually perform
3. brainstorm ways to improve

Question 21

cycle of metacognition

Answer 21

planning
monitoring
evaluating
repeat

Question 22

metacognition trends

Answer 22

we are overconfident
self perception is stable but performance can change quickly
post test confidence is more accurate than pre test

Question 23

improving calibration

Answer 23

good instruction practice and feedback improves accuracy of self perception
you control level of practice
you can ask for better instruction

Question 24

learning from worked examples

Answer 24

step by step demo how to solve a problem
immediate feedback - doesn’t explain how to do the problem
eg: division

Question 25

what do worked examples do

Answer 25

social constructivism - how other people answered and compare our own methods to it

Question 26

worked example study

Answer 26

RQ: is studying with worked examples more effective than studying with practice problems
m: 1. training of softwhere
2. asked to solve
c: one group given only problems and the other was given problems and worked examples
r: ppl with worked examples were much faster, and better performance

Question 27

worked examples key takeaways

Answer 27

training with worked examples requires less time an better performance
better when the thing you are trying to learn is new