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Ed Psych > Day 26 Cumulative Review > Flashcards

Day 26 Cumulative Review Flashcards

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1
Q

What is learning? (Acc. to Omrod)

A

“A long-term change in mental representations or associations as a result of experience”

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2
Q

Relationship between identity and culture

A

Identity expresses cultural understandings

Reflecting embeds identity in culture

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3
Q

When does Identity matter?

A

Identity salience: the likelihood the identity will be invoked in diverse situations

Stereotype threat: Situational predicament in which people are or feel themselves to be at risk of confirming negative stereotypes about their social group

Stereotype Exception-to-the-Rule: When people see or interact with a person that doesn’t conform to a particular stereotype, they make an exception for that particular person

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4
Q

Thoughts about Identity/Culture

A

The problem isn’t that we recognize difference or account for identity histories, the problem occurs when we place value on different histories or presume all people of one identity are the same

Remember that our students are people and can’t always check their I/C at the door

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5
Q

Culture Defined & Terms

A

The knowledge, values and traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment

Cultural Capital: Refers to the non-financial social assets that promote social mobility beyond economic means

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6
Q

The Danger of a Single Story

A

Understand the main themes of this TED Talk and ideas discussed in class

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7
Q

Transfer Defined

A

Transfer is when we apply knowledge or skills

  • In new ways
  • In new situations, or
  • In familiar situations with different content
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8
Q

Why is transfer important?

A

Student spend a majority of time outside the classroom

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9
Q

Problem solving

A

Life is mostly low-road transfer

Identical situation (Pure recall) -> Near transfer -> Far transfer

Ex. Piano -> Keyboard -> Accordian -> Clarinet

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10
Q

Transfer, Problem Solving

A

Faced with a new or difficult challenge, what do we do?

  • Try to find a similar past experience (Transfer)
  • Try to use a strategy like analogy or a heuristic (Problem-solving)
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11
Q

Well-Defined vs. Ill-Defined

A

Well-Defined problems have clear goals, only one correct solution, and a certain method for finding it

Ill-defined problems have ambiguous goals, more than one acceptable solution, and no generally agree-upon strategy for reaching a solution

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12
Q

Motivation

A

The proper question is NOT ‘how can people motivate others?’ but rather, ‘how can people create the conditions within which others will motivate themselves?’

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13
Q

2 types of motivation

A

Extrinsic & Instrinsic

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14
Q

How to develop individual interest

A

Social influences:

Exposure -> Attention (triggered situational interest) -> Needs & Goals Met (Maintained situational interest -> Emerging individual interest) -> Well-developed individual interest

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15
Q

Goals: Jane, Joan, June (example)

A

3 girls are playing basketball and want to play well for different reasons

Jane: I want to show everyone how good I am
- Performance-approach goal

Joan: I really don’t want to screw this up
- Performance-avoidance goal

June: I want to be a better player
- Mastery goal

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16
Q

Mindsets

A

Fixed: Intelligence is stable, uncontrollable, and ability can’t be changed

Growth: Intelligence is unstable, controllable, and changing.. . Effort leads to improvement

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17
Q

Self-efficacy

A

Belief in one’s capacity to succeed at tasks

Judgement of confidence

Context-sensitive

“Can I do this?”

“How well can I do this?”

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18
Q

Key Principles of Expertise

A

Fluent retrieval (chess)

Meaningful patterns (chess)

Context and access to knowledge (physics)

Expertise and pedagogical content knowledge (teachers)

Adaptive expertise and flexible approaches (historians)

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19
Q

Assessment Examples

A

Formal
- Tests, homework, projects, papers

Informal
- Listening, observing student interactions, asking questions

Formative
- Exit slip, check for understanding, in-class work, homework

Summative
- Unit test, term paper, final project

Norm-Referenced
- Curved test, 2 points added to weekly synthesis

Criterion-Referenced
- Paper scored by rubric, text with correct answers

Traditional
- Tests, papers, quizzes, oral presentations

Authentic
- Portfolios, performances, demonstrations, internships

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20
Q

Assessment

A

Theory-driven

Evidence-Based

Aligned with curriculum and standards

Valid and reliable

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21
Q

Questions to ask when using learning technologies

A
  • Are we using the power of technology to change learning?

- Or we simply using technology to deliver the same information in the same traditional way, but on a computer?

22
Q

Games

A

Socially situated

Games as content; assessment; bait

23
Q

Characteristics of problem solvers in games

A

Urgent optimism

Social fabric

Blissful productivity

Epic meaning

24
Q

Serious Games

A

Serious games and simulations

  • Simulate real-world problems & communication
  • Problem solving is focus
  • Role playing and immersion are critical
25
Q

Behaviorism

A

Theory of learning that is interested n observable changes in behavior

Conditioning: Forming associations or connections between experiences (stimuli) and neural impulses (responses)

26
Q

CC vs. OC

A

Classical Conditioning: Learning occurs through paired associations between UCS and NS to produce a CS
- Involuntary

Operant Conditioning: Learning occurs by associating a response with a consequence
- Voluntary

27
Q

Which consequences matter? OR How do you want to change the behavior?

A

Do you want to increase a desirable behavior?
- Reinforcement

Do you want to decrease an undesirable behavior?
- Punishment

Are we adding a stimulus or taking one away?
- Apply (positive) or remove (negative)

28
Q

Social Cognitive Theory

A

In SCT, learning occurs from interacting with and watching other people, as well as witnessing the resulting consequences

It emphasizes learning by observation and modeling

29
Q

Social Component of Learning

A

For good or bad we are going to learn from watching others

Ex. Bobo doll experiment

30
Q

SCT: Modeling

A

Modeling: learning by observing what other people do and the resulting consequences

Modeling can
- Teach new behaviors (observational or vicarious learning) or new ways of thinking

31
Q

What is constructivism?

A

Individuals construct what they learn and understand

Emphasizes

  • Learners contribute to their own learning
  • Importance of social interaction in development of skills and knowledge
  • Knowledge and information is discovered through some activity and interactions
32
Q

Individual Constructivism: Adaptation

A

Equilibration: Integrating particular pieces of knowledge of the world into a unified whole

Happens via
- Assimilation: Transforming new information to fit with existing way of thinking (aSS= Same Scheme)

  • Accommodation: Adapting our existing way of thinking to new information that doesn’t fit with our existing way of thinking (aCC= Change/Create [Scheme])
33
Q

Social Constructivism

A

Internalization: The process of progressing from social activities to internal mental activities

  • Private Speech: Internalization of language during activity
  • Appropriation: Transforming incoming info and making it our own; adapting cultural ideas and strategies for your own use

Scaffolding: Supportive techniques that help students accomplish challenging tasks (tasks within their ZPD) in instructional contexts

34
Q

Vygotsky and Social Constructivism

A

We are capable of doing more in collective activity or under guidance of more knowledgeable other

Play is an important means of learning to appropriate cultural tools

35
Q

Concepts

A

Sets of objects, symbols, or events that share

  • Common characteristics
  • Critical attributes

Concepts can be abstract or concrete

They help us organize the world around us

Conceptual Change requires cognitive conflict

36
Q

Information Processing Theory (IPT)

A

Learning is the aquisition of mental representations

Knowledge is organized and interrelated

Dominant view of memory is the Dual-Store Memory Model

37
Q

Metacognitive Knowledge

A

Knowledge of our cognitive processes and how to regulate those processes in order for learning to take place

“I know that I (person knowledge) have difficulty with word problems (task knowledge), so I will answer the computational problems first and save the word problems for last (strategy knowledge)

Planning - Monitoring - Affecting - Evaluating

38
Q

Metacognition vs. Self-Regulation

A

BOTH involve self-awareness and intention to act

Metacognition

  • Thinking about thinking
  • Awareness
  • Knowledge (3 types)
  • Person knowledge
  • Task knowledge
  • Strategy knowlege

Self-Regulation

  • Controlling cognitive activities
  • An active process
  • Involves practice
  • Learning goal
  • Monitor learning
  • Modify strategies to achieve goal
39
Q

Study Strategies

A

The intentional use of cognitive processes to accomplish a particular learning task

High Utility

  • Practice testing
  • Distribute practice

Moderate Utility

  • Elaborate interrogation
  • Self-explanation
  • Interleaved practice

Low Utility

  • Summarization
  • Highlighting/underling
  • Keyword mnemonics
  • Imagery for text
  • Rereading
40
Q

Learning styles and research

A

There has been no evidence for learning styles in education research

41
Q

The Cognitions

A

Contextual Theories:

Situated Cognition: Knowledge is situated within authentic activity, context, and culture

Distributed Cognition: Knowledge is distributed across objects, individuals, artifacts, and tools

Embodied Cognition: All aspects of cognition are shaped by the body

42
Q

Situated Cognition Defined

A

Learning is situated, is participation, and is a tangible skill set

Learning cannot be considered separately from prior experiences

Emphasis on authentic activites

43
Q

Communities of Practice

A

Learning occurs during interactions between members with different levels of expertise (old-timers and newcomers)

Legitimate peripheral participation

44
Q

Affinity Space vs. CoP’s

A

CoP’s

  • Newcomers, oldtimers, LPP
  • Community implies belonging and membership
  • Shared goals and collective force

Affinity Spaces

  • Starts with spaces where people interact (mainly digital but also physical)
  • Affinity spaces aren’t limited to membership or belonging
  • Occur outside of formal learning environments and schools
45
Q

Distributed Cognition

A

Cognition is distributed across our environment. We offload cognition and work

Cognitive artifacts: tools that mediate thought

46
Q

How is Cognition Distributed?

A

Across materials (tools and cognitive artifacts)

Across people

Across time

Across space

47
Q

Examples of DCog

A

Externalizing to reduce memory load

Modifying existing representations

Externally manipulating items into different structures

48
Q

Embodied Cognition Defined

A

Our brains affect and are affected by our bodies

- AKA the way we think is shaped by the way we exist in the world

49
Q

History of the Public School System

A

“From the standpoint of the child, the great waste in school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while on the other hand he is unable to apply in daily life what he is learning at school. That is the isolation of the school- its isolation from life”

50
Q

Why we assess

A

What we do now: Use assessment as “gatekeepers” to sort students and punish teachers

What we need: Assessments that measure the growth of students, provide schools and parents feedback for making decisions, and account for the different opportunities students have had to learn

Ed Psych (16 decks)

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