During learning Flashcards

1
Q

is the most complex organ in our body, and it contains 100 billion nerve cells or neurons.
When we learn or practice something, the neurons in our brain connect with other neurons until
they grow dendrites and create pathway/s.

A

brain

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2
Q

process and transmit information through electrical and chemical signals.

A

Neurons

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3
Q

are the small gaps between neurons. They allow information to pass from one neuron to
the next.

A

Synapses

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4
Q

connect relatively distant areas of the brain or nervous system, each pathway is
associated with a particular action or behavior. Every time we think, feel or do something, we
strengthen this pathway. Habits are well travelled pathways-our brain finds these things easy to
do.

A

Neural pathways

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5
Q

New thoughts and skills carve out new pathways. Repetition and practice strengthen these pathways forming new habits. Old pathways get used less and weaken.

A

Neuroplasticity

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6
Q

Simply defined is thinking about your thinking or the “process of considering and regulating
one’s own learning”

A

Metacognition

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7
Q

This involves conscious control over your thoughts. This means being aware of how you think
and learn and being conscious of yourself as a thinker and a learner.

A

Metacognition

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8
Q

To take charge of our learning, we need to be honest with ourselves to understand ourselves better.
Reflecting on what we know, what we do not know, what we want to know, and how to know what
to know are essential in

A

Metacognition

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9
Q

“Includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective
aspects of learning”

A

Self-regulating Learning (SLR)

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10
Q

it is not a mental ability or an
academic performance skill; rather it is self-directive process by which learners transform their
mental abilities into academic skills.

A

Self-regulating Learning (SLR)

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11
Q

People with a strong sense of efficacy-that is, the ability to bring the desired result-may well try
beyond what they think they are capable of.

A

Bandura’s Self Efficacy Theory

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12
Q

is the belief that in one’s own ability to successfully accomplish something

A

Sel-efficacy

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13
Q

will not look at the problem and tell themselves, I won’t do it because it’s
not easy but will rather tell themselves, this is challenging that I can overcome.

A

Self-efficacious people

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14
Q

is an important aspect in the achievement of success.

A

Self-confidence

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15
Q

what are four (4) factors that
influence one’s self confidence or self-efficacy

A
  1. Mastery experience
  2. Vicarious experience
  3. Verbal Persuasion
  4. Somatic and Emotional States
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16
Q

is the mental attitude one takes that determines how one will respond and understand
the situation.

A

Mindset

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17
Q

who quoted this “It’s all in the mindset”.

A

Dweck

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18
Q

happens when we do something and we become successful. Encouraged, we do it again and again until we have mastered it. this is the most effective way of boosting one’s self efficacy because they will
try to do something new if it is task that is similar to what they have already mastered. Part of achieving success in reaching our goals is to have self-efficacy through mastering
skills needed to achieve goal.

A

Mastery experience

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19
Q

This is the observation of the success and failures of others through modeling, who are
similar to one’s self.

A

Vicarious experience

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20
Q

The more people verbally encourage one, then the more likely the person’s efficacy will
increase. When one feels that others do believe in what he is capable of doing, then that
person can actually persuade himself that he can do it

A

Verbal Persuasion

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21
Q

When someone is contemplating on doing something, the emotional state of the person
will also have an influence in the success or failure of the task. When a person is anxious, stressed, worried and sacred, then this will negatively impact
the achievement of one’s goal. A person may feel so overly nervous that the performance will be affected and the person’s
doubt might increase. Once emotional stress is removed, then self-efficacy is improved

A

Somatic and Emotional States

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22
Q

this can be measured using IQ test

A

Fixed mindset

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23
Q

the intellectual never changes no matter what we do, how much effort or hard work we put into
it. It remains static.

A

Fixed mindset

24
Q

where the success and failure of a task dependent on the kind of mindset one has.
Developed through learning.

A

Growth mindset

25
His premise is that man’s ultimate goal is happiness.
Locke or Locke’s Goal Setting Theory
26
views them as similar to values except goal is the specific form of values. They are values applied to specific circumstances. One’s achievement of vales factors in the achievement of goals.
Locke
27
Take note also that a person pursues multiple values and within that multiple values would also be plenty of layers of goals. Thus, long range and short range goals should be specified in order to manage one’s life successfully.
Locke’s Goal Setting Theory
28
Goal Setting Theory parts
Clarity, Difficulty, Commitment, Feedback, and Task Complexity
29
The goal has to be specific and not abstract. Saying, “do your best”, is not enough because it is a relative option and does not really tell the doer if he is doing well or not.
Clarity
30
The more difficult the goal, the greater is the chance of achieving it because people tend to work harder. It’s important though not to set an unattainable goal otherwise, the tendency is not to make an effort.
Difficulty
31
These goal settings are largely dependent on the level of commitment the person has towards the achievement of the goal. For one to be committed, two things are necessary: belief that the goal is important and the belief that one can do it.
Commitment-
32
This is also necessary as this gives them accountability and they would know if they have to change their pace or way of doing or to continue with how they are doing things. Take note however, that feedback only works when the goal or task is specific.
Feedback
33
A complex task brings out the knowledge of the person. Together with a well laid out plan, skills and knowledge, they are the means of achieving the goals
Task Complexity
34
is “driven by the beliefs, biases, and prejudices of the unconscious mind,” merely speaking or acting without much thought and is more concerned about the now which may be regretted after.
reaction
35
is “based on information from both the conscious mind and unconscious mind...[taking] into consideration the well-being of not only but those around you” and its long-term effects.
response
36
Is the experience of a perceived threat (real or imagined) to one’s mental, physical, or spiritual well-being resulting from a series of physiological responses and adaptations. However, stress may not be negative all the time.
Stress
37
Good stress. Any stressors that motivates an individual toward an optional level of performance or health.
Eustress
38
Any kind of information or sensory stimulus that is perceived as unimportant or inconsequential. Neither positive nor positive nor negative.
neustress
39
Unfavorable or negative interpretation of an event (real or unimagined) to be threatening that promotes continued feeling of fear or anger. More commonly known simply as stress (p.3)
distress
40
The process of perceiving and interpreting a stimulus (thing, change, event, people) is known as
cognitive appraisal
41
is dependent on our beliefs, culture, desires, expectations, values, etc.
cognitive appraisal
42
Two steps in Cognitive Appraisal
Primary appraisal is the initial evaluation of a stimulus and categorizing is either positive, negative, neutral (Weiten, 2014.) Secondary appraisal is the evaluation for our “perceived ability to cope with the situation, that is, the resources you have to deal with it (Passer and Smith, 2007)”.
43
are the sources or stimuli for stress. They are situations or events that challenge or threaten an individual.
Stressors
44
Three general types of stressors
1. Cataclysmic events 2. Personal stress 3. Background stressors
45
Strong stressors * Occur suddenly * May affect many people simultaneously * Disasters such us tornadoes, plane crashes * Natural or man-made calamity
1. Cataclysmic events
46
* Major life events * Death of a family member, loss one’s job, major personal failure * Even something positive like getting married
2. Personal stress
47
* Daily hassles * Minor imitations in life * Getting stuck in a traffic jam * Long term chronic problem
3. Background stressors
48
Level of Response to Stress
1. Emotional 2. Psychological 3. Behavioral
49
Annoyance, anger, anxiety, fear, dejection, grief, guilt, shame, envy, disgust. * Powerful, largely uncontrollable feelings, accompanied by physiological changes (Weiten, p53)
1. Emotional
50
* Hormonal fluctuations, neurochemical changes * Anxiety, memory loss, brain fog, worry, sleep disorder, mild or serious illness. * Fight-or-flight response- a physiological reaction to threat that mobilizes an organism for attacking/fight or fleeing/fight an enemy (Weiten et al., 2014, p.54)
2. Psychological
51
* Lashing out at others * Blaming oneself * Seeking help * Solving problems
3. Behavioral
52
According to Selye the way our body responds to stress is called the
General Adaptation Syndrome (GAS).
53
THREE STAGES of stress
Alarm Resistance Exhaustion
54
* Trigger stress hormones * Heart rate, blood pressure, even sugar level increase * Flight or fight response
Alarm
55
* Body tries to counteract the alarm stage * Body tries to normalize * Struggling to concentrate and may be irritable
Resistance
56
* Body is tired of fighting stress * Tiredness, depression, anxiety, feeling unable to cope.
Exhaustion