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SFU: Fall 2015 > EDU220: Final Exam > Flashcards

EDU220: Final Exam Flashcards

1
Q

Cognitive science

A

The interdisciplinary study of thinking, language, intelligence, knowledge creation and the brain
Cognition=operation of a very complex but coordinated system of diff components of memory interacting quickly and at the same time

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2
Q

Cognitive vs behavioral views of assumptions of what is learned

A

Cog view: knowledge and strategies are learned, and changes in these areas make changes in behavior possible

Behavioral view: new behaviors themselves are learned

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3
Q

Behavioral vs cog view of reinforcement

A

Behavioral view: reinforcement strengthens responses

Cog view: reinforcement= source of info about what is likely to happen if behaviors are repeated or changed

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4
Q

Cog view of learning

A

Extending/transforming understanding that we already have (not just writing associations on blank slates of our brains)
Actively make decisions to pursue learning goals
Construction of knowledge stressed (not acquisition)

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5
Q

Cognitive view of learning

A

A general approach that views learning as an active mental process of acquiring, remembering, and using knowledge
Generally agreed upon
Learning=active mental process

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6
Q

Goals of behavioral researchers vs cog psychologists

A

Behavioral: Identify general laws of learning that apply to all higher organisms (no matter what age, intelligence, etc)

Cog: wide range of learning situations; focus on individual and developmental riffs in cognition (no single cog model created that explains entire field for this reason)

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7
Q

Importance of knowledge in cog approach

A

Most important elements in learning process=how learner carries previous knowledge into new situations
Frame/base of knowledge=what we already know
Knowledge determines what we will pay attention to, learn, forget, etc

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8
Q

Domain-specific knowledge vs general knowledge

A

Cog perspective
Domain specific knowledge=specific to a certain task or subject
General knowledge=general cog skills that apply to diff situations and subjects
Need both to be successful**

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9
Q

Cog view of memory; old model

A

Most common theories of memory=info processing theories
Early info processing views= brain is like a computer; but only works as a metaphor for human mental activity
Old model: input flows into sense-specific streams, gets encoded, moved to short term memory which holds it for a short time/mixes it with info from long term memory and with effort, moves info into long term memory storage
Short term memory=generates responses and output
Helpful model but incomplete
-couldn’t explain how how knowledge/memories outside your awareness could influence learning
-how diff cog processes can run at the same time

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10
Q

Recent cog science info processing model

A

Keeps some parts of old model
Emphasizes role of working memory, attention, and interaction among elements of the system
Steps:
1- info encoded in sensory memory (perception and attention decide what will stay in working memory)
2- in working memory->executive processes control flow of info and mix new info with old knowledge from long term memory (becomes part of working memory when activated)
3- implicit memories are formed without conscious effort
4- long term memory, working memory and sensory memory work together to guide perception, interpret info, construct knowledge, solve problems, etc
5- attention has a role in all three memory processes

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11
Q

Sensory memory

A 
Initial processing that transforms incoming stimuli from the enviro into info so we can make sense of them 
Other names:
Sensory buffer
Iconic memory (images)
Echoic memory (sounds)
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12
Q

Capacity, duration and contents of sensory memory

A

Capacity: very large

Duration: lasts less than 3 seconds (and a bit after the stimulus is gone)

Contents: takes in more info than we can handle at once

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13
Q

Attention

A 
Focus on a stimulus 
Affected by:
-the 3 memory processes
-what we already know
-what we need to know
-what else is happening 
-type and complexity of task
-resources brought to situation
-ability to control/focus your attention
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14
Q

Automaticity

A

Result of learning to perform a behaviour or thinking process so thoroughly that the performance is automatic and does not require effort; sometimes refers to excitement or stress
Not black and white; works on a continuum
Never completely automatic

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15
Q

Two types of multitasking

A

Sequential multitasking: focusing on only one task at a time but switching back and forth between them

Simultaneous multitasking: overlapping focus on several things at a time

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16
Q

Three types of tasks (attention)

A

Resource-limited tasks: performance on these tasks will get better if we use more resources (don’t multitask)

Data-limited tasks: successful processing depends on amount and quality of available data; ex: if you can’t hear the lecture or too many unfamiliar vocab words used=attention won’t help

Automated task: doesn’t require much attention

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17
Q

Working memory

A

Where new info is held temporarily and combined with knowledge from long term memory to solve problems or understand a lecture etc
Limited capacity
Some psychologists believe it’s synonymous with consciousness

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18
Q

Short-term memory

A

Component of memory system that holds info for about 15-20 seconds

5 to 9 item limit (can be overcome with strategies like grouping or chunking)

Baddley’s 4 components of working memory:
1- central executive (controls attention/ other mental resources aka worker of working memory)
2- visuospatial sketch pad (visual and spatial info)
3- phonological loop (verbal and sound info)
4- episodic buffer (integrates info from other three together to create representations)

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19
Q

Central executive

A

Part of working memory that is responsible for monitoring and directing attention and other mental resources

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20
Q

Phonological loop

A

Part of working memory
Speech and sound related system
Holds and rehearses/refreshes words and sounds in short term memory for about 1.5-2 seconds

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21
Q

Visuospatial sketch pad

A

Part of working memory

Holding system for visual and spatial info

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22
Q

Episodic buffer

A

Process that brings together and integrates info from the phonological loop, visuospatial sketch pad, and long term memory under the supervision of the central executive

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23
Q

Duration and contents of working memory

A

Duration: 5-20 seconds

Contents: sounds and images that resemble representations in sensory memory
Info structured abstractly based on meaning

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24
Q

Cognitive load

A

Volume of resources necessary to complete a task

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25
Q

Intrinsic vs extraneous vs Germane cognitive load

A

Intrinsic: resources required by task itself, regardless of other stimuli; unavoidable, brain can only process 2-4 bits of new info at a time

Extraneous: resources required to process stimuli not relevant to the task (ex: figuring out badly organized textbook, getting your roommate to stop interrupting you etc); unhelpful

Germane: deep processing of info related to task including application of prior knowledge to a new task or problem; most valuable as its directly related to high quality learning

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26
Q

Two types of rehearsal that helps keep information activated in memory

A

1- maintenance rehearsal: repeating info in phonological loop or refreshing info in visuospatial sketch pad; repeating info to yourself to keep info in working memory

2- elaborating rehearsal: connecting info you’re trying to remember with something you already know (knowledge from long term memory)

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27
Q

Chunking

A

Grouping individual bits of data into meaningful larger units

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28
Q

Two ways that info is lost from working memory

A

Interference: processing new info gets confused with old info

Decay: weakening and fading of memory with the passage of time

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29
Q

Three basic aspects of memory

A 
1- memory span or amount of info that can held in working/short term memory
2- memory processing efficiency 
3- speed of processing 
**act together and influence each other
**speed gets faster as kids get older
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30
Q

Why do young kids have slower memory processing?

A

Fewer strategies and less knowledge
As they get older, they develop more strategies
Age 5/6: rehearsal
Age 6: organizational strategies
Age 9/10: use these strategies spontaneously
Later childhood: elaboration
10-11: adult like memories

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31
Q

Growth in working memory is related to…

A 
Reading abilities and reading comprehension
Academic achievement 
Math computation 
Solving complex word problems 
Scores on iq tests

Problems with working memory are associated with:
-reading disabilities

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32
Q

Long term memory

A 
Holds well-learned info 
Capacity: unlimited 
Duration: permanent 
Access: required time and effort 
Contents: declarative, procedural and self regulatory
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33
Q

Three contents of long term memory

A

1- declarative knowledge: verbal info and facts; “knowing that” something is the case

2- procedural knowledge: knowledge that is shown when we perform a task; “knowing how”

3- self regulatory knowledge: knowing how to manage your learning, or knowing how/when to use your declarative and procedural knowledge (aka conditional knowledge)

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34
Q

Two categories of long term memory

A

Explicit memory: knowledge that can be recalled and consciously considered

Implicit: not conscious of, influences behaviour and thought without our awareness

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35
Q

Two types of explicit memories

A

Semantic memory: meaning (also declarative memory)

Episodic: based on sequence of events

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36
Q

Propositional network (explicit memory)

A

Set of interconnected concepts and relationships in which long term knowledge is held

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37
Q

3 subdivisions of implicit memory

A

1- classical conditioning effects (conditioned emotional reactions)

2- procedural memory (motor skills, habits, tacit rules)

3- priming (implicit activation of concepts in long term memory)

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38
Q

Images

A

Representations based on physical attributes of info

Stored as pictures or propositions converted to pictures in working memory?

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39
Q

Dual coding theory

A

Suggests that info is stored in long term memory as either visual images or verbal units, or both
This info=easiest to learn

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40
Q

Concept

A

Category used to group similar objects, events, ideas or people

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41
Q

Defining attributes

A

Qualities that connect members of a group to a certain concept
First believed to be what we used to make concepts in our heads
Challenged because not every concept includes things with same attributes

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42
Q

Prototype

A

Best example or best representative of a category

Current theory of how we create concepts

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43
Q

Exemplar

A

Actual memory of a specific object

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44
Q

Theory-based

A

An explanation for concept formation that suggests our classifications are based on ideas about the world that we create to make sense of things

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45
Q

Simplicity principle

A

Final aspect of concept formation

When humans are confronted with examples, they induce the simplest category or rule that would cover all the examples

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46
Q

Schemas

A

Complex knowledge
Basic structures for organizing info and concepts
Organize vast amounts of info

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47
Q

Story grammar

A

A type of schema that helps students remember stories and understand them
Includes a specific organizational structure

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48
Q

Episodic memory

A

Long term memory for info tied to a particular time and place, especially memory of events in a person’s life
Flashbulb memories

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49
Q

How are flashbulb memories created?

A

Under stress, more glucose energy goes to fuel brain activity while stress induced hormones signal the brain that something important is happening

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50
Q

Three kinds of implicit/out of awareness memories

A

1- classical conditioning: some implicit memories can cause you to feel anxious as you take a test or make your heart rate increase when you hear a siren
2- procedural memory: long term memory for how to do things (productions=contents of procedural memory; rules about what actions to take given certain situations; scripts=schema or expected plan for sequence of steps in a common event like ordering pizza)
3-priming: activating a concept in memory or the spread of activation from one concept to another

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51
Q

Elaboration

A

Memory strategy
Adding meaning to new info by connecting with already existing knowledge
Change existing knowledge in the process
Form of rehearsal so easier to remember later
Builds extra links to existing knowledge

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52
Q

Organization

A

Memory strategy
Material that’s well-organized=easier to learn and to remember than random bits and pieces
Ex: chunking

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53
Q

Mayer’s cognitive theory of multimedia learning (three ideas)

A

1- dual coding: visual and verbal info=processed in diff systems
2- limited capacity: working memory for verbal and visual material is severely limited; cognitive load has to be managed
3- generative learning: meaningful learning happens when students focus on relevant info and generate/build connections

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54
Q

How can one build complex understandings that integrate info from visual and verbal sources, given the limitations of working memory?

A

Make sure the info is available at the same time or in focused small bits

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55
Q

Context

A

Memory strategy

Aspects of physical/emotional context are learned along with other info

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56
Q

Levels of processing theory

A

Alternative to short/long-term memory models

Recall of info is based on how deeply it is processed

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57
Q

Spreading activation

A

Retrieval of pieces of info based on their relatedness to one another
Remembering one bit of info activates recall of associated info

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58
Q

Retrieval

A

Process of searching for and finding info in long term memory

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59
Q

Reconstruction

A

Recreating info by using memories, expectations, logic and existing knowledge

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60
Q

Mnemonics

A

Systematic procedures for improving memory; make learning meaningful

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61
Q

Loci method

A

Technique of associating items that you want to remember with specific places (mnemonics)

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62
Q

Chain mnemonics

A

Memory strategies that associate one element in a series with the next element and so on

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63
Q

Keyword method

A

System of associating new words or concepts with similar-sounding cue words and images

Recode
Relate
Retrieve

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64
Q

Rote memorization

A

Remembering info by repetition without necessarily understanding the meaning of the info

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65
Q

Serial-position effect

A

The tendency to remember the beginning and the end, but not the middle of the list

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66
Q

Part learning

A

Breaking a list of items into shorter lists

Helps prevent serial-position effect

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67
Q

Distributed practice vs massed practice

A

Practice over a period of time with rest intervals=distributed practice

Practice for a single extended period=mass practice

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68
Q

Automated basic skills

A

Skills that are applied without conscious thought

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69
Q

Three stages in the development of an automated basic skill

A

1- cognitive stage: when first learning, we rely on declarative knowledge and general problem solving strategies to accomplish our goal; cognitive load on working memory=heavy, learn by trial and error
2- associative stage: individual steps of a procedure are chunked into larger units
3- autonomous stage: whole procedure is accomplished without much attention

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70
Q

How can teachers help students pass through the three stages to create automated basic skills?

A

Prerequisite knowledge

Practice with feedback

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71
Q

Productions

A

Contents of procedural memory; rules about what actions to take depending on the specific conditions

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72
Q

Domain specific strategies

A

Consciously applied skills to reach goals in a particular subject or problem
Requires many opportunities for practices

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73
Q

Executive control processes

A

Processes such as selective attention, rehearsal, elaboration, and organization that influence encoding, storage, and retrieval of info in memory

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74
Q

Meta cognition

A

Knowledge about our own thinking processes

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75
Q

Meta cognition includes three types of knowledge

A

1- declarative knowledge
2- procedural knowledge
3- self regulatory knowledge

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76
Q

Three essential skills of meta cognition

A

Planning
Monitoring
Evaluating

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77
Q

KWL strategy for meta cognition

A

K: what do I already KNOW about this subject?
W: what do I WANT to know?
L: at the end of the reading, what have I LEARNED?

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78
Q

Learning strategies

A

A special kind of procedural knowledge
Knowing HOW to approach learning tasks
Can be cognitive, meta cognitive or behavioural

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79
Q

How to underline or highlight effectively

A

Be selective and limit how much is highlighted (one sentence per paragraph)
Actively put info into your own words as you take notes
Note connections
Draw diagrams
Look for organizational patterns in readings

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80
Q

Concept map

A

Drawing that charts the relationships among ideas

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81
Q

Cmaps

A

Tools for concept mapping developed by the institute for human and machine cognition that are connected to many knowledge maps and other resources on the Internet

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82
Q

READS strategy for reading comprehension

A 
R: reviews headings
E: examine bold words
A: ask what you expect to learn
D: do it! Read 
S: summarize in your own words
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83
Q

CAPS strategy for reading literature

A

C: who are the characters?
A: aim of the story?
P: problem?
S: solution of the problem?

84
Q

Production deficiencies

A

Where students learn strategies but don’t apply them when they could or should
Especially prominent in kids with learning disabilities
Control of meta cognitive strategies=underdeveloped

85
Q

Conditions that ensure students will use the strategies they learn

A
  • learning task must be appropriate
  • students have to care about learning/understanding
  • students must believe that the effort/investment required to apply the strategies is reasonable
  • must have base of knowledge to work off of
86
Q

LINCS vocab strategy

A

Strategy that uses stories and imagery to help students learn how to identify, organize, define and remember words and their meanings
Learning Strategies Curriculum
L: list the parts of the word and key info
I: identify a reminding word
N: note a LINCing story (story that connects vocab word with the known word)
C: create a LINCing picture (draw a picture that represents the story)
S: self test

87
Q

Problem

A

Has an initial state, goal and path for reaching the goal

Must reach subgoals along the way

88
Q

Problem solving

A

Formulating new answers, going beyond the simple application of previously learned rules to achieve a goal
Debate: does problem solving require subject-specific or general problem solving strategies? Both needed !!

89
Q

How to properly represent a problem and set goals

A

1- focus attention on what is relevant
2- understanding the words
3- understanding the whole problem

90
Q

How can students who lack a good base of knowledge improve their translation and schema selection?

A
  • direct instruction in schemas

- worked examples that reflect all stages of problem solving

91
Q

Expert reversal effect

A

Worked on examples can interfere with learning of more expert students
Opposite with new students

92
Q

Mayer’s 3 ways that students can develop Schemas necessary to represent problems in a specific subject area

A

Practice in…
1- recognizing/categorizing a variety of problem types
2- representing problems with different media
3- selecting relevant and irrelevant info in problems

93
Q

Schema-driven problem solving

A

Recognizing a problem as a “disguised” version of an old problem for which one already has a solution

94
Q

Possible solution strategies

A

Algorithm (step by step procedure for solving a problem; a prescription for solutions)
Heuristic (general strategy used in attempt to solve problems)

95
Q

Three types of heuristics

A

1- means ends analysis: heuristic in which a goal is divided into subgoals
2- working backwards strategy: heuristic where one starts with the goal and moves backwards to solve the problem
3- analogical thinking: heuristic in which one limits the search for solutions to situations that are similar to the one at hand

96
Q

Verbalization

A

Process where you discover a solution to a problem while putting it into words

97
Q

Factors that hinder problem solving

A

1- functional fixedness: inability to use objects or tools in a new way

2- response set: rigidity; the tendency to respond in the most familiar way

98
Q

Representative heuristic

A

Judging the likelihood of an event based on how well the events match your stereotypes of a category

99
Q

Availability heuristic

A

Judging the likelihood of an event based on what is available in your memory, assuming those easily remembered events are common

100
Q

Belief perseverance

A

Tendency to hold onto beliefs even in the face of contradictory evidence

101
Q

Confirmation bias

A

Seeking info that confirms our choices and beliefs, while disconfirming evidence

102
Q

Examining expert knowledge

A

1- know where to focus their attention
2- see deeper patterns
3- hold more info in working and long term memory bc info well organized
4- take extra time to analyze problem
5- have automatic procedures for accomplishing pieces of the problem
6- better at monitoring their performance

103
Q

Critical thinking

A

Evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution

104
Q

Three examples of good critical thinking skills to teach

A

1- sourcing: deciding if the source is good/trustworthy/unbiased
2- corroboration: making connections between info in diff texts and comparing/contrasting
3- contextualization: imaging the time, place, people and culture that is the context of the event, with all political and social forces that may be operating

105
Q

Argumentation

A

The process of debating a claim with someone else
Supporting your position with evidence and understanding
Refuting your opponent’s claims and evidence
Children: too much cognitive load trying to remember the other persons argument so focus on their opinion

106
Q

Transfer

A

Influence of previously learned material on new material; the productive (not reproductive) uses of cognitive tools and motivations
Can be positive or negative

107
Q

The key to thoughtful transfer is…

A

Mindful abstraction aka deliberate identification of a principle, main idea, strategy, or procedure that is not tired to a specific problem or situation, but could apply to many
Guides future learning and problem solving

108
Q

Over learning

A

Practising a skill past the point of mastery

109
Q

Phye and Sander’s three stages in development of strategic transfer

A

1- acquisition phase: students are taught how to use strategy and practice using it/being aware of when and how they are using it
2- retention phase: more practice with feedback
3- transfer phase: practice solving diff problems with same strategy

110
Q

5 basic assumptions of the learning sciences

A

1- experts have deep conceptual knowledge
2- learning comes from the learner
3- schools must create effective learning environments
4- prior knowledge is key
5- reflection is necessary to develop deep conceptual knowledge

111
Q

Constructivism

A

View that emphasizes the active role of the learner in building understanding and making sense of info
Based on work by Piaget, vygotsky, gestalt psychologists, etc

112
Q

Two central ideas of constructivist theories of learning

A

1- learners are active in constructing their own knowledge

2- social interactions are important in this knowledge construction process

113
Q

Two forms of constructivism

A

1- psychological constructivism: focus on how individuals use info, resources and help from others to build and improve their mental models and problem-solving strategies (also called individual and cognitive)

2- social constructivism: view learning as increasing our abilities to participate with others in activities that are meaningful in the culture

114
Q

Learning sciences

A

An interdisciplinary science of learning based on research in psych, edu, computer science, philosophy, sociology, anthropology, neuroscience, and other fields that study learning

115
Q

Why are the most recent information processing theories constructivist?

A

Because their focus is on how individuals construct internal representations
Outside world=source of input
Some psychs believe this is trivial/weak constructivism bc only constructive contribution=building accurate internal representations of the outside world

116
Q

Focus of Piaget’s psychological (cognitive) constructivist perspective

A

Not concerned as much with “correct” representations and more concerned with meaning as constructed by the individual
Social enviro=important but not main mechanism for changing thinking (first wave constructivism; emphasis on central idea 1 aka individual meaning making)

117
Q

Radical constructivism

A

Knowledge is assumed to be the individual’s construction; it cannot be judged right or wrong

118
Q

Appropriating

A

Being able to internalize or take for yourself knowledge and skills developed in interaction with others or with cultural tools

119
Q

Vygotsky’s social constructivism

A

Emphasis=central idea 2 (social interaction, cultural tools, and activity shape individual development and learning)
Social interaction allows learners to appropriate outcomes produced by working together
Second wave constructivism (putting learning in social/cultural contexts)
Social constructivist=vygotsky (also psychological constructivist)

120
Q

Constructionism

A

How public knowledge in disciplines such as science, math, economics, or history is constructed

  • don’t focus on individual learning
  • all knowledge =socially constructed
121
Q

Three explanations of how knowledge is constructed

A

1- realities and truths of the external world direct knowledge construction (info processing has this view)
2- internal processes such as Piaget’s organization, assimilation, and accommodation direct knowledge construction (new knowledge abstracted from old knowledge))
3- both external and internal factors direct knowledge construction (Vygotsky’s view and bandura’s theory)

122
Q

Community of practice

A

Social situation or context in which ideas are judged useful or true

123
Q

Situated learning

A

The idea that skills and knowledge are tied to the situation in which they were learned and that they are difficult to apply in new settings

124
Q

Areas of agreement between all constructivist theories

A
  • knowing develops as learners try to make sense of their experiences
  • learners=active and aware of their role in constructing knowledge
  • mental models and schemas constructed
  • similar goals for learning (emphasize knowledge in use, learning goals=developing abilities to find/solve badly structured problems, critical thinking, inquiry, self determination and openness to many perspectives)
125
Q

Five conditions for learning (constructivist approaches)

A

1- complex/realistic environments
2- social negotiation/shared responsibility
3- many perspectives
4- self awareness/understanding that knowledge is constructed
5- encourage ownership in learning

126
Q

Complex learning environments

A

Problems and learning situations that mimic the badly structured nature of real life
May require scaffolding

127
Q

Social negotiation

A

Vygotsky
Aspect of learning process that relies on collaboration with others and respect for different perspectives
Students should adopt intersubjective attitude (commitment to build shared meaning by finding common group and exchanging interpretations)

128
Q

Multiple representations of content

A

Considering problems using various analogies, examples and metaphors
Matches idea of spiral curriculum (introduces fundamental structure of a subjects at a basic level in early school years and successfully revisits those ideas in more and more complex forms over time)

129
Q

Scaffolding (constructivist approach)

A

Support for learning and problem solving
Could be clues, reminders, encouragement, breaking problems into steps, providing examples, or anything else that allows student to grow independently as a learner
Vygotsky
Zone of proximal development

130
Q

Three characteristics of scaffolding

A

1- contingency support: teacher changes responses according to student needs
2- fading: gradually taking away the support
3- transferring responsibility: students assume more and more responsibility for own learning

131
Q

Inquiry learning

A

Approach where teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions

132
Q

Problem-based learning

A

Methods that provide students with realistic problems that don’t necessarily have “right” answers
Goals: develop knowledge that is useful and flexible (not inert), enhance intrinsic motivation/skills in problem solving, collaboration, decision making, etc)

133
Q

Inert knowledge

A

Info that is memorized but rarely applied

134
Q

STAR legacy cycle’s six phases (problem based learning)

A 
1- intriguing challenge 
2- generate ideas
3- multiple perspectives
4- research and revise 
5- test their mettle 
6- go public with final conclusion
135
Q

Cognitive apprenticeship

A 
A relationship in which a less experienced learner acquires knowledge and skills under the guidance of an expert 
Six features:
1- modelled performance 
2- external support through coaching 
3- scaffolding
4- students articulate their knowledge
5- reflecting on progress 
6- explore new ways of knowledge application
136
Q

Reciprocal teaching

A

Designed to help students understand and think deeply about what they read
Students in small reading groups learn four strategies:
1- summarizing the content of a passage
2- asking a question about central point
3- clarifying difficult parts of the material
4- predicting what will come next

137
Q

Three guidelines for successful reciprocal teaching

A

1- shift gradually: shift of responsibility from teacher to student must be gradual
2- match demands to abilities: difficulty of task/responsibility must match abilities of each student and grow as their abilities develop
3- diagnose thinking: teachers should observe students’ thinking patterns for clues

138
Q

Collaboration vs cooperation

A

Collaboration: a philosophy about how to relate to others; how to learn and work

Cooperation: way of working with others to attain a shared goal

**cooperative learning is one way to collaborate in schools

139
Q

Cooperative learning

A

Situations in which elaboration, interpretation, explanation, and argumentation are integral to the activity of the group and where learning is supported by other individuals

140
Q

Info processing, Vygotsky and Piaget theory’s reasons for favouring cooperative learning

A

Info processing theory: group discussion helps rehearse, elaborate and expand knowledge; students must organize/make connections/review=supports info processing and memory

Piagetian perspective: interactions create cognitive conflict and disequilibrium that lead someone to question his/her understanding and try out new ideas

Vygotsky theory: higher mental functions like reasoning, comprehension and critical thinking originate from social interactions; provides social support and scaffolding to help students move forward

141
Q

Misuses of group learning

A

Enforces misconceptions
Status diffs between students can cause problems
Values process/procedures over the learning
Socializing over learning

142
Q

Johnson’s five elements that define true cooperative learning groups

A 
1- positive interdependence 
2- promotive interaction 
3- individual accountability 
4- collaborative and social skills
5- group processing
143
Q

Reciprocal questioning

A

Students work in pairs or triads to ask and answer questions about lesson material

144
Q

Jigsaw classroom

A

A learning process in which each student is part of a group and each group member is given part of the material to be learned by the whole group
Student=”expert” on their piece, teach it to the other people in their group
**jigsaw 2: includes tests and a team score

145
Q

Structured controversy

A

Students work in pairs within their four-person cooperative groups to research a specific controversy
Develop pro or con position
Presents position and evidence to other pair
Make final report that reaches a consensus

146
Q

Cloud computing

A

Allows computer users to access applications like Google docs or Microsoft web mail as well as computing assets like network-accessible data storage and processing to use online applications

147
Q

Virtual learning environment (VLE)

A

Broad term that describes many ways of learning in virtual or online systems

148
Q

Types of VLE’s (virtual learnings enviros)

A

Learning management system (LMS): most traditional VLE, large/complex/expensive, system that delivers e-learning, provides tools and learning materials, keeps records, administers assessments and manages learning
Ex: canvas :D or open-source software

149
Q

Personal learning environment (PLE)

A

Provides tools that support individualized learning in a variety of contexts and situations

150
Q

Personal learning network (PLN)

A

Framework in which knowledge is constructed through online peer interactions

151
Q

Immersive virtual learning environment (IVLE)

A

A simulation of a real world environment that immerses students in tasks like those required in a professional practicum
Provides cognitive tutors (technology programmed to act like a tutor by providing prompts after analyzing students’ response)

152
Q

Massive multiplayer online games (MMOGs)

A

Interactive gaming enviros constructed in virtual worlds where the learner assumes a character role of avatar

153
Q

Social learning theory to social cognitive theory

A

Social learning theory: bandura’s earlier theory; focus on observing and modelling others who were reinforced/punished for their behaviours; too limited

Social cognitive theory: included more attention to cognitive factors like expectations and beliefs in addition to social influences of models, self perceptions

154
Q

Triarchic reciprocal causality

A 
Explanation of behaviour that emphasizes the mutual effects of the individual and the enviro on each other 
Three forces:
Personal variables/self-influences 
Social influences/enviro variables
Behaviours/achievement outcomes
155
Q

Modelling (learning by observing others)

A 
Key element of bandura's social cognitive theory 
Factors:
Developmental status
Model prestige and competence
Consequences 
Outcome expectations
Goal setting 
Self-efficacy
156
Q

Elements of observational learning (social cog theory)

A

Attention
Retention (remembering)
Production
Motivation/reinforcement

157
Q

Bandura’s three forms of reinforcement

A

Vicarious reinforcement: observer sees someone else being reinforced for a particular behaviour and then increase their production of the same behaviour

Direct reinforcement

Self-reinforcement

158
Q

Five possible outcomes of observational learning (social cognitive theory)

A

1- directing attention
2- fine tuning already learned behaviours
3- strengthening/weakening inhibitions (ripple effect)
4- teaching new behaviours (models of same age=extra effective)
5- arousing emotion

159
Q

Ripple effect

A

“Contagious” spreading of behaviours through imitation

160
Q

Self-efficacy

A

A person’s sense of being able to deal effectively with a particular task (bandura)

161
Q

Human agency

A

The capacity to coordinate learning skills, motivation, and emotions to reach your goals

162
Q

Self-efficacy vs self-concept vs self-esteem

A

Self-efficacy: future oriented; context specific assessment of competence to perform a specific task

Self concept: more global construct that contains many perceptions about the self, including self efficacy

163
Q

Mastery experiences

A

Our own direct experiences; the most powerful source of efficacy info

164
Q

Arousal

A

Physical and psychological reactions causing a person to feel alert, excited, or tense

165
Q

Bandura’s four sources of self-efficacy expectations (social cognitive theory)

A

1- mastery experience
2- physiological/emotional arousal
3- vicarious experiences
4- social persuasion

166
Q

Three ways that students can improve their performance in school and self-efficacy

A

1- adopt short term goals (easier to judge progress)
2- taught to use specific learning strategies (like outlining, summarizing to help focus attention)
3- receive rewards based on achievement (not just participation)

167
Q

Self-regulation

A

Process of activating and sustaining thoughts, behaviours and emotions in order to reach goals

168
Q

Influences on self-regulation (social cognitive theory)

A

Knowledge (about themselves and the subject/task)
Motivation
Volition (willpower; planning for and protecting opportunities to reach goals)
Development of self-regulation

169
Q

Co-regulation vs self-regulation (social cog theory)

A

Co-regulation: transitional phase during which students gradually appropriate self-regulated learning and skills through modelling, direct teaching, feedback and coaching from teachers/parents/peers

Shared regulation: students working together to regulate each other through reminders, prompts, and other guidance

170
Q

The cycle of self-regulated learning (winne and hadwin)

A 
1- analyzing the task
2- setting goals
3- devising plans
4- enacting tactics and strategies
**all include regulating learning
171
Q

Zimmerman’s cycle of self-regulated learning

A

Forethought
Performance
Reflection

172
Q

Cognitive behaviour modification

A

Procedures based on both behavioural and cognitive learning principles for changing your own behaviour by using self-talk and self-instruction

173
Q

Self-instruction

A

Talking yourself through the steps of a task

174
Q

Motivation

A

Internal state that arouses, directs and maintains behaviour

175
Q

Intrinsic vs extrinsic motivation

A

Intrinsic: motivation associated with activities that are their own reward

Extrinsic: motivation created by external factors such as rewards and punishments

176
Q

Locus of causality

A

The location, whether it be internal or external, of the cause of behaviour

177
Q

Behavioural approaches to motivation

A

Understanding motivations begins with analyzing incentives in the classroom
Incentives and rewards

178
Q

Humanistic approaches to motivation

A

Humanistic interpretations for motivation emphasize intrinsic sources of motivation as a person’s needs for self-actualization, the inborn actualizationing tendency, or the need for self determination
Motivate=encourage persons inner resources

179
Q

Cognitive approaches to motivation

A

Emphasize intrinsic motivation
Developed as a reaction to behavioural views
Behaviour is determined from our thinking; regulated by plans goals schemas expectations attributions

180
Q

Social cognitive theories of motivation

A

Expectancy x value theories (explanation of motivation that emphasizes individuals’ expectations for success combined with their valuing of the goal)
Cost

181
Q

Sociocultural views of motivation

A

Perspectives that emphasize participation, identities, and interpersonal relations within communities of practice

182
Q

Legitimate peripheral participation

A

Genuine involvement in the work of the group, even if your abilities are undeveloped and contributions are small

183
Q

Three needs of the self-determination theory

A

Need for competence
Need for autonomy
Need for relatedness

184
Q

Need for autonomy

A

The desire to have our own wishes determine our actions, not external rewards or pressures

185
Q

Cognitive evaluation theory

A

Suggests that events affect motivation through the individual’s perception of the events as controlling behaviours or providing info
All events have two aspects: controlling and informational

186
Q

Four main reasons why goal setting increases performance

A

1- directs attention
2- energize effort
3- increase persistence
4- promote development of new knowledge/strategies when old ones fail

187
Q

Goal orientations

A 
Patterns of beliefs about goals related to achievement in school
 Four types:
Mastery
Performance
Work avoidance 
Social
188
Q

Types of goals (3)

A

Specific, elaborated
Moderately difficult
Likely to be reached

189
Q

Two focuses of mastery and performance goal orientations

A

Approach focus

Avoidance focus

190
Q

Three additional factors that make goal setting in the classroom effective

A

Feedback

Goal framing

Goal acceptance

191
Q

Epistemological beliefs

A

Beliefs about structure, stability, and certainty of knowledge, and how knowledge is best learned

192
Q

Entity view of ability vs incremental view of ability

A

Entity view: Belief that ability is a fixed characteristic that cannot be changed

Incremental view: belief that ability is a set of skills that can be changed

193
Q

Attribution theories

A

Descriptions of how individual’s explanations, justifications, and excuses influence their motivation and behaviour
Three dimensions:
1- locus: location of the cause; either external or internal
2- stability: cause is same across time and in diff situations
3- controllability

194
Q

Three types of deficits caused by learned helplessness

A

Motivational
Cognitive
Affective (depression anxiety listlessness)

195
Q

Three motivational sets that bring together attributions, beliefs about ability, self efficacy and self worth

A

Mastery oriented
Failure avoiding
Failure accepting

196
Q

Two types of interests

A

Personal

Situational

197
Q

Motivation to learn

A

Tendency to find academic activities meaningful and worthwhile and try to benefit from them

198
Q

TARGET (six areas where teachers make decisions that can influence student motivation to learn)

A 
T: task that students are asked to do
A: autonomy and authority
R: recognition for accomplishments
G: grouping practices
E: evaluation procedures 
T: time in the classroom
199
Q

Four components of task value

A

1- importance or attainment value: significance of doing well
2- interest or intrinsic value
3- utility value: how useful it is
4- cost

200
Q

Goal structure

A

The way students relate to others who are also working towards a particular goal

201
Q

Three characteristics of highly effective teachers

A

Clarity and organization
Warmth and enthusiasm
Pedagogical content knowledge (relationship greatest in math)

202
Q

Lesson study aka kenshu

A

Collaborative lesson design method developed in Japan
Group of teachers design lesson
Video recording of one teacher teaching it
Group analyzes the recording and refines the lesson

203
Q

Learning objectives

A

What students are intended to learn as a result of instruction

At centre of lesson design process

204
Q

Three parts of planning teaching

A

Learning objectives
Learning activities
Learning assessment

205
Q

Two purposes of learning goals and objectives

A

1- guide planning, development and evaluation of learning

2- orient students to purpose of what they’re learning

SFU: Fall 2015 (7 decks)

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