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EDUC 220 > EDUC 220 Final > Flashcards

EDUC 220 Final Flashcards

1
Q

Operant conditioning

A

Learning in which voluntary behaviour is strengthened or weakened by consequences or antecedents.

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2
Q

Antecedents

A

Events that precede an action.

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3
Q

Consequences

A

Events that follow an action.

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4
Q

Reinforcement

A

Use of consequences to strengthen behaviour.

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5
Q

Positive reinforcement

A

Strengthening behaviour by presenting a desired stimulus after the behaviour.

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6
Q

Negative reinforcement

A

Strengthening behaviour by removing an aversive stimulus when the behaviour occurs.

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7
Q

Continuous reinforcement schedule

A

Presenting a reinforcer after every appropriate response.

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8
Q

Intermittent reinforcement schedule

A

Presenting a reinforcer after some but not all responses.

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9
Q

Cueing

A

Providing a stimulus that “sets up” a desired behaviour.

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10
Q

Prompt

A

A reminder that follows a cue to make sure the person reacts to the cue.

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11
Q

Applied behaviour analysis

A

The application of behavioural learning principles to understand and change behaviour.

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12
Q

Behaviour modification

A

Systematic application of antecedents and consequences to change behaviour.

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13
Q

Shaping

A

Reinforcing each small step of progress toward a desired goal or behaviour.

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14
Q

Successive approximations

A

Small components that make up a complex behaviour.

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15
Q

Task analysis

A

System for breaking down a task hierarchically into basic skills and subskills.

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16
Q

Response cost

A

Punishment by loss of reinforcers.

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17
Q

Social isolation

A

Removal of a disruptive student for five to 10 minutes.

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18
Q

Group consequences

A

Rewards or punishments given to a class as a whole for adhering to or violating rules of conduct.

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19
Q

Token reinforcement system

A

System in which tokens earned for academic work and positive classroom behaviour can be exchanged for some desired reward.

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20
Q

Self-reinforcement

A

Controlling your own reinforcers.

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21
Q

Phonological loop

A

Part of working memory. A speech- and sound-related system for holding and rehearsing (refreshing) words and sounds in short-term memory for about 1.5 to 2 seconds.

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22
Q

Visuospatial sketchpad

A

Part of working memory. A holding system for visual and spatial information.

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23
Q

Episodic buffer

A

The process that brings together and integrates information from the phonological loop, visuospatial sketchpad, and long-term memory under the supervision of the central executive.

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24
Q

Cognitive load

A

The volume of resources necessary to complete a task.

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25
Q

Extraneous cognitive load

A

The resources required to process stimuli irrelevant to the task.

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26
Q

Germane cognitive load

A

Deep processing of information related to the task, including the application of prior knowledge to a new task or problem.

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27
Q

Levels of processing theory

A

Theory that recall of information is based on how deeply it is processed.

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28
Q

Chunking

A

Grouping individual bits of data into meaningful larger units.

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29
Q

Declarative knowledge

A

Verbal information; facts; “knowing that” something is the case.

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30
Q

Procedural knowledge

A

Knowledge that is demonstrated when we perform a task; “knowing how.”

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31
Q

Self-regulatory knowledge

A

Knowing how to manage your learning, or knowing how and when to use your declarative and procedural knowledge.

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32
Q

Implicit memory

A

Knowledge that we are not conscious of recalling, but that influences our behaviour or thought without our awareness.

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33
Q

Schemas (singular, schema)

A

Basic structures for organizing information; concepts.

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34
Q

Script

A

Schema or expected plan for the sequence of steps in a common event such as buying groceries or ordering pizza.

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35
Q

Priming

A

Activating a concept in memory or the spread of activation from one concept to another.

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36
Q

Elaboration

A

Adding and extending meaning by connecting new information to existing knowledge.

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37
Q

Spreading activation

A

Retrieval of pieces of information based on their relatedness to one another. Remembering one bit of information activates (stimulates) recall of associated information.

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38
Q

Mnemonics

A

Techniques for remembering; the art of memory.

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39
Q

Distributed practice

A

Practice in brief periods with rest intervals.

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40
Q

Massed practice

A

Practice for a single extended period.

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41
Q

Metacognition

A

Knowledge about our own thinking processes.

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42
Q

KWL

A

A strategy to guide reading and inquiry: Before—What do I already know? What do I want to know? After—What have I learned?

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43
Q

Learning strategies

A

A special kind of procedural knowledge—knowing how to approach learning tasks.

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44
Q

Production deficiencies

A

Failing to activate a learning strategy—a production—when it is appropriate and useful to use the strategy.

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45
Q

Schema-driven problem solving

A

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

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46
Q

Algorithm

A

Step-by-step procedure for solving a problem; prescription for solutions.

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47
Q

Heuristic

A

General strategy used in attempting to solve problems

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48
Q

Means-ends analysis

A

Heuristic in which a goal is divided into subgoals.

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49
Q

Working-backward strategy

A

Heuristic in which one starts with the goal and moves backward to solve the problem.

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50
Q

Analogical thinking

A

Heuristic in which one limits the search for solutions to situations that are similar to the one at hand.

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51
Q

Verbalization

A

Putting your problem-solving plan and its logic into words.

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52
Q

Functional fixedness

A

Inability to use objects or tools in a new way.

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53
Q

Response set

A

Rigidity; the tendency to respond in the most familiar way.

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54
Q

Representativeness heuristic

A

Judging the likelihood of an event based on how well the events match your prototypes—what you think is representative of the category.

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55
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.

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56
Q

Belief perseverance

A

The tendency to hold on to beliefs, even in the face of contradictory evidence.

57
Q

Confirmation bias

A

Seeking information that confirms our choices and beliefs, while disconfirming evidence.

58
Q

Critical thinking

A

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

59
Q

Argumentation

A

The process of debating a claim with someone else.

60
Q

Transfer

A

Influence of previously learned material on new material; the productive (not reproductive) uses of cognitive tools and motivations.

61
Q

Learning sciences

A

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

62
Q

Constructivism

A

View that emphasizes the active role of the learner in building understanding and making sense of information.

63
Q

First-wave constructivism

A

A focus on the individual and psychological sources of knowing, as in Piaget’s theory.

64
Q

Radical constructivism

A

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

65
Q

Second-wave constructivism

A

A focus on the social and cultural sources of knowing, as in Vygotsky’s theory.

66
Q

Constructionism

A

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

67
Q

Community of practice

A

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

68
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.

69
Q

Social negotiation

A

Aspect of learning process that relies on collaboration with others and respect for different perspectives.

70
Q

Multiple representations of content

A

Considering problems using various analogies, examples, and metaphors.

71
Q

Spiral curriculum

A

Bruner’s design for teaching that introduces the fundamental structure of all subjects early in the school years, then revisits the subjects in more and more complex forms over time.

72
Q

Inquiry learning

A

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

73
Q

Problem-based learning

A

Methods that provide students with realistic problems that don’t necessarily have “right” answers.

74
Q

Reciprocal teaching

A

Designed to help students understand and think deeply about what they read.

75
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.

76
Q

Reciprocal questioning

A

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

77
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. Students become “expert” on their piece and then teach it to the others in their group.

78
Q

Structured controversy

A

Students work in pairs within their four-person cooperative groups to research a particular controversy.

79
Q

Embodied cognition

A

Theory stating that cognitive processes develop from real-time, goal-directed interactions between humans and their environment.

80
Q

Cognitive apprenticeship

A

A relationship in which a less experienced learner acquires knowledge and skills under the guidance of an expert.

81
Q

Social learning theory

A

Theory that emphasizes learning through observation of others.

82
Q

Social cognitive theory

A

Theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory.

83
Q

Triarchic reciprocal causality

A

An explanation of behaviour that emphasizes the mutual effects of the individual and the environment on each other.

84
Q

Vicarious reinforcement

A

Increasing the chances that we will repeat a behaviour by observing another person being reinforced for that behaviour.

85
Q

Self-reinforcement

A

Controlling (selecting and administering) your own reinforcers.

86
Q

Self-efficacy

A

A person’s sense of being able to deal effectively with a particular task.

87
Q

Human agency

A

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

88
Q

Mastery experiences

A

Our own direct experiences—the most powerful source of efficacy information.

89
Q

Arousal

A

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

90
Q

Vicarious experiences

A

Accomplishments that are modelled by someone else.

91
Q

Modelling

A

Changes in behaviour, thinking, or emotions that happen through observing another person—a model.

92
Q

Social persuasion

A

A “pep talk” or specific performance feedback—one source of self-efficacy.

93
Q

Self-regulation

A

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

94
Q

Volition

A

Willpower; self-discipline; work styles that protect opportunities to reach goals by applying self-regulated learning.

95
Q

Co-regulation

A

A transitional phase during which students gradually appropriate self-regulated learning and skills through modelling, direct teaching, feedback, and coaching from teachers, parents, or peers.

96
Q

Shared regulation

A

Students working together to regulate each other through reminders, prompts, and other guidance.

97
Q

Self-regulated learning

A

A view of learning as skills and will applied to analyzing learning tasks, setting goals and planning how to do the task, applying skills, and especially making adjustments about how learning is carried out.

98
Q

Self-instruction

A

Talking oneself through the steps of a task.

99
Q

Intrinsic motivation

A

Motivation associated with activities that are their own reward.

100
Q

Extrinsic motivation

A

Motivation created by external factors such as rewards and punishments.

101
Q

Locus of causality

A

The location—internal or external—of the cause of behaviour.

102
Q

Humanistic interpretation

A

Approach to motivation that emphasizes personal freedom, choice, self-determination, and striving for personal growth.

103
Q

Expectancy × value theories

A

Explanations of motivation that emphasize individuals’ expectations for success combined with their valuing of the goal.

104
Q

Sociocultural views of motivation

A

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

105
Q

Legitimate peripheral participation

A

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

106
Q

Need for autonomy

A

The desire to have our own wishes, rather than external rewards or pressures, determine our actions.

107
Q

Goal orientations

A

Patterns of beliefs about goals related to achievement in school.

108
Q

Mastery goal

A

A personal intention to improve abilities and learn, no matter how performance suffers.

109
Q

Performance goal

A

A personal intention to seem competent or perform well in the eyes of others.

110
Q

Social goals

A

A wide variety of needs and motives to be connected to others or part of a group.

111
Q

Epistemological beliefs

A

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

112
Q

Attribution theories

A

Descriptions of how individuals’ explanations, justifications, and excuses influence their motivation and behaviour.

113
Q

Mastery-oriented students

A

Students who focus on learning goals because they value achievement and see ability as improvable.

114
Q

Failure-avoiding students

A

Students who avoid failure by sticking to what they know, by not taking risks, or by claiming not to care about their performance.

115
Q

Failure-accepting students

A

Students who believe their failures are due to low ability and there is little they can do about it.

116
Q

Authentic task

A

Tasks that have some connection to real-life problems the students will face outside the classroom.

117
Q

Goal structure

A

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

118
Q

Cognitive evaluation theory

A

Suggests that events affect motivation through the individual’s perception of the events as controlling behaviour or providing information.

119
Q

Pedagogical content knowledge

A

Teacher knowledge that combines mastery of academic content with knowing how to teach the content and how to match instruction to student differences.

120
Q

Lesson study

A

As a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version.

121
Q

Instructional objectives

A

Clear statements of what students are intended to learn through instruction.

122
Q

Taxonomy

A

Classification system.

123
Q

Cognitive domain

A

In Bloom’s taxonomy, memory and reasoning objectives.

124
Q

Affective domain

A

Objectives focusing on attitudes and feelings.

125
Q

Psychomotor domain

A

Realm of physical ability and coordination objectives.

126
Q

Direct instruction or explicit teaching

A

Systematic instruction for mastery of basic skills, facts, and information.

127
Q

Scripted cooperation

A

Learning strategy in which two students take turns summarizing material and criticizing the summaries.

128
Q

Convergent questions

A

Questions that have a single correct answer.

129
Q

Advance organizer

A

Statement of inclusive concepts to introduce and sum up material that follows.

130
Q

Divergent questions

A

Questions that have no single correct answer.

130
Q

Differentiated instruction

A

Teaching that takes into account students’ abilities, prior knowledge, and challenges so that instruction matches not only the subject being taught but also students’ needs.

131
Q

Within-class ability grouping

A

System of grouping in which students in a class are divided into two or three groups based on ability in an attempt to accommodate student differences.

132
Q

Flexible grouping

A

Grouping and regrouping students based on learning needs.

133
Q

Adaptive teaching

A

Provides all students with challenging instruction and uses supports when needed, but removes these supports as students become able to handle more on their own.

134
Q

Pygmalion effect

A

Exceptional progress by a student as a result of high teacher expectations for that student; named for the mythological king Pygmalion, who made a statue, then caused it to be brought to life.

135
Q

Sustaining expectation effect

A

Student performance maintained at a certain level because teachers do not recognize improvements.

136
Q

Self-fulfilling prophecy

A

A groundless expectation that is confirmed because it has been expected.

136
Q

Seatwork

A

Independent classroom work.

EDUC 220 (1 decks)

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