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FIRST YEAR, SECOND SEM > EDUC 70 - FINALS > Flashcards

EDUC 70 - FINALS Flashcards

1
Q

It was an initial cognitive response to
behaviorism

A

GESTALT PSYCHOLOGY

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2
Q

It emphasized the importance of sensory wholes
and the dynamic nature of visual perception

A

GESTALT PSYCHOLOGY

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3
Q

The term gestalt means “form” or
“configuration”

A

GESTALT PSYCHOLOGY

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4
Q

GESTALT THEORY PROPONENTS

A

MAX WERTHEIMER
WOLFGANG KOHLE
KURT KOFFKA

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5
Q

Elements closer together
are perceived as coherent
object

A

LAW OF
PROXIMITY

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6
Q

Objects near each other
tend to be grouped
together

A

LAW OF
PROXIMITY

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7
Q

Elements that look
similar will be perceived
as part of the same form

A

LAW OF
SIMILARITY

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8
Q

Elements similar to one
another tend to be
grouped together.

A

LAW OF
SIMILARITY

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9
Q

We tend to fill the gaps or
“close” the figures we
perceive.

A

LAW OF CLOSURE

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10
Q

We enclosed a space by
completing a contour and
ignoring gaps in the
figure

A

LAW OF CLOSURE

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11
Q

Objects grouped together
are seen as a whole

A

LAW OF CLOSURE

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12
Q

We tend to continue
contours when elements of
a figure establish an
implied direction

A

LAW OF GOOD
CONTINUATION

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13
Q

we draw a good continuous
line.

A

LAW OF GOOD
CONTINUATION

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14
Q

Sometimes referred to as
the “law of good figure” or
the “law of simplicity”.

A

LAW OF GOOD
PRÄGNANZ

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15
Q

When we are presented
with a set of ambiguous or
complex objects, our brain
will make them appear as
simple as possible.

A

LAW OF GOOD
PRÄGNANZ

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16
Q

We tend to pay attention
and perceive things in the
foreground first.

A

LAW OF
FIGURE/GROUND

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17
Q

Perceptual grouping
which is vital necessity for
recognizing objects
through vision

A

LAW OF
FIGURE/GROUND

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18
Q

Describe how the learner receives information from the environment through the senses and what takes place in between whether the information will continue to pass through the sensory register, then the short term memory and the long term memory.

A

Information Processing Theory

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19
Q

TYPES OF KNOWLEDGE

A

General v. Specific
Declarative
Procedural
Episodic
Conditional

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20
Q

This involves whether the knowledge is useful in many tasks, or only in one.

A

General vs. Specific

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21
Q

This refers to factual knowledge. They relate to the nature of how things are. They may be in the form of a word or an image.

A

Declarative

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22
Q

This includes knowledge on how to do things

A

Procedural

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23
Q

This includes memories of life events

A

Episodic

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24
Q

This is about knowing when and why to apply declarative or procedural strategies

A

Conditional

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25
Q

Stages in Information Technology

A

Encoding
Storage
Retrieval

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26
Q

Information is sensed, perceived, and attended to

A

Encoding

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27
Q

The information is stored for either a brief or extended period of time, depending upon the process following enconding

A

Storage

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28
Q

The information is brought back at the appropriate time and reactivated for use on a current task, the measure of effective memory

A

Retrieval

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29
Q

The first step in the IP model holds all sensory information for a very first brief time.

A

Sensory Register

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30
Q

The sensory register only holds the information for an extremely brief period - in the order of ________

A

1 - 3 seconds

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31
Q

To bring information into consciousness, it is necessary that we give attention to it. Such that, we can only perceive and remember later those things that pass through our attention gate.

A

The Role of Attention

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32
Q

It can only hold 5 to 9 chunks of information. It is called working memory because it is where new information is temporarily stored while it is mentally processed.

A

Short-Term Memory

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33
Q

Short-Term Memory can hold information in a span of _____

A

around 18 seconds or less

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34
Q

It is the final or permanent storing house for memory information

A

Long-Term Memory

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35
Q

Duration in Long-Term Memory

A

Indefinite

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36
Q

This involves the executive processor or what is referred to as metacognitive skills.

A

Executive Control Processes

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37
Q

It is the inability to retrieve or access information when needed

A

Forgetting

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38
Q

Two main ways of Forgetting

A

Decay
Interference

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39
Q

Information is not attended to, and eventually fades away

A

Decay

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40
Q

New or old information blocks access to the information in question

A

Interference

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41
Q

Methods for Increasing Retrieval of Information

A

Rehearsal
Meaningful Learning
Organization
Elaboration
Visual Imagery
Generation
Context
Personalization

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42
Q

This is repeating information verbatim, either mentally or aloud

A

Rehearsal

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43
Q

This is making connections between new information and prior knowlege

A

Meaningful Learning

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44
Q

It is making connections among various pieces of information. Info that is organized efficiently should be recalled

A

Organization

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45
Q

This is adding additional ideas to new information based on what one already knows. It is connecting new info with old to gain meaning

A

Elaboration

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46
Q

This means forming a picture of the information

A

Visual Imagery

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47
Q

Things we produce are easier to remember than things we hear

A

Generation

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48
Q

Remembering the situation helps recover information

A

Context

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49
Q

It is making the information relevant to the individual

A

Personalization

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50
Q

You will remember the beginning and end of a list more readily

A

Serial Position Effect

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51
Q

Break up the list or chunk information to increase memorization

A

Part Learning

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52
Q

Break up learning sessions, rather than cramming all the info in at once

A

Distributed Practice

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53
Q

These are memory techniques that learners may employ to help them retain and retrieve information more effectively.

A

Mnemonic Aids

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54
Q

Gagne’s category of learning

A

Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills

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55
Q

Stating previously learned materials such as facts, concepts, principles and procedures

A

Verbal Information

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56
Q

Discriminations, Concrete Concepts, Defined Concepts, Rules, High Order Rules

A

Intellectual Skills

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57
Q

Employing personal ways to guide learning, thinking, acting, and feeling

A

Cognitive Strategies

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58
Q

Choosing personal actions based on internal states of understanding and feeling

A

Attitudes

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59
Q

Executing performances involving the use of muscles

A

Motor Skills

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60
Q

Catch the attention of the learners

A

Gaining attention ( Reception

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61
Q

Inform students what they’re going to learn

A

Informing learners of the objective ( Expectancy )

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62
Q

Help students make sense of new information by
recalling what they already know

A

Stimulating recall of prior learning ( Retrieval )

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63
Q

Use different teaching strategies and techniques to present
the lesson

A

Presenting the stimulus ( Selective Perception )

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64
Q

Help students learn how to learn.

A

Providing learning guidance ( Semantic Coding )

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65
Q

Make students apply what they have learn

A

Eliciting performances ( Responding )

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66
Q

Provide timely feedback of students’
performance to assess and facilitate learning

A

Providing feedback ( Reinforcement )

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67
Q

Assess if the expected learning outcomes has
been achieved on previously stated course of
objective

A

Assessing performance ( Retrieval )

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68
Q

Retain more information by providing opportunities to
connect course concepts to potential worlds application

A

Enhancing retention and transfer ( Generalization )

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69
Q

His most significant contribution
was the development and
research on “advance
organizers,” as a tool for learning.

A

David Paul Ausubel

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70
Q

Knowledge is hierarchically organized; new
information is meaningful to the extent that
it can be related to what is already known.

A

Ausubel’s theory

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71
Q

It is about how individuals learn large
amounts of meaningful material from
verbal/textual presentations.

A

Ausubel’s theory

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72
Q

Most Important Factors
Influencing Learning

A

QUANTITY
CLARITY
ORGANIZATION

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73
Q

takes place when an idea to be
learned is related in some sensible
way to ideas that the learner
already possesses

A

Meaningful Learning

74
Q

allow students to already
have a bird’s eye view or to
see the “big picture” of the
topic to be learned even
before going to the details.

A

Advance Organizer

75
Q

serve as a conceptual bridge
between old and new
information.

A

Advance Organizer

76
Q

establish a scaffolding task and orient the learner by
providing organizational clues that help them to
categorize, infer, summarize, compare and contrast,
and evaluate what they are learning.

A

Advance Organizer

77
Q

primary way of learning
* a process by which new
material is related to
relevant ideas in the
existing cognitive structure
* what is learned is based
on what is already known

A

Subsumption

78
Q

4 PROCESSES OF MEANINGFUL LEARNING

A

Derivative Subsumption
Correlative subsumption
Superordinate Learning
Combinatorial Learning

79
Q

describes the situation in which the new
information you learn is an example of a
concept that you have already learned

A

Derivative Subsumption

80
Q

the elaboration, extension, or modification of
the previously learned concept or propositions
by the subsumptions of the incoming idea. It
enriches the higher-level concept

A

Correlative Subsumption

81
Q

describes the situation in which the new
information learned is a concept that relates to
known examples of a concept

A

Superordinate Learning

82
Q

when newly acquired knowledge
combines with prior knowledge
to enrich the understanding of
both concepts.

A

Combinatorial Learning

83
Q

Types of Advance Organizer

A

EXPOSITORY
NARRATIVE
SKIMMING
GRAPHIC ORGANIZER

84
Q

Describe the new content

A

Expository

85
Q

Presents the new information in the form of a story to students

A

Narrative

86
Q

Is done by looking over the new material to gain a basic overview

A

Skimming

87
Q

Visuals to set up or outline the new information. This may include pictographs, descriptive patterns, concept patterns, concept maps.

A

Graphic Organizer

88
Q

He is one of the first proponents of constructivism

A

Jerome seymour bruner

89
Q

Bruner’s main concepts in representation

A

Enactive
Iconic
Symbolic

90
Q

-Earliest ages
-Children learn about the world through actions or physical objects and the outcomes of these actions.
-Children represent objects in terms of their immediate sensation.
Represented in muscles and involve motor responses.

A

Enactive

91
Q

-Learning can be obtained thru using models and pictures.
-Learners can now use mental images to stand for certain objects or events.
-Allows one to recognize objects when they are changed in minor ways.

A

Symbolic

92
Q

Learners has developed the ability to think in abstract terms.
Uses symbol system to encode knowledge.
Most common symbol systems are language and mathematical.

A

Symbolic

93
Q

-Bruner stressed that teaching should always lead boosting cognitive development.
-Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.
-Teacher must revisit the curriculum by teaching the same content in different ways depending on students developmental.

A

Spiral Curriculum

94
Q

Refers to obtain knowledge for oneself.
Teacher plans and arranges activities in such a way that students search, manipulate, explore and investigate.
Once students possess prerequisite knowledge careful structuring of material.
Allow them to discover important principles.

A

Discovery Learning

95
Q

Ideas of readiness for learning

A

Predisposition to Learn

96
Q

Any subject could be taught at any stage of development in a way that fits the child’s cognitive abilities

A

Predisposition to Learn

97
Q

States the experiences which move the learner toward a love of learning in general, or of learning something in particular

A

Predisposition to Learn

98
Q

Knowledge and problem-solving emerge out of exploration

A

Predisposition to Learn

99
Q

Part of the task of a teacher is to maintain and direct a child’s spontaneous explorations

A

Predisposition to Learn

100
Q

The ways in which a body of knowledge can be structured so that it can be easily grasped by a learner

A

Structures of Knowledge

101
Q

No one sequencing will fit every learner, but in general, the lesson can be presented in increasing difficulty

A

Effective of Sequencing

102
Q

Rewards and punishments should be selected and paced appropriately

A

Reinforcement

103
Q

Construction of internal cognitive maps

A

Categorization

104
Q

Kinds of Categories

A

Identify Categories
Equivalent Categories
Coding Systems

105
Q

Categories include objects based on their attributes or features

A

Identity Categories

106
Q

Can be determined by affective criteria, which render objects equivalent by emotional reactions, functional criteria, based on related functions

A

Equivalent Categories

107
Q

Categories that serve to recognize sensory input

A

Coding Systems

108
Q

They are major organizational variables in higher cognitive functioning

A

Coding Systems

109
Q

Constructivism focuses on knowledge construction.

A

Contsructivism

110
Q

Two views of Constructivism

A

Individual Constructivism
Social Constructivism

111
Q

-also called as cognitive constructivism
-it emphasizes individual, internal construction of knowledge.

A

Individual Constructivism

112
Q

-based on Vgotsky theory
-emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual.”

A

Social Constructivism

113
Q

Characteristics of Constructivism

A

Characteristics of Constructivism

  1. Learners construct understanding.
  2. New learning depends on current understanding.
  3. Learning is facilitated by social interaction.
  4. Meaningful learning occurs within authentic learning tasks.
114
Q

a way of grouping or categorizing objects or events in our mind.

A

Concepts

115
Q

Involves learning specific features that characterize positive instance of the concept.

A

Concepts as Feature Lists

116
Q

A characteristics present in ALL instances.

A

Defining Feature

117
Q

One that is present in many positive instances but not essential for concept membership.

A

Correlational Feature

118
Q

A prototype is an idea or a visual image of a “typical” example.
Usually formed based on positive instances that learners encounter most often. 

A

Concepts as Prototypes

119
Q

Exemplars represent a variety of examples.
It allows learners to know that an example under a concept may have variability. 

A

Concepts as Exemplars

120
Q

An organized body of knowledge about something.
Like a file of information you hold in your mind about something.

A

Schema

121
Q

A schema that includes a series of predictable events about a specific activity.

A

Script

122
Q

happens when learning in one context or
with one set of materials affects performance in another
context or with other related materials. Simply put, it is
applying to another situation what was previously learned.

A

Transfer of Learning

123
Q

Types of Transfer

A

Positive Learning
Negative Transfer
Near Transfer
Far Transfer

124
Q

occurs when learning in one context
improves performance in some other context.

A

Positive Learning

125
Q

occurs when learning in one context
impacts negatively on performance in another.

A

Negative Transfer

126
Q

refers to transfer between very similar
context. This is also referred to as specific transfer.

A

Near Transfer

127
Q

refers to transfer between context that,
appearance, seem remote and alien to one another. This
is also called general transfer

A

Far Transfer

128
Q

The more similar the two situations
are, the greater the chances that
learning from one situations will be
transferred to the other situations.

A

Similarity between
two learning
situations

129
Q

Meaningful learning leads to greater
transfer than rote learning

A

Degree of
meaningfulness/
relevance of learning

130
Q

The longer the time spent in
instruction, the greater the probability
of transfe

A

Length of
Instructional time

131
Q

Exposure to many and varied
examples and opportunities for
practice encourages transfer of knowledge

A

Variety of learning
experiences

132
Q

Transfer learning is most likely
to happen when learners
discover what they learned is
applicable to various contexts

A

Context for
learner’s
experiences

133
Q

Principles transfer easier than
facts

A

Focus on principles
rather than tasks

134
Q

Student reflection improves
transfer of learning

A

Emphasis on
metacognition

135
Q

a model that described the different levels of learning outcomes that target what skills and competencies the teachers aim to develop in the learners.

A

Bloom’s taxonomy

136
Q

After 45 years since the publication of Bloom’s Taxonomy, Lorin Anderson and David Krathwohl led a new group of experts to work together.

A

Revised Taxonomy

137
Q

To facilitate learning, we begin teaching with facts, stating memorized rules, principles or definitions.

A

Knowledge

138
Q

Lead to understanding concepts, rules and principles.

A

Comprehension

139
Q

A proof of the comprehension of the concepts and principles in using them in real-life situations.

A

Application

140
Q

For an in-depth understanding and mastery of these applied concepts, rules and principles, these are broken down into parts.

A

Analysis

141
Q

A still higher level of thinking is when students put together elements of what has been learned in a new way.

A

Synthesis

142
Q

With a full grasp of what was learned, the students can now assess or judge, based on a set of standards, on what they have learned.

A

Evaluation

143
Q

the cognitive dimension

A

remember
understand
apply
analyze
evaluate
create

144
Q

the knowledge dimension

A

factual
conceptual
procedural knowledge
metacognitive knowledge

145
Q

refers to essential facts, terminology, details or elements students must know

A

factual

146
Q

a knowledge of classification, principles, generalizations, theories, models, or structure pertinent to a particular disciplinary area

A

conceptual

147
Q

refers to information or knowledge that helps students to do something specific to a discipline subject, area of study

A

procedural

148
Q

a strategic or reflective knowledge about solving problems, cognitive task to include contextual and conditional knowledge and knowledge of self

A

meta-cognitive

149
Q

known for Triarchic Theory, Successful Intelligence Theory, and WICS Model.

A

Robert J. Sternberg

150
Q

Triarchic Theory

A

Componential (Analytical)
Experiential (Creative)
Contextual (Practical)

151
Q

The ability to succeed in life, given one’s own goals, within one’s environmental context

A

Successful Intelligence

152
Q

four skills included in Successful Intelligence Theory?

A

Memory Skills

Analytical Skills

Creative Skills

Practical Skills

153
Q

Help us recall facts and pieces of information. It helps us retain the knowledge we acquire.

A

Memory Skills

154
Q

Help the person determine if a certain idea is good

A

Analytical Skills

155
Q

Allow a person to come up with a new idea, usually to answer a need or solve a problem. It makes one flexible and able to adjust to changes in one’s situation.

A

Creative Skills

156
Q

Enable a person to apply what one has learned. It also allows one to carry through or implement a plan

A

Practical Skills

157
Q

WICS stands for

A

WISDOM
INTELLIGENCE
CREATIVITY
SYNTHESIZED

158
Q

to ascertain whether their creative ideas are good ones
practical intelligence -to implement their ideas and to persuade others of the value of their ideas

A

analytical intelligence

159
Q

in order to ensure that the ideas will help achieve some ethically-based common good, over the long and short terms, rather than just what is good for them and their families and friends.

A

wisdom

160
Q

teach analytically

A

analyze
critique
judge
compare and contrast
evaluate
assess

161
Q

teach creatively

A

create
invent
discover
imagine if
suppose that
predict

162
Q

teach practically

A

apply
use
put into practice
implement
implement
render practical what they know

163
Q

He is known around the world as the “Father of Creativity” for his nearly 60 years of research that became the framework for the field of gifted education.

A

edward paul torrance

164
Q

it refers to the production of a great number of ideas or alternate solutions to a problem. Fluency implies understanding, not just remembering information that is learned.

A

fluency

165
Q

Refers to the production of ideas that show a variety of possibilities or realms of thought. It involves the ability to see things from different points of view, to use many different approaches or strategies.

A

Flexibility

166
Q

the process of enhancing ideas by providing more details. Additional detail and clarity improves interest in, and understanding of, the topic.

A

Elaboration

167
Q

Involves the production of ideas that are unique or unusual. It involves synthesis or putting information about a topic back together in a new way.

A

Originality

168
Q

stages of creative problem solving-cps

A

Stage 1: Mess Finding
Stage 2: Data Finding
Stage 3: Problem Finding
Stage 4: Idea finding
Stage 5: Solution Finding
Stage 6: Acceptance Finding

169
Q

Sensitive yourself (scan, search) for issues (concerns, challanges, opportunities, etc.) that need to be tackled.

A

MESS FINDING

170
Q

Gather information about problem.

A

DATA FINDING

171
Q

Convert a fuzzy statement of the problem into a broad statement more suitable for idea finding.

A

PROBLEM FINDING

172
Q

Generate as many idea as possible.

A

IDEA FINDING

173
Q

Generate and select obvious evaluation criteria (using an expansion/contraction cycle) and develop (which may include combining) the shorted-listed ideas from Idea Finding as much as you can in the light of these criteria. Then opt for the best of these improved ideas (e.g. using Comparison tables).

A

SOLUTION FINDING

174
Q

Shun negativity, and continue to apply deferred judgement - problems are exposed to be solved, not to dishearten progress. Action plans are better developed in small groups of 2-3 rather than in large group (unless you particularly want commitment by the whole group). Particularly for ‘people’ problems if it often worth developing several alternative action plans. Possible techniques include -Five W’s and H, Implementation Checklists, Consensus Mapping, Potential-Problem Analysis (PPA)

A

ACCEPTANCE FINDING

175
Q

an inner drive that causes you to do something and persevere at something. It energizes you to do something.

A

motivation

176
Q

two types of motivation

A

Extrinsic and Intrinsic motivation

177
Q

when we are motivated to perform a behavior or engage an activity because we want to earn a reward or avoid punishment.

A

extrinsic motivation

178
Q

when you engage in a behavior because you find it rewarding. You are performing an activity for its own sake rather than the desire for some external reward. The behavior itself is its own reward.

A

intrinsic motivation

179
Q

both intrinsic and extrinsic

A

over-justification

180
Q

explains that we attribute our successes or failures or other events to several factors. For instance, you attribute your popularity to your popular parents or to your own sterling academic performance.

A

Attribution Theory

181
Q

attributions differs with one another in 3 ways

A

Locus (Place) : Internal vs. External
Stability : Stable vs. Unstable
Controllability : Controllable vs. Uncontrollable

182
Q

refers to an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments

A

Self-Efficacy Theory

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