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Educational Psychology 330 > Exam 2 > Flashcards

Exam 2 Flashcards

(61 cards)

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1
Q

what is learning?

A

a relatively permanent influence or behavior, knowledge, and thinking skills that comes about through experience that involves academic and nonacademic behavior

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2
Q

Behaviorism

A

the view that behavior should be explained by observable experiences, not by mental processes - it’s everything we do both verbal and nonverbal

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3
Q

mental processes

A

thoughts, feelings, and motives that each of us experience but that cannot be observed by others

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4
Q

associative learning

A

learning that two events are connected or associated - classical and operant conditioning adopt this stance

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5
Q

classical conditioning

A

a type of learning in which organism learns to connect or associate stimuli so that a neutral stimulus (such as the sight of a person) becomes associated with a meaningful stimulus (such as food) and acquires the capacity to elicit a similar response

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6
Q

unconditioned stimulus (UCS)

A

a stimulus that automatically produces a response without any prior learning ex: food in pavlov experiment

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7
Q

unconditioned response (UCR)

A

an unlearned response that is automatically elicited by UCS ex: the dog’s salivation in response to the food

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8
Q

conditioned stimulus (CS)

A

a previously neutral stimulus that eventually elicits a conditioned response after being associated with the UCS ex:sound of the door closing before the food was placed in the dog’s dish

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9
Q

conditioned response (CS)

A

a learned response to the conditioned stimulus that occurs after UCS-CS pairing

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10
Q

Generalization

A

in classical conditioning involves the tendency of a new stimulus similar to the original conditioned stimulus to produce a similar response ex: if sally gets criticized for her biology test she’ll also be nervous for her chem test too because they are similar

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11
Q

Discrimination

A

in classical conditioning occurs when an organism responds to certain stimuli but not others

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12
Q

Extinction

A

diminished responding that happens when the CS no longer occurs right before US – when the responses doesn’t happen because the CR isn’t paired with UR

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13
Q

Acquisition

A

the initial learning of the stimulus-response relationship - what is paired is where the learning grows

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14
Q

operant conditioning

A

is a form of learning in which the consequences of behavior produce changes in the probability that behavior will occur

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15
Q

reinforcement

A

increases the probability that behavior will occur

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16
Q

punishment

A

decreases the probability that a behavior will occur

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17
Q

positive punishment

A

adding something unpleasant - ex: if you don’t do chores you go into timeout

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18
Q

negative punishment

A

removing something valued or desired - ex: you haven’t been playing nicely with sibilings and you get xbox taken away

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19
Q

positive reinforcement

A

adding something valuable or desirable (star sticker)

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20
Q

negative reinforcement

A

the removal of something unpleasant - ex:if you do homework you don’t have to mow the lawn

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21
Q

habituation

A

learning through repetition,learning through getting used to it

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22
Q

intelligence

A

the ability to solve problems and adopt and learn from experiences

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23
Q

the stanford-binet test

A 
mental age(MA) - an individual's level of mental development relative to others
intelligence quotient (IQ) - refers to person's mental age/chornological age
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24
Q

what was the standford binet test first designed to do?

A

it was designed to help with impaired children - it was popularized during world war 1 because the military wanted to identify the intelligent people and put them in higher rank

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25
learning
activity or process that results in knowledge being gained
26
cognition
the act or process of knowing -->>applying it to future situations. ex: being reminded to avoid a certain thing that was unpleasant
27
gardner's multiple intelligence
there are eight (primary) that we should value, thought that intelligence is a biological, psychological potential to solve a problem and create an outcome that is valuable by culture
28
misuses of gardner's story
trying to teach in a way that meets all 8 intelligence, playing music in the background while students solve math problems
29
schemes (piaget)
our building blocks of thinking, mental representations ex: we have a file folder for things
30
adaptation (piaget)
we adjust to our new environment - base on our stimuli
31
assimilation (piaget)
using existing schemes ex:wanting to see a dog and call everyone a dog
32
accommodation (piaget)
alter existing scheme ; ex: changing what you think about the cat to that it is a cat and not a dog
33
piaget
dependent on stages of cognitive development, learning drives equilibrium, assimilation and accommodation, building blocks of cognition (Schemes)
34
vgytosky
in(social) context w/ language input, when the task is appropriate, when there is assistance - learning is done in a social context, when the timing is right
35
equilibrium (piaget)
mental balance between cognitive schemes and information from environment
36
disequilibrium (piaget)
when scheme applied does not produce satisfying result ex:going into a restaurant and there is no one waiting to seat you
37
what are piaget's four stages and why have them?
cognition unfolds in a sequence of four stages, each stage is age related & distinctive, each stage when you done with the age you done with it
38
sensorimotor (0-2 years)
development of imitation, memory, and thought, things learned at this stage is base on cause and effect, recognition of object permanence, beginning of goal directed actions, no logical reasoning
39
preoperational (2-7 years)
symbolic functioning (substage 2-4 years), know difference between right and wrong (moralisim), language acquisition and use, anaimaism, personfication, it's all about self
40
concrete operations (7-11 years)
solve logical problems through manipulation, laws of conservation, understand reverisibility
41
formal operations (11-15 adult)
abstract thinking, scientific reasoning (hypothetical - deductive & propositional reasoning; logical-mathmatical)
42
sociocultural theory
it's through others that we become ourselves, human activities take place in social settings and cannot be understood apart from these settings, it's through others that we learn how to do things then we can identify what we think
43
what are the two main influences on cognitive development?
cultural tools, co-constructed knowledge (co-dependent)
44
co-constructed knowledge (co-dependent)
you need others to gain knowledge/through your work w/ others
45
memory
learning that has persisted over time, is essential for learning, we rely a lot on what we store and what are able to retrive
46
what is memory/brain compared to?
the brain is like a computer - there are inputs into the computer and we are to save the documents which is the encoding process or where we are going to store things
47
encoding
getting information in memory
48
automaticity
processing information with little effort - this is familiar to us and this is where learning happens
49
strategy construction
discovering new processing procedures - as we age, learning reacts from being good information processor l
50
generalization
applying info to other settings - process of transfer ex: sitting with your butts on the chair
51
recognition memory
realization that the stimulus has been encountered before (habitutation) - instant gratification happens here (ex: oh I recgonize that smell or voice)
52
recall memory
bringing forth a stimulus that is not currently present - sometimes the memory here is strong because someone has told us over time,
53
information processing
driven by understanding the flow of information, we should be able to measure and see if people are actually learning
54
atkinson-shiffrin model
the most famous model, information comes in (sensory memory) , we work with it (working memory), and then we store it (long-term memory)
55
executive function
the "air traffic control system" that guides human learning and behavior - it moves these information through our brain and decides what it looks like
56
what are some executive function problems in adolescence??
they have issues on knowing where to start because they usually wait until the last minute
57
sensory memory
unlimited capacity; retain things in a short amount of time (1-3 seconds), it takes in all the infos
58
what are the two essential processes of sensory memory?
perception and attention
59
attention
is the focusing of mental processes, it takes effort because we ain't good at it, we can pay attention to only one cognitively demanding task at a time, guidied by what we already know and what we need to know
60
working memory
workbench of the memory system, capacity of 5-9 items but the average is 7 hence the amount of numbers in a telephone number, actively working with the information here
61
What are the different ways to remember things in working memory?
maintenance rehersal - repeating the information in the order they are given to us, elaborative rehersal-connecting the information through some kind of group, chunking - grouping things by letters

Educational Psychology 330 (2 decks)

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