Final Flashcards
Black box of mind
Only legit data is data you can observe, record and analyze
Learning
Change in observable behaviour
UCS
Food
UCR
Salivation
CS
Bell
CR
Salivation when you ring a bell
Learning aquisition phase
Pairing UCS and CS
Extinction
Present CS without UCS a bunch of times so response weakens. Learns CS is meaningless
Exposure therapy
Expose person to CS in controlled environment
Systematic desensitization
Exposure therapy where patients learn relaxation techniques and gradually work up to object of their phobia
Operant conditioning
How new behaviours are acquired
Skinner
Learning is operating on the environment. Consequences increase or decrease likliehood of behaviour
ABC
Antecedant
Behavior
Consequence
Continuous reinforcement
Every response is reinforced. Fastest to learn but fastest to extinguish. Easy to tell when reinforcement has stopped
Partial reinforcement
Only some responses are reinforced. Fixed/Variable ratio (amount of responses before reward). Fixed/variable interval (amount of time before reward)
Variable ratio
Highest rate of responding because every response has the potential for reward
Fixed ratio
High rate of responding, then they get the reward and plateau until they know reward is coming again
Fixed interval
Only start responding when they know the reward is coming
Variable interval
Constant, average level of response because they never know when a reward will come
Which reinforcement pattern is most resistant to extinguish
Variable– variable ratio is hardest
Premack principle
Observe what children do in their free time and use that high frequency behaviour to reinforce a desired low frequency behaviour
Negative reinforcement application
Put kid in mildly upsetting situation and allow for escape when desirable behaviour occurs. Gives kids control
Punishment application
When behaviour cant be ignored. Reprimand
Response cost
You can choose how you act but if the problem behaviour occurs there is a price to pay
Social isolation
5-10 min in an uninteresting room
Two-pronged attack
Use punishment if behaviour cant go unchallenged, clearly lay out alternative behaviour and reinforce the desired behaviour
Successful behaviour theory applicaton
Autistic kids learning eye contact and communciation
Child maltreatment incidence
Physical– 20%
Emotional– 15%
Sexual– 15%
Neglect– 80%
What % of child abuse cases involve a parent
80%
Child risk factors for abuse
Premature, disabilities, exhausting temperament
Parent risk factors for abuse
Overly harsh view of kids, feel powerless, feel their authority is being challenged, under age 30
% of kids in Us who are physcially punished
50% at age 1, 90% by age 4
% of parents who spank their children
70%– 25% once a week
2004 Supreme court
Corporal punishment acceptable between 2-12 years. No objects and no head shots
Healthy families america
Started inHawaii and spread across North America. Identifies families at risk during pregnancy
HFA initial intervention
Home visits, making contacts with services. Only reduced neglect. Cognitive retraining component reduced abuse
New Zealand Model
Use schools to prevent sexual abuse. Family members are highest risk for perpetrators. Talk to kids about acceptable touching. Successful but has not been adopted by other countries
Social learning theory
Emphasizes learning through observation of others who are reinforced or punished for their behaviour
Social cognitive theory
Adds concern with cognitive factors such as beliefs, self-perceptions and expectations. Explains adaptation, learning and motivation
Triarchic reciprocal causality
Interplay of personal, environmental and behavioral influences. External factors effect our behaviour and vice versa
Modelling
Effected by developmental level of observer and status of model. More likely to model a person who seems competent
6 factors effecting observational learning
Developmental status Model prestige and competence Vicarious consequences Outcome expectations Goal Setting Self-efficacy
4 elements of observational learning
Attention
Retention
Production
Motivation and reinforcement
3 types of reinforcement that encourage observational learning
Direct reinforcement
Vicarious reinforcement
Self-reinforcement
5 outcomes for observational learning in teaching
Directing attention Fine tuning already learned behaviours Strengthening or weakening inhibitions through ripple effect Teaching new behaviours Arousing emotions
Human Agency
Capacity to coordinate learning skills, motivation and emotion to reach goals. Exercising influence over life events
Self-efficacy
Future oriented and situation specific. Internally developed and not subject to comparison to others. Based on judgements of personal competence
Self-concept
Global construct containing many perceptions of self, including self-efficacy. Developed as a consequence of internal and external comparisons
Self esteem
Based on judgments of self-worth
4 sources of self-efficacy
Mastery experiences
Level of arousal– anxiety, excitement
Vicarious
Social Persuasion
3 ways to improve self-effiacy
Adopting short term goals so its easier to judge processes
Use specific learning strategies to focus attention
Receive awards based on achievement
Teacher self-efficacy
Belief they can reach and help even the most difficult students
Self-regulated learning
Activating a sustaining thought, behaviours and emotions in order to reach goals. Goal is to make kids self-starters
4 influences of self-regulated learning
Knowledge: of self and how you learn best
Motivation to learn
Volition: will power
Developmental differences–young girls better than boys
2 processes supporting development of self-regulation
Co-regulation
Shared regulation
Co-regulation
Transitional phase where students gradually develop SRL through modelling. Direct teaching and feedback from teachers, parents and peers
Shared regualtion
Students work together to regulate each other
Winne and Hadwin model of SRL
Analyzing and learning the task
Setting goals and devising plans
Enacting strategies to accomplish task
Regulating self-learning
Zimmermans cycle of SRL
Forethought
Performance
Reflection
Cognitive behaviour modification
Self-talk and instruction as tools to regulate your behaviour
5 facets of emotional self-regulation
Self-awareness Self-management Social awareness Relationship skills Responsible decision making
Self-awareness
Accurately assessing feelings, interests, values and strengths, maintaining a well-grounded sense of self-confidence
Self-management
Regulating emotions to handle stress, control impulses, perservere and express appropriate emotions
4 ways to teach towards self-effiacy and SRL
Involve complex, meaningful tasks that extend over a long period of time
Control over learning processes and products
Control over the difficulty
Collaboration with peers for shared regulation
Motivation
Internal state that arouses, directs and maintains behaviour
Intrinsic motivation
Doing something because you love it
Extrinsic motivation
Doing something for a reward. Negative outcomes
3 things necessary for motivation
Competence
Autonomy and control
Relatedness
Autonomy
Increases student interest, curiosity, creativity and conceptual learning
Goals
Focuses attention, energizes effort, increases persistance and promotes flexible strategy use
4 approaches to goals
Mastery: Self-improvement and drive to learn
Performance: ego- how you look compared to others
Work-avoidant
Social
Attribution theory
Common explanations for the causes of behaviour. Internal (ability and effort) and external (environmental)
Mastery oriented
Attribute success to ability and failures to a lack of effort or environment. Incremental view of ability. Focus on learning goals
Learned Helplessness
Attribute failures to ability and success to external causes. View intelligence as a fixed entity. Focus on performance goals
Attribution re-training
Focus less on grades and more on mastery
Model effective strategy use
Overcome failure by exerting more effort
Private feedback and support
Emotions
Rapid appraisal of personal significance of situations. Energizes behaviour and prepares us for action
Amygdala
Emotional processing, secreting hormones, learning
Hippocampus
Memory- temporal lobe
6 months shift in emotional development
Beginning of goal directed action– frustration
Object permanence
When does anger dip back down
Age 2-3
Happy
Smile from birth
Social smile at 6-10 weeks
Laugh after 3-4 months
Anger
Distress from birth
Anger at 4-6 months
Sad
Less common than angry. Disruption to infant-caregiver communication
Fear
First fears at 6-12 months when they start moving
Stranger anxiety- 8-12 months
Self-concious emotions
Shame, embarrassment, guilt, envy, pride. Develop at age 2-3 when they realize they are seperate beings. Require identity and adult instruction
Emotions at age 3
Linked to self-evaluation
Emotional self-efficacy 4-6 months
Better at shifting attention away from stimulation so they can self-soothe
ESE 6-12 months
Increased mobility allows them to leave unpleasant situations
Toddler self-regulation
Have some vocabulary to talk about emotions but cant bring them under control yet
Adolescent emotion
Internalized and less overt. Achieve emotional self-efficacy
Problem centred coping
Approach situation as changeable. Problem solving
Emotion centred coping
When problem solving doesnt work, use internal strategies to control distress and come to terms with problem
Diana Baurmind features that differentiate parenting styles
Acceptance and love
Budding independance
Control of behavior
Authoritative
Accept their children and are involved in their lives. Appropriate level of control, increasingly grant autonomy. High expeactations for success
Authoritarian
Low in acceptance and self-efficacy. High in control. Love contingent on compliance
Self-esteem
Judgements about worth and feelings associated
High self-esteem
Relaistic evaluations of characteristics and cmpetencies. Self-acceptance and respect
When does self-esteem develop
2
4 components of self-esteem at age 4
School, friends, parents, physical attrcativeness
Components of slef-esteem at age 6
Academic competence
Social competence
Athletic compentence
Physcial appearance**
Authoritarian self-esteem
Low–rely on peers for self-worth. Agression, antisocial, delinquency
Permissive self esteem
Narcissitic. Vulnerable to sharp temporary drops in self-esteem when their self-images are challenged
70s-90s handbooks
Empty compliments, protecting them from challenges. Youth achieved less well, more adjustment problems
Positive spiral
Achievement increases self esteem which increases effort and achievement
Idenity achievement
High commitment and exploration
Identity moratorium
High exploration but low commitment
Identity foreclosure
Low exploration but high commitment
Identity Diffusion
Low exploration and commitment
Suicide
3rd leading cause of death for youth. Boys are 3-4x more likely
Personality factors leading to suicide
Intelligent and withdrawn
antisocial and impulsive
Resistance culture
Refusing to adopt the behvaviors and attitudes of majority culture
Tracking
Assignment to different classes based on achivement
Ethnicity and race
Ethinicity is culutral heritage, race is biological
Little girl wants to go to white school
Linda brown vs. topeka
Prejudice
Irrational generalization about an enitre category of people
Stereotype
Schema that organizes perceptions of a group
Stereotype threat
Apprehensiveness about confirming a stereotype. Bear an extra emotional and cognitive burden
Sexual identity
Combination of beliefs about gender roles and sexual orientation
% of gay kids
4
Culturally relevant pedagogy
Good teaching for visible minoritites that includes academic success, cultural competence and critical conciousness to challenge the status quo
Resilence
Ability to adapt successfully in spite of difficult circumstances and threats to devlopement
Self-agency strand of resilience
Academic self-efficacy
Behavioural self-control
Academic self-determination
Relationship strand of resilience
Student-teacher
Peers
Home-school
