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Final Flashcards

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1
Q

Black box of mind

A

Only legit data is data you can observe, record and analyze

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2
Q

Learning

A

Change in observable behaviour

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3
Q

UCS

A

Food

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4
Q

UCR

A

Salivation

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5
Q

CS

A

Bell

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6
Q

CR

A

Salivation when you ring a bell

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7
Q

Learning aquisition phase

A

Pairing UCS and CS

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8
Q

Extinction

A

Present CS without UCS a bunch of times so response weakens. Learns CS is meaningless

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9
Q

Exposure therapy

A

Expose person to CS in controlled environment

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10
Q

Systematic desensitization

A

Exposure therapy where patients learn relaxation techniques and gradually work up to object of their phobia

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11
Q

Operant conditioning

A

How new behaviours are acquired

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12
Q

Skinner

A

Learning is operating on the environment. Consequences increase or decrease likliehood of behaviour

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13
Q

ABC

A

Antecedant
Behavior
Consequence

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14
Q

Continuous reinforcement

A

Every response is reinforced. Fastest to learn but fastest to extinguish. Easy to tell when reinforcement has stopped

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15
Q

Partial reinforcement

A

Only some responses are reinforced. Fixed/Variable ratio (amount of responses before reward). Fixed/variable interval (amount of time before reward)

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16
Q

Variable ratio

A

Highest rate of responding because every response has the potential for reward

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17
Q

Fixed ratio

A

High rate of responding, then they get the reward and plateau until they know reward is coming again

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18
Q

Fixed interval

A

Only start responding when they know the reward is coming

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19
Q

Variable interval

A

Constant, average level of response because they never know when a reward will come

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20
Q

Which reinforcement pattern is most resistant to extinguish

A

Variable– variable ratio is hardest

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21
Q

Premack principle

A

Observe what children do in their free time and use that high frequency behaviour to reinforce a desired low frequency behaviour

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22
Q

Negative reinforcement application

A

Put kid in mildly upsetting situation and allow for escape when desirable behaviour occurs. Gives kids control

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23
Q

Punishment application

A

When behaviour cant be ignored. Reprimand

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24
Q

Response cost

A

You can choose how you act but if the problem behaviour occurs there is a price to pay

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25
Q

Social isolation

A

5-10 min in an uninteresting room

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26
Q

Two-pronged attack

A

Use punishment if behaviour cant go unchallenged, clearly lay out alternative behaviour and reinforce the desired behaviour

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27
Q

Successful behaviour theory applicaton

A

Autistic kids learning eye contact and communciation

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28
Q

Child maltreatment incidence

A

Physical– 20%
Emotional– 15%
Sexual– 15%
Neglect– 80%

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29
Q

What % of child abuse cases involve a parent

A

80%

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30
Q

Child risk factors for abuse

A

Premature, disabilities, exhausting temperament

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31
Q

Parent risk factors for abuse

A

Overly harsh view of kids, feel powerless, feel their authority is being challenged, under age 30

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32
Q

% of kids in Us who are physcially punished

A

50% at age 1, 90% by age 4

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33
Q

% of parents who spank their children

A

70%– 25% once a week

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34
Q

2004 Supreme court

A

Corporal punishment acceptable between 2-12 years. No objects and no head shots

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35
Q

Healthy families america

A

Started inHawaii and spread across North America. Identifies families at risk during pregnancy

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36
Q

HFA initial intervention

A

Home visits, making contacts with services. Only reduced neglect. Cognitive retraining component reduced abuse

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37
Q

New Zealand Model

A

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

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38
Q

Social learning theory

A

Emphasizes learning through observation of others who are reinforced or punished for their behaviour

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39
Q

Social cognitive theory

A

Adds concern with cognitive factors such as beliefs, self-perceptions and expectations. Explains adaptation, learning and motivation

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40
Q

Triarchic reciprocal causality

A

Interplay of personal, environmental and behavioral influences. External factors effect our behaviour and vice versa

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41
Q

Modelling

A

Effected by developmental level of observer and status of model. More likely to model a person who seems competent

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42
Q

6 factors effecting observational learning

A 
Developmental status
Model prestige and competence
Vicarious consequences
Outcome expectations
Goal Setting
Self-efficacy
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43
Q

4 elements of observational learning

A

Attention
Retention
Production
Motivation and reinforcement

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44
Q

3 types of reinforcement that encourage observational learning

A

Direct reinforcement
Vicarious reinforcement
Self-reinforcement

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45
Q

5 outcomes for observational learning in teaching

A 
Directing attention
Fine tuning already learned behaviours 
Strengthening or weakening inhibitions through ripple effect
Teaching new behaviours
Arousing emotions
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46
Q

Human Agency

A

Capacity to coordinate learning skills, motivation and emotion to reach goals. Exercising influence over life events

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47
Q

Self-efficacy

A

Future oriented and situation specific. Internally developed and not subject to comparison to others. Based on judgements of personal competence

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48
Q

Self-concept

A

Global construct containing many perceptions of self, including self-efficacy. Developed as a consequence of internal and external comparisons

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49
Q

Self esteem

A

Based on judgments of self-worth

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50
Q

4 sources of self-efficacy

A

Mastery experiences
Level of arousal– anxiety, excitement
Vicarious
Social Persuasion

51
Q

3 ways to improve self-effiacy

A

Adopting short term goals so its easier to judge processes
Use specific learning strategies to focus attention
Receive awards based on achievement

52
Q

Teacher self-efficacy

A

Belief they can reach and help even the most difficult students

53
Q

Self-regulated learning

A

Activating a sustaining thought, behaviours and emotions in order to reach goals. Goal is to make kids self-starters

54
Q

4 influences of self-regulated learning

A

Knowledge: of self and how you learn best
Motivation to learn
Volition: will power
Developmental differences–young girls better than boys

55
Q

2 processes supporting development of self-regulation

A

Co-regulation

Shared regulation

56
Q

Co-regulation

A

Transitional phase where students gradually develop SRL through modelling. Direct teaching and feedback from teachers, parents and peers

57
Q

Shared regualtion

A

Students work together to regulate each other

58
Q

Winne and Hadwin model of SRL

A

Analyzing and learning the task
Setting goals and devising plans
Enacting strategies to accomplish task
Regulating self-learning

59
Q

Zimmermans cycle of SRL

A

Forethought
Performance
Reflection

60
Q

Cognitive behaviour modification

A

Self-talk and instruction as tools to regulate your behaviour

61
Q

5 facets of emotional self-regulation

A 
Self-awareness
Self-management
Social awareness 
Relationship skills 
Responsible decision making
62
Q

Self-awareness

A

Accurately assessing feelings, interests, values and strengths, maintaining a well-grounded sense of self-confidence

63
Q

Self-management

A

Regulating emotions to handle stress, control impulses, perservere and express appropriate emotions

64
Q

4 ways to teach towards self-effiacy and SRL

A

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

65
Q

Motivation

A

Internal state that arouses, directs and maintains behaviour

66
Q

Intrinsic motivation

A

Doing something because you love it

67
Q

Extrinsic motivation

A

Doing something for a reward. Negative outcomes

68
Q

3 things necessary for motivation

A

Competence
Autonomy and control
Relatedness

69
Q

Autonomy

A

Increases student interest, curiosity, creativity and conceptual learning

70
Q

Goals

A

Focuses attention, energizes effort, increases persistance and promotes flexible strategy use

71
Q

4 approaches to goals

A

Mastery: Self-improvement and drive to learn
Performance: ego- how you look compared to others
Work-avoidant
Social

72
Q

Attribution theory

A

Common explanations for the causes of behaviour. Internal (ability and effort) and external (environmental)

73
Q

Mastery oriented

A

Attribute success to ability and failures to a lack of effort or environment. Incremental view of ability. Focus on learning goals

74
Q

Learned Helplessness

A

Attribute failures to ability and success to external causes. View intelligence as a fixed entity. Focus on performance goals

75
Q

Attribution re-training

A

Focus less on grades and more on mastery
Model effective strategy use
Overcome failure by exerting more effort
Private feedback and support

76
Q

Emotions

A

Rapid appraisal of personal significance of situations. Energizes behaviour and prepares us for action

77
Q

Amygdala

A

Emotional processing, secreting hormones, learning

78
Q

Hippocampus

A

Memory- temporal lobe

79
Q

6 months shift in emotional development

A

Beginning of goal directed action– frustration

Object permanence

80
Q

When does anger dip back down

A

Age 2-3

81
Q

Happy

A

Smile from birth
Social smile at 6-10 weeks
Laugh after 3-4 months

82
Q

Anger

A

Distress from birth

Anger at 4-6 months

83
Q

Sad

A

Less common than angry. Disruption to infant-caregiver communication

84
Q

Fear

A

First fears at 6-12 months when they start moving

Stranger anxiety- 8-12 months

85
Q

Self-concious emotions

A

Shame, embarrassment, guilt, envy, pride. Develop at age 2-3 when they realize they are seperate beings. Require identity and adult instruction

86
Q

Emotions at age 3

A

Linked to self-evaluation

87
Q

Emotional self-efficacy 4-6 months

A

Better at shifting attention away from stimulation so they can self-soothe

88
Q

ESE 6-12 months

A

Increased mobility allows them to leave unpleasant situations

89
Q

Toddler self-regulation

A

Have some vocabulary to talk about emotions but cant bring them under control yet

90
Q

Adolescent emotion

A

Internalized and less overt. Achieve emotional self-efficacy

91
Q

Problem centred coping

A

Approach situation as changeable. Problem solving

92
Q

Emotion centred coping

A

When problem solving doesnt work, use internal strategies to control distress and come to terms with problem

93
Q

Diana Baurmind features that differentiate parenting styles

A

Acceptance and love
Budding independance
Control of behavior

94
Q

Authoritative

A

Accept their children and are involved in their lives. Appropriate level of control, increasingly grant autonomy. High expeactations for success

95
Q

Authoritarian

A

Low in acceptance and self-efficacy. High in control. Love contingent on compliance

96
Q

Self-esteem

A

Judgements about worth and feelings associated

97
Q

High self-esteem

A

Relaistic evaluations of characteristics and cmpetencies. Self-acceptance and respect

98
Q

When does self-esteem develop

A

2

99
Q

4 components of self-esteem at age 4

A

School, friends, parents, physical attrcativeness

100
Q

Components of slef-esteem at age 6

A

Academic competence
Social competence
Athletic compentence
Physcial appearance**

101
Q

Authoritarian self-esteem

A

Low–rely on peers for self-worth. Agression, antisocial, delinquency

102
Q

Permissive self esteem

A

Narcissitic. Vulnerable to sharp temporary drops in self-esteem when their self-images are challenged

103
Q

70s-90s handbooks

A

Empty compliments, protecting them from challenges. Youth achieved less well, more adjustment problems

104
Q

Positive spiral

A

Achievement increases self esteem which increases effort and achievement

105
Q

Idenity achievement

A

High commitment and exploration

106
Q

Identity moratorium

A

High exploration but low commitment

107
Q

Identity foreclosure

A

Low exploration but high commitment

108
Q

Identity Diffusion

A

Low exploration and commitment

109
Q

Suicide

A

3rd leading cause of death for youth. Boys are 3-4x more likely

110
Q

Personality factors leading to suicide

A

Intelligent and withdrawn

antisocial and impulsive

111
Q

Resistance culture

A

Refusing to adopt the behvaviors and attitudes of majority culture

112
Q

Tracking

A

Assignment to different classes based on achivement

113
Q

Ethnicity and race

A

Ethinicity is culutral heritage, race is biological

114
Q

Little girl wants to go to white school

A

Linda brown vs. topeka

115
Q

Prejudice

A

Irrational generalization about an enitre category of people

116
Q

Stereotype

A

Schema that organizes perceptions of a group

117
Q

Stereotype threat

A

Apprehensiveness about confirming a stereotype. Bear an extra emotional and cognitive burden

118
Q

Sexual identity

A

Combination of beliefs about gender roles and sexual orientation

119
Q

% of gay kids

A

4

120
Q

Culturally relevant pedagogy

A

Good teaching for visible minoritites that includes academic success, cultural competence and critical conciousness to challenge the status quo

121
Q

Resilence

A

Ability to adapt successfully in spite of difficult circumstances and threats to devlopement

122
Q

Self-agency strand of resilience

A

Academic self-efficacy
Behavioural self-control
Academic self-determination

123
Q

Relationship strand of resilience

A

Student-teacher
Peers
Home-school

Educational Psychology (2 decks)

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