Final Exam

Question 1

Social Cognitive Theory

Answer 1

Social (modelling) and cognitive (thoughts, beliefs, expectations, judgements) factors, as well as behavior, play important roles in learning.

Question 2

Observational learning: Response facilitation effect

Answer 2

An observer displays a previous learned behavior more often after seeing a model reinforced for the behavior

Question 3

Observational learning: Response inhibition effect

Answer 3

An observer displays a pervious learned behavior less frequently after seeing a model punished. The negative consequence has a inhibitory effect

Question 3

Observational learning: Response dis-inhibition effect

Answer 3

An observer displays a previous forbidden or punished behavior more often after seeing a model get away with the behavior.

Question 4

Four elements of Observational learning

Answer 4

Attention, retention, production, motivations and reinforcement (Direct, vicarious, self)

Question 5

Human Agency

Answer 5

Exercising influence over life events. The ability to make intentional choices, design and execute plans and actions

Question 6

Self-Efficacy

Answer 6

The belief that one is capable of executing certain behaviors or reaching certain goals. Context specific and leads to greater effort, persistence in the face of setbacks, higher goals, and find new strategies.

Question 7

Four sources of self-efficacy

Answer 7

Mastery experiences, physiological and emotional arousal, vicarious experiences, and social persuasion.

Question 8

Factors that influence self-regulation

Answer 8

Knowledge, motivations and volition.

Question 9

Self-regulated learners cycle

Answer 9

Analyzing the task, setting goals, Engaging in learning, Adjusting/ Reflecting

Question 10

Cognitive behavior modification

Answer 10

The emphasis is on getting students to monitor, manage and regulate their own behavior rather then letting it be controlled by external factors.

Question 11

Self -instructional methods

Answer 11

Cognitive behavior techniques aimed at teaching individuals to modify their own behavior. Adds thinking and self talk. More cognitive then behavioral approach.

Question 12

Pillars of teaching

Answer 12

Constructivist, cognitive, behavioral, social cognitive

Question 13

Sensory memory

Answer 13

The initial processing of incoming sensory stimuli. Very large capacity but beyond what we can process. Short duration (1-3 seconds).

Question 14

Bottom-up processing

Answer 14

Feature analysis of sensory input into meaningful pattern.

Question 15

Top-down processing

Answer 15

Use of context and prior knowledge to recognize patterns quickly.

Question 16

Working memory

Answer 16

Workbench of conscious thought. Requires rehearsal to keep information activated. capacity of 5-9 items; duration of 5-30 seconds.

Question 17

Central Executive

Answer 17

Supervises attention, makes plans and decides what information to retrieve and how to allocate resources.

Question 18

Phonological Loop

Answer 18

A speech and sound-related system for holding and rehearsing words and sounds in short term memory.

Question 19

Visuospatial Sketchpad

Answer 19

Where you visualize images

Question 20

Cognitive load

Answer 20

The volume of mental resources required to complete a task. (attention, perception and memory)

Question 21

Intrinsic cognitive load

Answer 21

The amount require to complete the task itself.

Question 22

Extrinsic cognitive load

Answer 22

The amount of mental resources needed complete tasks irrelevant to the original task.

Question 23

Germane Cognitive load

Answer 23

Deep knowledge, including connecting information to old information and activation

Question 24

Maintenance Rehearsal

Answer 24

Repeating the information in your phonological loop or refreshing information in your visuospatial sketchpad

Question 25

Elaborative Rehearsal

Answer 25

Connecting the information you are trying to remember with something you already know (with knowledge from long term memory)

Question 26

Chunking

Answer 26

Grouping individual bit of information

Question 27

Declarative knowledge

Answer 27

“knowing that” . Knowledge that can be declared, usually in words or other symbols “knowing that” something is the case

Question 28

Procedural knowledge

Answer 28

“knowing how” to do something

Question 29

Self-regulatory knowledge

Answer 29

“knowing when and why” to apply your declarative and procedural knowledge

Question 30

Explicit memory

Answer 30

Knowledge from memory that is recalled and consciously considered. Episodic and semantic.

Question 31

Episodic Memory

Answer 31

About events we have experienced.

Question 32

Semantic memory

Answer 32

Memory for meaning

Question 33

Implicit memory

Answer 33

Knowledge we are not aware of recalling but influences our behavior. (procedural memories).

Question 34

Script

Answer 34

schema or expected plan for the sequence of

steps in a common event such as buying or ordering

Question 35

Production

Answer 35

rules about what action to take given

certain conditions –if-then actions

Question 36

Priming

Answer 36

activating a concept in memory or the spread of

activation from one concept to another

Question 37

Analytic/componential Intelligence

Answer 37

Involves components
of mental processes (analyze, judge, evaluate,
compare/contrast)

Question 38

Creative/experiential Intelligence

Answer 38

Coping with new
experience though insight and automaticity (create,
design, invent, originate, and imagine)

Question 39

Practical/contextual Intelligence

Answer 39

Made up mostly of
action-oriented tacit knowledge learned during everyday
life (use, apply, implement, put into practice)