Final Exam Flashcards
Social Cognitive Theory
Social (modelling) and cognitive (thoughts, beliefs, expectations, judgements) factors, as well as behavior, play important roles in learning.
Observational learning: Response facilitation effect
An observer displays a previous learned behavior more often after seeing a model reinforced for the behavior
Observational learning: Response inhibition effect
An observer displays a pervious learned behavior less frequently after seeing a model punished. The negative consequence has a inhibitory effect
Observational learning: Response dis-inhibition effect
An observer displays a previous forbidden or punished behavior more often after seeing a model get away with the behavior.
Four elements of Observational learning
Attention, retention, production, motivations and reinforcement (Direct, vicarious, self)
Human Agency
Exercising influence over life events. The ability to make intentional choices, design and execute plans and actions
Self-Efficacy
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.
Four sources of self-efficacy
Mastery experiences, physiological and emotional arousal, vicarious experiences, and social persuasion.
Factors that influence self-regulation
Knowledge, motivations and volition.
Self-regulated learners cycle
Analyzing the task, setting goals, Engaging in learning, Adjusting/ Reflecting
Cognitive behavior modification
The emphasis is on getting students to monitor, manage and regulate their own behavior rather then letting it be controlled by external factors.
Self -instructional methods
Cognitive behavior techniques aimed at teaching individuals to modify their own behavior. Adds thinking and self talk. More cognitive then behavioral approach.
Pillars of teaching
Constructivist, cognitive, behavioral, social cognitive
Sensory memory
The initial processing of incoming sensory stimuli. Very large capacity but beyond what we can process. Short duration (1-3 seconds).
Bottom-up processing
Feature analysis of sensory input into meaningful pattern.
Top-down processing
Use of context and prior knowledge to recognize patterns quickly.
Working memory
Workbench of conscious thought. Requires rehearsal to keep information activated. capacity of 5-9 items; duration of 5-30 seconds.
Central Executive
Supervises attention, makes plans and decides what information to retrieve and how to allocate resources.
Phonological Loop
A speech and sound-related system for holding and rehearsing words and sounds in short term memory.
Visuospatial Sketchpad
Where you visualize images
Cognitive load
The volume of mental resources required to complete a task. (attention, perception and memory)
Intrinsic cognitive load
The amount require to complete the task itself.
Extrinsic cognitive load
The amount of mental resources needed complete tasks irrelevant to the original task.
Germane Cognitive load
Deep knowledge, including connecting information to old information and activation
