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Cognitive & Affective Bases > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Respondent Conditioning

A
  1. Automatic responses to prior stimuli
  2. Referred to as reflexive or involuntary
  3. Usually involves smooth muscles and glands that control our gastrointestinal tract and blood vessels
  4. Is said to be elicited by prior stimuli
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2
Q

Operant Conditioning

A
  1. Controlled by consequences
  2. Referred to as voluntary behavior
  3. Usually involves skeletal muscles
  4. Is said to be emitted by an individual
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3
Q

Reinforcement

A

A consequence after a behavior that makes it more likely it will happen again

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4
Q

Punishment

A

A consequence after a behavior that makes it less likely to happen again

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5
Q

Primary Reinforcer

A

Innate reinforcing qualities, not learned
• ex: food, touch, and shelter

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6
Q

Secondary Reinforcer

A

Associated with a primary reinforcer
• ex: give dog a treat then say good boy

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7
Q

Back-up Reinforcer

A

Reward in exchange for earned tokens
• In a token economy

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8
Q

Generalized Reinforcer

A

A stimulus that exerts a reinforcing effect because it has been associated with reinforcing stimuli
• Stickers reinforce behavior when they add up to a prize

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9
Q

What are the 5 categories of reinforcers

A

CAMPS
• Consumables
• Activities
• Manipulatives
• Possessions
• Social Reinforcers

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10
Q

Consumables

A

Items that one can eat or drink
• Candy, cookies, fruit, and beverages

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11
Q

Activities

A

Opportunities to watch TV, look at a picture book, or stare out of a window

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12
Q

Manipulatives

A

Play with a favorite toy, build with LEGOs, color or paint, ride a bicycle, or go on the internet

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13
Q

Possessions

A

Sit in one’s favorite chair, wear a favorite shirt or dress, have a private room or enjoy some other item that one can possess (at least temporarily)

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14
Q

Social Reinforcers

A

Affectionate pats and hugs, praise, nods, smiles, and even a simple glance or other indication of social attention

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15
Q

Functional Behavioral Assessment (FBA)

A

Identification of relationships applicable to target behaviors
• Identifies situations in which behavior is present
• Identified consequences that are maintaining the problem behavior
• Allows you to plan an intervention
• Make a plan -> Consider positive behavior and interventions

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16
Q

Making a behavior intervention plan (FBA)

A

• Define target behavior and function of behavior
• Includes baseline measure of issue behavior, frequency, duration, settings, etc.
• Define objective and goals, who will carry out the plan
• Intervention -> Alter antecedent events, teach adaptive behaviors, provide consequences and reinforcements

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17
Q

Functional Analysis (FA)

A

Experimenting with what you think is leading to the behavior
• Manipulate the environment ahead of time

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18
Q

Describe indirect methods of behavior assessment

A

• Interviews = Interviewing people that are important to the situation
• Questionnaires = Broad overview: Not specific to what is occurring in the situation
• Role-playing
• Data from referring source
• Client self-monitoring

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19
Q

Describe direct methods of behavioral assessment

A

• Narrative Recording
• Event Recording
• Interval Recording
• Time Sampling

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20
Q

Narrative Recording

A

• Comprehensive description of the child’s natural behavior
• Going in and observing + writing down, what happens
• Anecdotal recording
- Write down things that seem relevant and of interest
- Not really sure what is controlling the behavior at this point
• Running recording
- Writing down everything that happens
- Cannot tend to all behaviors all the time

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21
Q

Event Recording

A

• Record each time the behavior occurs
• Good for behaviors that have clear-cut beginnings and endings
• Not good for behaviors that have high frequencies
- Requires you to pay attention to doing the behavior
• Figure out when you are going to observe and for how long you are going to observe
• Have control of decision making

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22
Q

Interval Recording

A

• Look for behavior within specified intervals of time
• Number of times you were going to observe the child
• Looking for a frequency count
• Record specific aspects of behavior within specified intervals of time
• Record presence or absence of behavior
• Divide observation period into specific intervals
• Partial Interval: If behavior occurs once at all, during the interval, yes or no
• Whole Interval: If behavior was present at the start and end of interval, if it lasts the entire time
• Momentary Time Interval: If the behavior is at the end of interval
• Variable Inter-Occasion Interval: Pre-selected random time intervals

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23
Q

Time Sampling

A

• A type of interval recording
• Takes random times throughout the day to see if there is a comparison
• This is time efficient
• You can go in the morning, late morning, and early afternoon and compare the frequency of behavior during the different times
• Compare frequency of behavior over intervals of different times

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24
Q

Direct Method of Behavioral Assessment

A

Real-time information about the behavior, objective, but assessor may influence behavior

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25
Q

Advantages of Direct Methods of Behavioral Assessment

A

More objective

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26
Q

Disadvantages of Direct Methods of Behavioral Assessment

A

• Time consuming
• Requires appropriate training
• Only for behaviors you can directly observe (overt behaviors)

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27
Q

Indirect Methods of Behavioral Assessment

A

Can get information from multiple sources (parent, teacher, etc.), may be biased due to those filling them out having their own opinions, and might be inaccurate since people could not understand what they are being asked

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28
Q

Advantages of Indirect Methods of Behavioral Assessment

A

• Convenient
• Covert behaviors (may be something that you cannot observe or can be so subtle that you cannot pick up on)

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29
Q

Disadvantages of Indirect Methods of Behavioral Assessment

A

• Not being able to observe the behavior yourself
• Potentially inaccurate
• Can be biased information

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30
Q

Define the six aspects of behavior that can be recorded

A

• Topography
• Frequency (or rate of behavior)
• Duration
• Intensity (also known as magnitude or force of a response)
• Stimulus Control
• Latency (often called reaction time)

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31
Q

Topography

A

Specific moments involved in making the response

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32
Q

Frequency

A

Number of instances of a behavior that occur in a given period of time
• Or RATE OF BEHAVIOR

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33
Q

Duration

A

Length of time from the beginning to the end of an episode of behavior

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34
Q

Intensity

A

• How strong the behavior is
• Assessments of intensity, often utilize instrumentation
• Also known as MAGNITUDE or FORCE OF A RESPONSE

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35
Q

Stimulus Control

A

• Degree of correlation between the occurrence of a given event and a response quickly following that event

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36
Q

Latency

A

Time between the occurrence of a particular event or cue and the start of that behavior
• Often called REACTION TIME

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37
Q

What are the sources of unreliability in observation systems?

A

• Observer Bias
• Observer Drift
• Difficulties in Coding Behavior
• Child Reactivity

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38
Q

Observer Bias

A

• Observer may be biased in a way that influenced the way they record behavior
• Leniency effect
- Not being strict
- Observer may be more tolerant of behaviors than other people are
- May already have some biases towards the individual
• Primacy effect
- Influenced by your first impressions (either positive or negative)

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39
Q

Observer Drift

A

• Lose your attention or motivation
• Observer can get tired

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40
Q

Difficulties in Coding Behavior

A

• If you miss or forget to record something
• Misunderstanding of how to record something

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41
Q

Child Reactivity

A

Child knows they are being observed and they can change their behavior

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42
Q

Procedures to Reduce Unreliability:

A

• Clear and precise definitions
• Systematic and precise rules for observation
• Time intervals that are not excessively long
• Training observers
• Periodic checks of observers

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43
Q

Procedures to Reduce Child Reactivity:

A

• Be as neutral as possible
• Position self outside of traffic flow
• Shift attention to other children
• Enter at natural breaks

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44
Q

Premack Principle

A

High probability behavior contingent upon low probability behavior

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45
Q

Deprivation

A

Person has not experienced the reinforcer
• Only give candy when reinforcing
• Reccomended to do this before starting intervention

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46
Q

Satiation

A

Reinforcer is no longer reinforcing and it has lost its effect
• Reinforcement menus
- Selection of things they can get and are of interest

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47
Q

Different Schedules of Reinforcement

A

• Fixed Ratio (FR)
• Variable Ratio (VR)
• Fixed Interval (FI)
• Variable Interval (VI)

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48
Q

Fixed Ratio (FR)

A

Certain number of behaviors equals reward
• Number of responses
• Set to the same number every time
• Post-reinforcement pause
- After you get the reinforcement
- Need time to engage in the reinforcer
• Ratio Strain
- Sometimes you might go too far
- Less likely to happen in variable ratio

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49
Q

Variable Ratio (VR)

A

Random numbers of behaviors equals reward (every third time, etc.)
• Little post-reinforcement pause
• Ratio strain less likely to happen
• High resistance to extinction
- Do not know when reinforcement is coming

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50
Q

Fixed Interval (FI)

A

Reward given after certain time interval
• Responding increase through interval
• Post-reinforcement pause
• Could be five minutes consistently or can change

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51
Q

Variable Interval (VI)

A

Reward given after random period of time when behavior is exhibited
• Moderate steady rate
• Little or no post-reinforcement pause

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52
Q

Advantages/Disadvantages of Fixed Ratio

A

Post-reinforcement pause and ratio strain

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53
Q

Advantages/Disadvantages of Variable Ratio

A

• Little post-reinforcement pause or ratio strain
• High resistance to extinction

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54
Q

Advantages/Disadvantages of Fixed Interval

A

• Responding increases through interval
• Post-reinforcement pause

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55
Q

Advantages/Disadvantages of Variable Interval

A

Moderate steady rate, little post-reinforcement pause

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56
Q

Duration Schedule (Fixed or Variable)

A

Based on length of time behavior is displayed
• Ex: Sitting in a chair for 10 minutes

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57
Q

Fixed-Duration (FD)

A

• Engage in behavior for specified length of time
• Post-reinforcement pause

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58
Q

Variable-Duration (VD)

A

• Variable length of time required
• Little or no post-reinforcement pause

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59
Q

Discuss the advantages and disadvantages of different schedules of reinforcement: Concurrent Schedule

A

• Different behaviors reinforced on different schedules
• Matching law
- Reinforcement of different behaviors
- Weighing different options we have available to us
• Response chosen depends on:
- Types of schedules operation
- Immediacy
> Will you get it right away or will you have to wait for it
> Typically, we like immediate satisfaction
- Magnitude
> How important is that reinforcer for you
- Effort required
> Effort that is required to engage in the behavior
> We rather do easy things for immediate satisfaction
> Willing to put in work for a bigger goal

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60
Q

Discuss the advantages and disadvantages of different schedules of reinforcement: Intermittent Schedule

A

Some instances of behavior are reinforced but not all
• Advantages:
> Reinforcer is effective longer
> Longer to extinguish behavior
> Promotes more consistent performance
> Promotes transfer to natural environment
• Disadvantages:
> Inconsistent use of extinction
> People do not know when the reinforcement is coming

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61
Q

Ratio Strain

A

When level of expected behavior goes up too much (too quickly)
• Ex: you go from 2 correct math problems to 8
• Sometimes you might go too far
• Less likely to happen in variable-ratio

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62
Q

Post-Reinforcement Pause

A

A pause in response after the delivery of a reinforcer
• Mostly in fixed schedules
• After you get the reinforcer you need time to engage with it

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63
Q

Differential Ratio of Low Rates (DRL)

A

Lower the rate of behavior by reinforcing fewer instances of behavior, or longer amounts of time between instances
• Behavior is acceptable but not at its current rate
• E.g., going from drinking 8 cups of coffee a day to 3
• Okay to do things sometimes but not at the level they are being done at now
• Can be used for nondangerous unwanted behaviors
> Nailbiting

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64
Q

Differential Reinforcement of Zero Responding (DRO)

A

Reinforcement contingent on the absence of a problem
• Used for dangerous unwanted behaviors
> Fighting, cursing

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65
Q

Differential Reinforcement of Incompatible Responding (DRI)

A

Reinforce a more appropriate behavior for the situation
• Sleeping in class, not following directions

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66
Q

Time-Out (including appropriate use of TO)

A

Time away from positive reinforcement (can be exclusionary or not)
• TO from positive reinforcement
> Exclusionary and non-exclusionary
• Applied calmly and objectively
• 1 min per child’s age is recommended
• Pre-TO warning
• Couple with positive reinforcement for alternative behavior
• Has to be consistent

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67
Q

Response Cost

A

Conditioned reinforcers (candy, tokens) are withdrawn to suppress a response

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68
Q

Discuss factors that influence the effectiveness of punishment

A

• Conditions of a desirable alternative behavior
• Cause for the undesirable behavior
• The punishing stimulus
• Minimize causes for undesirable behavior (environment)
• Selection and delivery of punisher (time out vs. response cost)
• Rules for punishment

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69
Q

Factors influencing the effectiveness of punishment: Cause for the undesirable behavior

A

• Identify and eliminate the current discriminative stimulus for the undesirable behavior
• Identify and eliminate existing reinforcers that are maintaining the undesirable behavior

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70
Q

Factors influencing the effectiveness of punishment: The punishing stimulus

A

• Important that the punishment is effective
• The more intense or strong the punishing stimulus, the more effective it will be in decreasing the undesirable behavior
• The intensity of the punisher that is needed to be effective depends on the success in minimizing the causes of the undesirable behavior while maximizing the conditions for a desirable alternative behavior

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71
Q

Factors influencing the effectiveness of punishment: Selection & Delivery of Punisher (TO vs. Response Cost)

A

• The punisher should be presented immediately following the undesirable behavior
• The punisher should be presented following every instance of the undesirable behavior
• The delivery of the punisher should not be paired with positive reinforcement
• The person administering the punisher should remain calm when doing so

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72
Q

Factors influencing the effectiveness of punishment: Rules for Punishment

A

• Adding rules to a punishment procedure often helps to decrease the undesirable behavior and increase the desirable alternative behavior more quickly

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73
Q

Discuss the factors that influence the effectiveness of extinction

A

• Control reinforcers
• Positive reinforcement for alternative behavior
• Setting considerations
• Rules
• Schedule of reinforcement

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74
Q

Reasons why extinction might not work

A

• Wrong reinforcer is withheld
• Presence of intermittent reinforcement
• Alternative behavior is not strengthened

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75
Q

Extinction Burst

A

Unwanted behavior reappears or increases before going back down

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76
Q

Spontaneous Recovery

A

Reemergence of a previously extinguished conditioned response
• May happen again after a period of behavior not occurring

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77
Q

Extinction

A

If a previously reinforced behavior is not followed by a reinforcer, the behavior is likely to decrease
•Iif something is on a continuous schedule of reinforcement, it is easier to extinguish it because you learn faster that the reinforcement is not coming

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78
Q

Shaping

A

Successive reinforcement of clothes, approximations and extinguishing of preceding approximations of the behavior
• Gradual way of changing a behavior

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79
Q

Fading

A

Response eventually occurs to a partially changed or a completely new stimulus
• Prompts assisting this change gradually decrease or “fade” to increase probability of success
• Gradual “fading” of prompts

80
Q

Chaining

A

Connection of stimulus and responses that each connection goes together to make the final behavior
• Each response is serving as a discriminative stimulus that the next response should happen
• Sequence of discriminative stimuli and responses
> Stimulus response = Links
• Total task presentation vs. Forward/backward chaining
> Total task is more effective

81
Q

Chaining vs. Shaping or Fading

A

• Final behavior consists of entire chain
• Backward or forward
• Reinforcement of chain

82
Q

Discuss factors that influence the effectiveness of shaping

A

• Can shape a behavior according to:
> Topography
> Amount
> Latency
> Intensity
• Factors related to shaping:
> Starting and final behavior
- Starting behavior
- Goal behavior
- Intermediate behavior
> Choosing steps
> Pacing of steps

83
Q

Discuss factors that influence the effectiveness of fading

A

• Gradual fading of prompts
> Prompting
- Providing assistance during the behavior change process
* Verbal
* Gestural
* Environmental
* Physical
> Increase the probability of success on a task

84
Q

Discuss the factors that influence the effectiveness of chaining

A

• Factors related to chaining:
> Task analysis
> Modeling of behavior
> Ample reinforcement
> Decreasing assistance

85
Q

Situational Inducement

A

Involves influencing a particular behavior by using situations and occasions that already exert control over the behavior
• A close synonym is environmental prompting
• Changing things around in the environment

86
Q

Describe four different types of situational inducement

A

• Rearranging the surroundings
• Moving the activity to a new location
> Make it easier for the behavior to occur
• Relocating people
• Changing the time of the activity

87
Q

Stimulus Generalization

A

Ability to behave in a new situation in a way that has been learned in other similar situation

88
Q

Response Generalization

A

Similar responses also ellicit reinforcement (strengthen behavior)

89
Q

Stimulus Discrimination

A

Ability to distinguish between stimuli
• If new situations are not distinguished from the target situation stimulus generalization occurs
• Similar responses to multiple stimuli results and response generalization

90
Q

Reversal Design

A

Used to study the effect of a treatment on the behavior of a participant

(see study guide for in depth description)

91
Q

Multiple Baseline Design

A

Same treatment over multiple variables such as people or places

(see study guide for in depth description)

92
Q

Simultaneous Treatment Design

A

Allows for the comparison of two or more treatments within one individual

(see study guide for in depth description)

93
Q

Changing Criterion Design

A

Common type of design and is a desirable design used to change behavior gradually and in step like increments

94
Q

Generalization

A

How well it transfers to the natural environment
•Ttrain in target situation
• Vary stimuli/responses
• Train enough examples

95
Q

Behavior Maintenance

A

Natural reinforcement of target behaviors after use of token economy
• Can change behavior of others (teachers or parents) to help this

96
Q

Pavlovs Classical Conditioning Paradigm

A

• Unconditioned Stimulus = Food
• Unconditioned Response = Salivation
• Neutral Stimulus = Ringing of the bell
• Conditioned Stimulus = Ringing of the bell
• Conditioned Response = Salivation
• Extinction = The removal of food so that when the bell rang the dogs would salivate

97
Q

Describe at least two factors associated with treatment outcome as noted on the Loovas video

A

• Age
> Treatment is much more effective when started early on
• Intensity
> Children in the experimental group, who received 40 hours of treatment a week showed much better outcomes then the control group, who were given 10 hours a week

98
Q

What are the four components of learning described by Albert Bandura

A

• Model
• Consequences
• Internal processes
• Self efficacy

(See in depth for each one on study guide)

99
Q

Describe the functions of a model

A

• Response Facilitation: Social prompt that tells you the behavior is appropriate in that setting
• Inhibition/Disinhibition: Strengthen an inhibition you have or help disinhibit it
• Observational Learning: Watching others

100
Q

Describe model and observer characteristics that influence reactions to modeled behavior

A

• Salience = Something that stands out
• Liking and Respect = More likely if you respect the model
• Similarity = The more similar you are to the model the more likely you will engage in that behavior
• Reinforcement = If the model is reinforced for behavior and if that reinforcer is valued, then one is more likely to engage in behavior
• Number = The more models, the stronger the learning is as well

101
Q

Describe the four internal processes required for learning and performance to occur

A

• Attention = Focusing on the model
• Retention = Being able to remember the action/consequences
• Reproduction = Being able to reenact behavior
• Motivation = Wanting to reenact the behavior

102
Q

Vicarious Learning

A

Learning by watching someone else
• Bandura thinks that you can learn without performing the behaviors

103
Q

Enactive Learning

A

Learning by doing

104
Q

Zone of Proximal Development (Vygotsky)

A

Distance between the actual development level, as determined by independent problem-solving and the level of potential development as determined through problem-solving, under adult guidance or in collaboration with more capable peers
• Someone who is more advanced that can teach the younger generations
• Learning occurs in the zone
• Reciprocal teaching

105
Q

Scaffolding (Vygotsky)

A

And individuals, ability to learn information through the help of a more informed individual
• Guided learning
• 3 categories of problem solving
• Bringing in new information by connecting it with something that you already knew

106
Q

Describe the constructivist approach to education and how it differs from traditional approaches

A

• Only experiences can facilitate students to construct their own knowledge. The goal is to construct knowledge rather than passively learn
• Overarching theory
• Cooperative, collaborative, and inquiry base
• Modifies traditional role of teacher
> Teacher is no longer just giving information
> Help students when they may get stuck on something
• Cognitive oriented or socially oriented
> A combination of both
> Socially oriented is working with others

107
Q

What are the key elements of a multistage view of memory?

A

• Sensory register
• Short term, memory (STM)
• Long-term memory (LTM)

108
Q

Modal Model

A

Input (what is out in the world) -> Sensory register (you see it or hear it) -> Working memory (you do something with this information) -> LTM (long-term memory)

109
Q

Sensory Register

A

Momentary and either a echoic (hearing) or iconic (seeing) pattern recognition

110
Q

Multi Stage View of Memory: Long-Term Memory

A

STM is elaborated and encoded to become LTM
• Encoding: meaningful connections between new and old information
• Unlimited but you can only attend to so many things at once
• Sometimes resources are tapped, and you lose attention

111
Q

Short Term Memory (STM)

A

Pieces of information that are remembered for a short period of time
• Temporary storage

112
Q

Long Term Memory (LTM)

A

Unlimited storage of information meant to last a long time
• Considered limitless

113
Q

Working Memory (WM)

A

Small amount of information that is stored in the mind and used for cognitive tasks
• Temporary maintenance and manipulation

114
Q

Explicit Memory (Declarative)

A

Conscious recollection of a previous episode, as in recall or recognition
• More factual based
• Semantic Memory (Knowledge of the world/facts)
> Frontal temporal lobes
• Episodic Memory (Specific; Recalling specific details of information or past experiences)
> Hippocampus = More to do with emotional memory

115
Q

Implicit Memory (Non-Declarative)

A

Does not require the conscious or explicit recollection of past events or information, and the individual is unaware that remembering is occurring
• Ex: Remembering how to drive home

116
Q

Phonological Loop

A

Dedicated to working memory and serves to temporarily hold verbal information

(In depth on study guide)

117
Q

Describe the Multi-Component Model of Working Memory

A

Separates working, memory functionally from long-term memory, in order to account for functionality that goes beyond the mere activation of long-term memory traces
• Comprised of 3 components:
> Phonological loop
> Visuospatial sketchpad
> Central executive
• Includes an episodic buffer that allows working memory to interact with long-term memory

118
Q

Describe different encoding strategies discussed in class and in the text: Organization

A

• the more organized the information, the easier it is to remember
• can be subjective
> how one person organizes may not work with another person

119
Q

Describe different encoding strategies discussed in class and in the text: Elaboration

A

• trying to make meaning of what it is you are remembering
• elaborate rehearsal
> processing information more deeply
> more likely to remember information
• rehearsal
> trying to remember it just to remember it

120
Q

Describe different in coding strategies. Discussed in class and in the text: Schemata

A

• provides structure to remember the information
• decision to use a schema comes from executive control process

121
Q

Functions of Schema

A

• scaffolding
> bringing in new information by connecting it with something that you already knew
• selective attention
> focus attention
> you have some background information, you have a better idea of what to look for
• enables elaboration
> make inferences
> can make more sense of what is coming in
• improves memory searches
> help retrieve information from long term memory

122
Q

Propositional Networks

A

• how our long term memory is stored
• memory is stored in units that are connected into networks
• these networks tend to be organized in some hierarchy
• influences how you get the information out
• ex: how you organize your files in your computer

123
Q

Spread of Activation

A

• information is organized in semantically related areas
• things that are related go together
• find an alternative way to get there if you can’t find the information you are looking for
• How you put it in is how you retrieve it
• ex: remember someone but can’t remember their name, going through names of people you went to high school with

124
Q

Hierarchical Levels

A

• information tends to be organized in hierarchies
• Superordinate, basic, and subordinate
• superordinate = general
> animal
• basic = get a little specific
> dog
• subordinate = very specific
> Chihuahua

125
Q

Advanced Organizer

A

This is important to know because it relates to something you have already studied = meaningful encoding
• comparative
> make connections to previously learned material
> helps with encoding
• expository
> building blocks
> making connections to things and build on them = like teaching vocabulary words to understand a concept
• connections make it easier to draw on information and increases retention
> the more connected information is in your memory the more you can use it in different situations in the easier it is to remember

126
Q

Metacognition

A

Awareness and knowledge of own learning processes

127
Q

Describe the concepts of metacognitive knowledge and skills

A

Metacognitive knowledge vs. Metacognitive skills.
• declarative vs. procedural vs. conditional metacognitive knowledge
> declarative metacognitive knowledge
- Knowing about a particular strategy
- Knowing it exists
> procedural metacognitive knowledge
- Knowing how to use that strategy or skill
> conditional metacognitive knowledge
- Knowing when and why you should use a particular strategy

(In depth in study guide)

128
Q

Declarative Metacognitive Knowledge

A

• knowing about a particular strategy
• knowing it exist

129
Q

Procedural Metacognitive Knowledge

A

Knowing how to use that strategy or skill

130
Q

Conditional Metacognitive Knowledge

A

Knowing when and why you should use a particular strategy

131
Q

3 standards for monitoring comprehension

A

Lexical = word choice and meaning
Syntactic = grammar
Semantic = overall meaning of the text
• external consistency -> does it make sense?
• propositional cohesion -> does it go together?
• structural cohesiveness -> does the structure make sense?
• internal consistency -> does contradict itself?
• informational completeness -> is the idea completely expressed

132
Q

4 Writing Components

A

• planning
• translating ideas and images into words
• reviewing
• monitoring = comprehension, monitoring as you are writing

133
Q

Describe key components to metacognitive instruction

A

3 key components:
• embed instruction into content material
• explicitly note the importance of using metacognitive skill
• prolonged training
> comes with experience

(Look at study guide)

134
Q

Describe the concepts of availability and production deficiency in meta-cognitive instruction

A

Availability
• teach them strategies
Production Deficiency
• know the strategies but don’t know how to use them
• or may not want to use the strategy
• do not know it is an appropriate time to use the strategy

135
Q

Describe the steps of problem solving

A
  1. Initial state
  2. Goals and subgoals
    • come to a solution that helps us feel better in a particular situation
  3. Performing operations
    • learning strategies that you engage in
  4. Representations
    • rely on representations that we have in our cognitions
136
Q

Describe the differences in the problem-solving abilities of experts

A

•Possesses more declarative knowledge
> Knowing more about emotional experiences in individuals
•Better hierarchical organization
•More time planning and analyzing
> Thinking before saying something
•Easier recognition of problem types
•Deeper representation of problems
•More carefully monitor performance
> Someone who is less socially skilled may not be able to read someone’s facial expressions
•Understand value of strategy use

137
Q

Describe the differences in the problem-solving skills of novices

A

Novices might know about strategies, but don’t know what they need to do. Missing conditional knowledge of when/why to use a strategy

138
Q

Cognitive Motivational Analysis

A

How we analyze what it is we are processing

139
Q

Describe the two structures in cognitive motivational analysis

A

Valance Evaluation System (VES)
• evaluating how negative a potential stimulus is
• assessing the threat value
• individuals who are highly anxious tend to perceive things as more threatening
• those with anxiety have a lower threshold for deciding that something is threatening
• how are you deciding if something is a positive or negative
Goal Engagement System (GES)
• what do you do if you decide the same thing as potentially threatening

140
Q

Define locus of control

A

Rotter’s locus of control = Generalized expectancy regarding an outcome
• Internal vs. External
• Within your control or out of your control

141
Q

Describe Weiner’s causal attribution theory including the consequences of various attributions

A

How we attribute your successes and failures
• Causal dimensions
> Internal or external
> Stable or unstable
> Controllable or uncontrollable
- Influences the way we act in the future

Consequences:
Assumes that people are rational and logical beings. Fails to address that a person may have failed due to something that the individual may have done themselves

142
Q

Learning Goals

A

To know something
• Mastery
> Want to understand
> Master a topic
• Task involved
• Task focused
• Intrinsic motivation
• More cognitively involved
• More likely to choose a challenging task

143
Q

Performance Goals

A

Get it done to avoid looking incompetent
• Ego involved
• Ability focused
> Want to make it look like you have the ability
• Want to protect the way you look to other people

144
Q

Discuss classroom variables that influence student motivation

A

• Teacher variables
• Curriculum
• Community of the classroom
• Student autonomy

(Look to study guide for more in-depth information)

145
Q

Describe what it means to be a self regulated learner

A

• Why study
> Internal and external reasons
• How to study
> Methods you are going to use
• When to study
> Time of day
• What to study
> Topics
> Materials
• Where to study
> Location
• With whom to study
> Alone vs. With other people.

146
Q

Describe different theoretical views of self-regulation: Operant (Behavioral)

A

Monitoring our own behavior and consequences we experience from that
• Self monitoring
> Achievement related behaviors
• Self instruction
> Using discriminative stimuli to know when to study
• Self reinforcement
> Giving yourself reinforcement

147
Q

Describe different theoretical views of self regulation: Information Processing

A

How we processed the decisions that we make
• Metacognitive awareness
> Knowledge about yourself and the task
• Control processes
> Develop a plan and monitor that you are making progress towards your goal
• Learning strategies
>Learning strategies that are good for you for that particular topic
> Decision on the strategies that you will be using toward your goal

148
Q

Describe different theoretical views of self-regulation: Developmental

A

• Developmental progression
> Infant is regulating their own processes
> Able to better use language skills and cognitive to self regulate their own behavior
• Private speech
> Self regulatory speech from other people becomes private speech they use to guide their behavior

149
Q

Describe different theoretical views of self regulation: Social Constructivist

A

Zone of proximal development
• Learning from experienced individuals in your environment
• Teaching you the important decisions
• Language is important

150
Q

Describe different theoretical views of self regulation: Social Cognitive

A

Making decisions if it was good or bad

• Triadic reciprocality
> Interaction of the three (person, behavior, and environment)
> Person is interacting with the environment and experiencing the consequences
• Self observation
> Checking your own progress
• Self judgment
> How you feel about it
• Self reaction
> Global on how you feel in general with your progress towards the goal
> Influences your motivation to persist on a particular task

151
Q

Near vs. Far Transfer

A

• Near transfer is the study of a problem
> Apply skills to a similar situation, such as when students use essay writing skills across various subjects
• Far transfer is being able to apply skills to a different context such as applying skills from school to non-school settings
• Transferring it to a similar thing vs. something completely different

152
Q

High-Road vs. Low-Road Transfer

A

Low road transfer occurs when the initial learning task and the transfer task are sufficiently similar in context and conditions so there is a high level of automaticity

High road transfer requires being able to identify mindful abstractions and connections from the initial learning task in the transfer task

153
Q

Specific vs. General Transfer

A

Specific transfer is predicated on the perception and utilization of specifying information in a transfer task
• Ex: A student who is taught the basic organizational components of a narrative uses exactly those components later in writing an organized and elaborated story

General transfer relies on non-specifying general information
• Ex: Applying the capacity for logical thought acquired in the philosophy, course to problems arising in business

154
Q

Maintenance Transfer

A

Continuing to use transferred skills

155
Q

Surface vs. Deep Transfer

A

Surface transfer is taking knowledge and applying it as is

Deep transfer is consolidating knowledge and then transferring it

156
Q

Positive vs. Negative Transfer

A

Positive transfer is when learning, and one situation facilitates learning in another situation

Negative transfer is when learning one task makes it more difficult to learn another task

Neutral transfer (zero transfer) = Learning a skill doesn’t help or harm the learning of another task

157
Q

Discuss variables related to successful/unsuccessful transfer

A

Degree of mastery = Experts and masters of material can transfer material easier

Understanding vs. Memorizing = Understanding material allows for better transfer

Time to learn = Taking more time to learn and master material gives more transfer

Context = Similar contexts lead to better transfer

Prior experience = need to draw on relevant experience but prior experience may interfere with understanding new material (cultural/home differences with school setting)

158
Q

Describe characteristics of emotions

A

Emotional experiences have 3 components = A subjective experience, a physiological response, and a behavioral or expressive response

• Distinctive universal signals = they look a certain way
• Emotion specific physiology = certain things happen in the body
• Automatic appraisal mechanism = not a lot of thought going into identifying it
• Universal antecedent events = things it is common for people to be afraid of or feel sadness related to
• Distinctive appearance developmentally
• Present in other primates
• Quick onset
• Brief duration

159
Q

List the proposed basic emotions

A

Sadness
Happiness
Fear
Anger
Surprise
Disgust

160
Q

Feeling tradition

A

Physiology and emotions are related

Key player is Descartes = How you feel physically

Empiricism: Locke
Realist
Idealist

161
Q

Motivation tradition

A

Emotions are motivation states

Key player is Darwin = Emotions are purposive

Impulsivity
Reflexive

162
Q

Evaluative tradition

A

Emotions are cognitive evaluations

How you interpret the situation and emotions evaluate the process

Constitutive
Causal

163
Q

Self-efficacy

A

Is an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments
• Belief in one self to execute actions

164
Q

Outcome Expectations

A

Are personal beliefs in the effect of an action on achieving a particular outcome
• Belief in the action

165
Q

Self-concept

A

Is how we perceive our behaviors, abilities, and unique characteristics
• Defining ourself and our behaviors

166
Q

Describe five cognitive components related to processing of emotional stimuli: Selection

A

Approach or avoid task

Bottom up = don’t have to think about it
You select what you attend to
Bottom up (stimulus driven) vs. Top down (goals)

167
Q

Describe five cognitive components related to processing of emotional stimuli: Orienting

A

What are you paying attention to or looking for

168
Q

Describe five cognitive components related to processing of emotional stimuli: Automaticity

A

Not requiring a lot of effort (innate or acquired)

169
Q

Describe five cognitive components related to processing of emotional stimuli: Control

A

Based on history = you pick things you think will help

Focus on and choose to attend to the things that are most helpful

170
Q

Describe five cognitive components related to processing of emotional stimuli: Capacity

A

Limited pool of resources

Focus on one thing makes you less likely to attend to other things

171
Q

Emotion knowledge

A

Accurate understanding of the expressions, feelings, and functions of discrete emotions

172
Q

Emotion utilization

A

Processes involved in making adaptive use of emotion arousal

173
Q

Emotion regulation

A

Neural, cognitive, and behavioral/action processes that sustain, amplify, or attenuate emotion arousal

174
Q

Affective Heuristic

A

Mental shortcut where your affect guides your perception of experience

ex: if someone has a positive attitude they will assume risk are low and benefit is high and vice versa

(Look at study guide for in-depth explanation)

175
Q

3 Dimensions of Affect: Anticipatory vs. Anticipated

A

Anticipatory is how you feel in the moment
• This test sucks as I’m taking it

Anticipated is how you think you will feel in the future
• I will feel much better after this test

176
Q

3 Dimensions of Affect: Incidental vs. Integral

A

Incidental is not about the current situation
• Come home in a bad mood and you yell at someone at home

Integral is about the situation
• Situation at home puts you in a bad mood so you yell at someone

177
Q

3 Dimensions of Affect: Immediate vs. Expected

A

Immediate is how you feel in the moment

Expected is how you think you will feel

178
Q

Singularity Effect

A

How affect influences your decisions to help others (one person vs. a lot of people)

179
Q

Mood Maintenance

A

People want to stay in a good mood, so they avoid making risky decisions

People in a bad mood feel they have nothing to lose so they feel that taking a risk may make things better

180
Q

Mood Repair

A

Take a risk to feel better

People in a bad mood working to shift toward a good mood
• Increasing self-confidence
• Handling self criticism
• Controlling negative thinking
• Making sadness less overwhelming
• Increasing energy levels to boost motivation

181
Q

Counterfactual Thinking

A

Mental simulation of comparing the present state with other possible but not obtained states
• After you make a decision -> You evaluate a decision
• ex: You decide to take a job, now you’re thinking if it was a good choice

182
Q

Upward counterfactual thinking

A

• How things could have been better
• “If I didn’t take this job, I could have more money”
• Makes you feel bad about the decision you did make

183
Q

Downward counterfactual thinking

A

• Thinking about how things could be worse
• “Good thing I took the job because I can pay rent”

184
Q

Situation selection

A

Approach (positive experience) or avoid (negative experience) particular tasks

Problem occurs if you avoid things you need to be part of

185
Q

Situation modification

A

Change the situation

Not avoiding the situation but making the situation better (go to party with a friend)

Conflict resolution

Arm yourself with information to know as much about the situation as possible

186
Q

Attentional deployment

A

Regulate yourself through the attention you place on certain tasks

Distraction = shift attention to something else
• ex: on what you’ll do after

Rumination = not adaptive strategy (maladaptive)
• People who are depressed do this

Mindfulness = focus on the here and now

187
Q

Cognitive change

A

Change how you think about it or the way you can handle it to change how you feel about it

Adaptive humor

Reappraisal

188
Q

Response modulation

A

Change how we respond
• Change our behavior
• ex: exercise when stressed, clean, or vent

Substance use and self harm are maladaptive

Emotion suppression
• ex: looking calm when upset

Venting

189
Q

ADHD Deficits

A

• Deficit in inhibition -> Impulsive
• Interference control
• Working memory
• Attentional flexibility
• Planning

190
Q

ADHD Difficulties

A

• Don’t plan
• Decision making is impulsive
• Not being thoughtful in the processing of information
• Distracted by information
• Hard time keeping information in their head
• Less flexibility in what they attend to and how they process information
• Tend to make poor and risky decisions
• Not thinking about the consequences
• Looking for immediate gratification
• Don’t like to have to wait for it

191
Q

Conduct Disorder

A

• Insensitivity to negative consequences
• Reduced estimation of negative future events
- Don’t think bad things will happen to them
- More likely to make risky decisions
• Present oriented motivational style
- Do not want to wait
- Care about immediate reinforcement
- Get it now. Screw the consequences
• Do not care about things like suspension
• Misinterpret other people’s actions
- See them as negative (hostility bias)

192
Q

Major Depressive Disorder

A

• Disengaged, preservative, and pessimistic decision making
• Blunted affective forecasting
• Don’t think they are going to feel better in the future
• Positive events attributed to external, unstable, and specific causes
• Ruminative style = focus on negative things in the environment
• Do not think they will get positive outcomes

193
Q

Anxiety

A

• Hesitant, averse, and self-deprecating decision making style
• Selectively attend to negative information
• Reduced reward valuation
• Avoidance tendencies
• High distraction
• Impaired ability to predict outcomes
- Overestimate negative outcomes

194
Q

Intrinsic Motivation

A

From within

Wanting to learn to understand (autonomous)

195
Q

Extrinsic Motivation

A

Doing it for some reason other than internal interest

To get some outcome or to avoid some outcome (like failing)

196
Q

Controlled Motivation

A

Controlled by others

Motive to exercise at least some control over important events in our lives
• ex: going to piano

Integrated regulation -> taking in the reason for an action

197
Q

Self-Determined Motivation

A

Internal motivation

Based on intrinsic factors and a need for growth

Extrinsic can become intrinsic motivation

Identified regulations -> some thing you do and not think about

Cognitive & Affective Bases (2 decks)

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