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FINAL EXAMINATION Flashcards

1
Q

Keep track of how well you are doing and whether you understand what you are being taught. Testing yourself, asking yourself questions, and trying to find answers can help you determine what works and what doesn’t.

A

METACOGNITIVE STRATEGIES

Monitoring

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2
Q

 FOREBRAIN

A

Cerebrum, Thalamus, Hypothalamus

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3
Q

When we attach values and emotions to the view we hold of ourselves, we develop

A

self-esteem.

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4
Q

triggers the fight-flight response = increase heart rate, increase blood pressure, respiration, increases blood sugar, secretion of excitatory hormones, muscle tension, immune system is affected.

A

Responses of Stress

Physiological responses

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5
Q

A response is followed by a reinforcing stimulus

A

operant conditioning

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6
Q

serves as relay station for sensory stimulation.

A

thalamus

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7
Q

– Curiosity in one’s work
– Collaborating with those from other professions
– Getting involved

A

• Intellectual/Cognitive Wellness

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8
Q

Two Types of Learning

A

classical conditioning

operant conditioning

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9
Q

a stimulus that comes before the behavior)

A

 Antecedants (

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10
Q

– Religious practices
– Connecting with nature
– Meditating

A

• Spiritual Wellness

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11
Q

three parts of human brain

A

forebrain, midbrain, hindbrain

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12
Q

Clear Goals, Clear Vision- What do you love to do? What you are passionate about? Think about your priorities and set goals for yourself so you can focus on the important things this year.

A

Locke’s Goal Setting Principles

Clarity

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13
Q

also known as Pavlovian or respondent conditioning) refers to a learning procedure in which a biologically potent stimulus (e.g. food) is paired with a previously neutral stimulus (e.g. a bell).

A

classical conditioning

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14
Q

An individual’s sense of being able to manage a task effectively and successfully in a particular domain

A

self efficacy

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15
Q

Responses of Stress

A

a. Physiological responses-
b. Psychosomatic Symptoms- r
c. Emotional Responses
d. Harmful Behaviors

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16
Q

crowds, noise, extreme temperatures, messy conditions

A

. Environmental Problems:

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17
Q

is the view we hold of ourselves.

A

Self-concept

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18
Q

– Tuning into your emotion
– Expressing emotion in a healthy way
– Self-reflection and self-awareness

A

• Emotional Wellness

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19
Q

HUMAN BRAIN

A

 Master Organ, a very fragile part of the body, weighs 3lbs., the most complex organ in the human body that controls ALL activities of our body.

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20
Q

Decide what level of performance you want to achieve and how you will go about doing it. It will help you do better in school.

A

METACOGNITIVE STRATEGIES
Goal Setting/
Planning

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21
Q

– regulation of body temperature, thirst, hunger, sexual behavior, caring for offspring, motivations & emotions (including aggressions)
- thoughts, choice and value system

A

hypothalamus

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22
Q

Social comparison plays a significant role in learners’ academic _______________

A

self concept

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23
Q

left brain

A 
logic
sequencing
linear thinking
mathematics
facts
thinking in words
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24
Q

“Rewards” or something desireable is received after a behavior occurs

A

 Positive reinforcer:

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25
Q

________is like a file you use to store important information you want to remember.

A

Schema

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26
Q

right brain

A 
imagination
holistic thinking
intuition
arts
rhythm
nonverbal cues
feelings visualization
daydreaming
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27
Q

Examine your performance to see if it is acceptable, and use feedback to learn from your mistakes. You will know if your learning and motivation strategies are effective if you understand what you are learning and earn high grades.

A

METACOGNITIVE STRATEGIES

Evaluating

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28
Q

aggressive behavior

A

amygdala

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29
Q

What is goal according to Napoleon Hill

A

• “A goal is a dream with a deadline.” –

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30
Q

 addresses learning of involuntary responses.

A

Classical Conditioning

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31
Q

“A goal should scare you a little, & excite you A LOT.”–Joe Vitale

A

Locke’s Goal Setting Principles

Challenging Goals

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32
Q

 MIDBRAIN

A

 Controls posture and walking

 Vision, hearing, motor control, sleep and wake cycles, arousals and temperature regulation

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33
Q

When You add information to an idea, you can better understand and remember it. Make up examples, analogies, or illustrations to help you understand new concepts.

A

Cognitive strategies

Elaborating

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34
Q

If others can do it, I can do it, I will do it better

A

Locke’s Goal Setting Principles

Task Performance-

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35
Q

(a stimulus that comes after a behavior)

A

 Consequences

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36
Q
  • memory (converting the STM to LTM)
A

hippocampus

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37
Q

A desirable is lost or removed after a behavior occurs

A

Removal punishment:

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38
Q

is connected to students’ perceptions of their academic abilities and how they compare with friends.

A

Self-esteem

39
Q

METACOGNITIVE STRATEGIES

A

Goal Setting/ Planning
Monitoring
Affecting
Evaluating

40
Q

 Attention, Sleep and wake cycle

coma

A

 RAS (Reticular Activating System)

41
Q
  • The internal master control of thinking behavior designed to make sure that learning takes place
  • It includes both the knowledge of cognition and the regulation of cognition.
A

Metacognition

42
Q

is a good way to improve comprehension. Ask yourself questions about the material you are reading to increase your understanding.

A

Cognitive Strategies
Questioning
-Self-questioning technique

43
Q

 addresses learning of voluntary responses.

A

operant conditioning

44
Q

A Generally high sense of it has been associated with positive personal and social outcomes.

A

self-esteem

45
Q

pons

A

attention, Sleep, Alertness & respiration.

46
Q

What is Self-Compassion?

Psychcentral, 2014

A

• It’s linked to greater well-being, including diminished anxiety and depression, better emotional coping skills and compassion for others.

47
Q

– Sleep, exercise, and nutrition
– Calming the body
– Healing through movement and music

A

• Physical Wellness

48
Q

what part of the brain are the following located?

Pons, Medulla Oblongata, Cerebellum

A

 HINDBRAIN

49
Q

Six Dimensions of Wellness

A
  • Physical Wellness
  • Emotional Wellness
  • Intellectual/Cognitive Wellness
  • Spiritual Wellness
  • Social Wellness
  • Occupational Wellness
50
Q

You can only understand and retain a limited amount of what you read.

note:Pick out the most essential information and summarize it.

A

Cognitive Strategies

Abstracting/summarizing

51
Q

referred to as hassles- responsibilities, homework, deadlines, misplacing something

A
  1. Everyday Problems:
52
Q

 Behavior is sandwiched between

A

antecedents and consequences

53
Q

“Escapes” or something undesirable is avoided after a behavior occurs

A

 Negative reinforcer:

54
Q

“little brain”

A

 Cerebellum –

55
Q

– listen as much from people you respect

A

Locke’s Goal Setting Principles

Feedback

56
Q

When information is ________, it is put into subsets, which enhances or adds to the capacity of working memory to store it. _________ material into an outline to help you see the relationships between the parts.

A

Cognitive Strategies
organized
organized
ALL: Organizing

57
Q

“Commit your works to the LORD and your plans will be established”. (Proverbs 16:4)

A

Locke’s Goal Setting Principles

Commitment

58
Q

a state of apathy, withdrawal, and inaction (procrastinating) (Seligman, 1975).

A

Responses of Stress—–Emotional Responses

Learned helplessness

59
Q

 maintaining balance, controlling motor (muscle) behavior (Coordination) and posture

 impair motor coordination, stumbling & loss of muscle tone.

A

cerebellum

60
Q

It is based on albert bandura’s concept of human agency, which is a belief that people intentionally influence, control and direct their actions to make things happen.

A

self efficacy

61
Q
  • Apprehension, fear, and terror.
  • Annoyance, anger, and rage.
  • Pensiveness (meaning is being preoccupies), sadness, grief.
  • Learned helplessness
A

Responses of Stress

Emotional Responses

62
Q

 is a method of learning that occurs through rewards and punishments for behavior.

-an individual makes an association between a particular behavior and a consequence (Skinner, 1938).

A

operant conditioning

63
Q

• Overall health includes not just the physical, but the psychological, emotional, social, and spiritual components of an individual’s well-being (US Institute of Medicine, 2013)

A

Self-Care?

64
Q

What is Wellness?

The World Health Organization, 2014

A

• “…a state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity.” (The World Health Organization, 2014)

65
Q

 Medulla Oblongata –

A

heart rate, blood pressure, respiration, sleeping, sneezing and coughing.

66
Q

It Refers to the collection of knowledge, ideas, attitudes and beliefs we have about ourselves.

A

self concept.

67
Q

An undesirable stimulus is received after a behavior occurs

A

 Presentation punishment:

68
Q

The level of satisfaction and pride that individuals have in the self

A

self esteem

69
Q

– Job interest and value
– Using your own talents and skills
– Job satisfaction

A

• Occupational Wellness

70
Q

When we feel empowered to achieve our goals, we develop

A

self-efficacy.

71
Q

Cognitive Strategies

A 
Abstracting/summarizing
Elaborating
Schematizing
Organizing
Questioning
72
Q

What is Wellness?

The National Wellness Institute US, 2012

A

• “a conscious, self-directed and evolving process of achieving full potential.”

73
Q

Typically unexpected like natural disasters, crime, terrorism, and war

A

Type of Stressor

Catastrophes:

74
Q

__________may play an important role in academic achievement.

A

Self-esteem

75
Q

• People believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. They’re wrong.

A

Fixed Mindset

76
Q

Learners with high ________ beliefs tend to feel confident about doing challenging tasks.

A

self-efficacy

77
Q

Look for cause/effect relationships, comparison, lists of items, descriptions, and solutions to problems to help you understand what you read.

A

Cognitive Strategies

Schematizing

78
Q

Go to class, pay attention, take notes, read assignments, do your homework, study for exams, ask for help when you need it. Doing all the activities associated with being a good student will lead you to success.

A

METACOGNITIVE STRATEGIES

Affecting

79
Q

It is influenced by feedback and evaluation from significant others, such as teachers, peers, and parents.

A

self concept

80
Q

The Stress Process

A
  1. Potentially stressful objective event (stressor)
  2. Subjective Cognitive Appraisal (cognition)
  3. Response (physiological, emotional, behavioral)
81
Q

has been linked to greater well-being, including diminished anxiety and depression, better emotional coping skills and compassion for others.

A

Self-compassion

82
Q

– Friends and family
– Peer relationships with colleagues
– Attending social gatherings

A

• Social Wellness

83
Q

Four General Types of Stressors

A
  1. Major Life Changes: can be related to health, family, employment, friendships, or education
  2. Catastrophes: Typically unexpected like natural disasters, crime, terrorism, and war
  3. Everyday Problems: frequent everyday problems referred to as hassles- responsibilities, homework, deadlines, misplacing something
  4. Environmental Problems: crowds, noise, extreme temperatures, messy conditions
84
Q

can be related to health, family, employment, friendships, or education

A

. Major Life Changes:

85
Q

What is Self-Compassion?

Gostrengths, 2012

A

• It is the extension of kindness, care, warmth, and understanding (instead of criticism) toward oneself when faced with shortcomings, inadequacies, or failures.

86
Q

What is a Stressor?

A

An event or situation that causes stress
• A physical, mental-emotional, social, or environmental demand
• Whatever is causing stress. (School, tests, teachers, projects, home, parents, siblings, boy/girlfriend, friends, curfew, etc.)

87
Q
  • Increased smoking, alcohol use
  • Decreased nutrition
  • Decreased sleep
  • Increase drug use
A

Responses of Stress

Harmful Behaviors

88
Q

occurs in response to a perceived harmful event, attack, or threat to survival. It was first described by Walter Bradford Cannon.

A

FIGHT FLIGHT -

89
Q

a simple idea that makes all the difference

A

Mindset according to carol dweck

90
Q

real, physical, and often painful symptoms such as headaches, muscle pains, and stomach problems, that are caused by psychological factors such as worry, tension, stress, and anxiety.

A

Responses of Stress

Psychosomatic Symptoms-

91
Q

• People believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities.

A

Growth Mindset

92
Q

How to Minimize/Change/Eliminate the Stressors?

A
  1. Learn to relax
  2. Be less busy
  3. Accept yourself
  4. Look at the bright side
  5. Plan ahead
  6. Approach a problem from many different directions
  7. Expect the best but be prepared for the worst.
  8. Make time for yourself
  9. Don’t attempt to please everybody
  10. Cooperate more, compete less.
93
Q

it is a very active and powerful choice to engage in the activities that are required to gain or maintain an optimal level of overall health.

A

What is Self-Care?

• The care of oneself;

94
Q

Locke’s Goal Setting theory-

A

the specific & difficult goals with self-generated feedback lead to higher performance depending on goal commitment

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