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Educ 211 > Grasp It! (Midterm 2) > Flashcards

Grasp It! (Midterm 2) Flashcards

1
Q

3 types of behavioral views

A
  • classical conditioning
  • operant conditioning
  • observational learning
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2
Q

classical conditioning basic def

A

a neutral stimulus is associated with a natural response

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3
Q

operant conditioning basic def

A

a response is increased or decreased due to reinforcement or punishment

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4
Q

operant conditioning 4

A
  • trying new responses
  • not all learning is unintentional and not all behaviors are automatic; people also actively operate in their environment
  • we learn to behave in certain ways as we operate in the environment
  • learning in which voluntary behavior is strengthened or weakened by consequences or antecedents
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5
Q

deliberate actions

A

operants

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6
Q

reinforcements 3

A
  • increase behaviours in frequency and and duration
  • can either satisfy a need, reduce tension, or stimulate a part of the brain
  • what works for some may not for others
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7
Q

punishments

A
  • decrease an undesired behaviour
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8
Q

presentation punishment

A

supresses behaviour by adding an undesired consequence

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9
Q

removal punishment

A

suppresses a behavior by removing a desired consequence

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10
Q

positive vs negative reinforcements 3

A
    • adds something
    • takes something away
  • both are good things, to encourage a behaviour
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11
Q

continuous reinforcement schedules 3

A
  • reinforcement after every response
  • rapid learning of response
  • little persistence, rapid disappearance of response if reinforcement stops
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12
Q

fixed-interval reinforcement schedules 3

A
  • reinforcement after set period of time
  • response rate increases as time for reinforcement approaches, then drops after
  • little persistence, rapid drop in response when reinforement stops
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13
Q

variable interval reinforcement schedules 3

A
  • reinforcement after varying lengths of time
  • slow, steady rate of responding, little pause after reinforcement
  • greater persistense, slow decline after reinforcement stops
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14
Q

fixed ratio reinforcement schedules 3

A
  • reinforcement after a set # of responses
  • rapid response rate, pause after reinforcement
  • little persistence, rapid drop after reinforcement stops
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15
Q

variable ration reinforcement schedules 3

A
  • reinforcement after varing # of responses
  • very high response rate, little pause after reinforcement
  • greatest persistence, response rate stays high and gradually drops off
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16
Q

operant vs classical conditioning 2

A
  • operant=reinforcement, classical=relies more on association between stimuli and responses
  • operant=voluntary behaviour, classical=involuntary reflexive behaviour
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17
Q

applied behaviour analysis 4

A
  • application of behavioural learning principles to change behaviour in these 3 steps:
  • clearly specify the behavior to be changed and note the current level
  • plan a specific intervention using consequences, antecedents, or both
  • keep track of results and modify plan if necessary
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18
Q

methods for encouraging behaviours 3

A
  • premack principle
  • shaping
  • positive practice
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19
Q

premack principle

A

a high-frequency behaviour (a preferred behaviour) can be a reinforcer for a low-frequency behaviour (less desired acticity)

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20
Q

shaping 2

A
  • involves reinforcing progress instead of waiting for perfection
  • useful for building complex skills, working towards a difficult goal, and increasing persistence, endurance, accuracy, or speed
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21
Q

positive practice

A

practice correct behaviur as soon and as much as possible

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22
Q

handling undesirable behaviour 4

A
  • negative reinforcement
  • reprimends
  • response cost
  • social isolation
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23
Q

negative reinforcement

A
  • allow students to “escape” from mildly unpleasent situations
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24
Q

reprimands 3

A

soft, calm, private best

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25
Q

response cost

A

after warning, lose marks for rule infractions

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26
Q

social isolation 2

A

aka timeout, remove highly disruptive student for a short period of time

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27
Q

learning

A

occurs when experiences (including practice) causes a relatively permanent change in an indl’s knowledge or behaviour

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28
Q

aristotle and learning

A

we remember things together when they are similar, contrast, or are contiguous

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29
Q

contiguity

A

the sequential occurance or proximity of stimulus and response, causing their association in the mind

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30
Q

stimulus

A

event that activates behaviour

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31
Q

response

A

observable reaction to a stimulus

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32
Q

classical conditioning 3

A
  • focusses on the learning of involuntary emotional or physiological responses such as fear, increases muscle tension, salivation, or sweating
  • people and animals can be trained to react involuntarily to a stimulus that had previously no or a dif effect
  • used is advertizing to make viewers associate the feeling they had with the product when they come across it in real life
33
Q

bandura experiment 3

A
  • kids did what they saw adults do to clown, even violent
  • goes against idea that learning is only through behaviorual approach
  • instead, learning can occur through observing and imitating someone else’s behaviour: socio-cognitive learninng
34
Q

cognition 3

A

thoughts, perspectives, and expectations

35
Q

observational learning

A

learning by observing others

36
Q

modelling

A

process of observing and imitating a specific behaviour

37
Q

mirror neurons

A

fire when performing certain actions or when observing another doing so (our neural reward pathways light up when someone we relate to is rewarded)

38
Q

neocortex 4

A
  • thinking, learning, problem solving, creativity
39
Q

limbic system 2

A

emotionaly and behavioural responses

40
Q

reptillian brain 2

A

vital organs, no thoughts

41
Q

brain 3 parts 5

A
  • neocortex
  • limbic system
  • reptillian brain
  • all in communication when life is smooth
  • when threat percieved, reptillian and limbic take over
42
Q

3Rs

A
  • regulate - focus on soothing, safety, cared for
    relate - focus on connection, validate feelings, active listening
    reason - focus on problem solving, talk ab alternate behaviours, reinforce limits
43
Q

trauma-informed classroom 6

A
  • create a safe space
  • establish predictibilty
  • build a sense of trust
  • offer choices
  • stay regulated
  • don’t punish trauma symptom behaviours
44
Q

pro tips for trauma informed strategies 6

A
  • self regulate
  • positive language and humour
  • multiple strategies
  • be kind to yourself
  • clear, simple language
  • be there for them
45
Q

behavioural and cognitive views of learning both

A

both attempts to answer fundamental question: what is learned?

46
Q

behaviorist (in contrast to cognitivists) what is learned? 5

A
  • specific actions/behaviours
  • reinforcement strengthens behaviour
  • learners respond to environmental stimuli
  • knowledge is acquired
  • study done on animals
47
Q

cognitivists (in contrast to behaviourists) what is learned? 5

A
  • mental representations/knowledge
  • reinforcement source of feedback
  • learners initiate learning experiences
  • knowledge is constructed
  • study done on animals and people
48
Q

early information-processing system step 1

A

info is encoded in sensory memory, where attention determines what will be held in st memory for future use

49
Q

early information-processing system step 2

A

in short term memory, new info connects with knowledge from long term memory

50
Q

early information-processing system step 3

A

thoroughly processed and connected info becomes part of the long term memory and can be activated to return to short term memory

51
Q

sensory memory 3

A
  • the initial processing of incoming sensory stimuli
  • very large capacity (beyond what can be processed)
  • 1-3 second duration
52
Q

perception 1, and 3 terms

A
  • process of detecting a stimulus and assigning meaning to it
  • bottom-up processing, top-down processing, and gestalt theory
53
Q

bottom-up processing

A

feature analysis of sensory input into meaningful pattern

54
Q

top-down processing

A

use of context and prior knowledge to recognize patterns quickly

55
Q

gestalt theory

A

explanation of how features are organized into patterns

56
Q

gestalt principles of perceptual organization

A

gestalt theorists emphasized the importance of figure-ground relationships: our tendency to organize stimuli into a central or foreground figure and a background (vase or face)

57
Q

4 gestalt law of perceptual organization and explanation

A
  • people group and interpret stimuli in accordance with these 4 laws
  • similarity
  • proximity
  • closure
  • continuity
58
Q

similarity gestalt law

A

IIIiiiIIIiii seen as alternating pattern bc similarity of heights

59
Q

proximity gestalt law

A

III III III seen as 3 groups bc of proximity of lines

60
Q

closure

A

._
||
._
perceived as rectangle instead of series pf liens

61
Q

role of attention in teaching and learning 3

A
  • helps us to focus on some stimuli and ignore others
  • first step in learning is paying attention
  • with practice, many processes that initially required attention can become automatic
62
Q

automaticity

A

the ability to carry out complex behaviour with little mental effort

63
Q

multitasking 3

A
  • takes effort
  • guided by what we already know and what we need to know
  • can pay attn to only one cognitively demanding task at a time
64
Q

sequential multitasking

A

switch back and forth bw 2 tasks, but focussing on one at a time

65
Q

simultaneous multitasking

A

overlapping focus on several tasks at one time

66
Q

simultaneous complex tasks multitasking

A

might slow you down

67
Q

gestat law continuity

A

we see things as connected smoothly instead of breaking it up

68
Q

erikson and education 4

A
  • interaction bw social dimensions of development = interplay with social context
  • therefor social context of education setting is important
  • people are constantly active in their own development, thus students have to continuously find ways to confront their own psychosocial challenges
  • stresses recognition of diversity - every student is differnt
69
Q

erickson theory of psychosocial development 3

A
  • all of lifespan is development
  • integrates psychoanlysis and social theories, as well as people’s own active roles in development
  • 8 stages relate to notion of progressively emerging emotional need in interaction with expanding social relationships
70
Q

erickson’ 8 stages

A
  1. trust vs mistrust
  2. autonomy vs shame and doubt
  3. initiative vs guilt
  4. industry vs inferiority
  5. identity vs role diffusion
  6. intimacy vs isolation
  7. generatively vs stagnation
  8. integrity vs despair
71
Q

in each of erickson’s stages: 5

A
  • a challenge/developmental tension
  • psychosocial crises occur in sequence
  • resolve tension bw 2 opposites
  • as crises is resolved the cycle moves toward on to next stage
  • in next stage, use capacities formed in resolution of previous stage, but modified to new challenges
72
Q

stage 1: trust vs mistrust 4

A
  • birth-18months
  • if interactions with care-givers are positive, infant will learn that others can be trusted, leading to consistency of interactions between infant and others
  • mistrust = if interactions lack warmth and caring and basic needs go unsatisfied
  • dynamic process recurs though all following stages
73
Q

stage 2: autonomy vs shame and doubt 6

A
  • 18 months - 3 years
  • toddler seeks sense of independence through exploration
  • if exploration encouraged -> autonomy and independence
  • if exploration attempts discourages -> shame and doubt in his/her abilities
  • most toddlers experience a bit of both
  • way in which child accommodates this challenge will give sense of belief in self
74
Q

stage 3: initiative vs guilt 7

A
  • 3-6 years
  • child attempts building initiative
  • has more physical and cognitive competence
  • learns importance social lessons and boundaries
  • experiences initiative (trying things out)
  • guilt when boundaries are crossed
  • way in which child accommodates challenge will give sense of purpose in life
75
Q

stage 4: industry vs inferiority 5

A
  • middle to late childhood
  • begins when entering school
  • crisis focusses on child’s ability to win
  • if child is encouraged to complete tasks and receives praise for them, will develop sense of industry (eagerness to produce)
  • if efforts are treated as unworthy, the child will develop a sense of inferiority
76
Q

stage 5: identity vs role diffusion 7

A
  • adolescence
  • crisis revolves around attempt to discover identity/role in the world
  • identity includes what makes a person unique
  • done through establishment of independence, world of work, sexual identity, self image, friendships
  • if interactions support sense of who he/she is, then positive resolution of crisis
  • negative experiences that do not allow adolescent to integrate dif roles leads to diffusion
  • role diffusion: feels torn apart by roles
77
Q

stage 6: intimacy vs isolation 3

A
  • young adulthood
  • crises stems from efforts to establish intimacy with a person
  • failure leads to sense of isolation
78
Q

stage 7: generatively vs stagnation 5

A
  • young adulthood to middle age
  • concern for future generations - generativity
  • child bearing and nurturing preference
  • classic career vs family crisis often seen
  • unsuccessful resolution leads to sense of stagnation: feeling that one’s life is at an end
79
Q

stage 8: integrity vs despair 3

A
  • late adulthood to old age
  • integrity refers to understanding of how 1 fits into one’s culture and accepting one’s place is unique and unalterable
  • inability to accept ones sense of self leads to despair

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