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Human Growth and Cognition > HGC Final Exam CH. 10-12 > Flashcards

HGC Final Exam CH. 10-12 Flashcards

1
Q

4 theorists who supported constructivism

A

John Dewey
Jean Piaget
Lev Vygotsky
Jerome Bruner

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2
Q

Bruner’s theory

A

Discovery learning

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3
Q

4 Claims of Constructivism

A
  1. Meaningful learning is the active creation o knowledge from personal experience
  2. Social Interaction and the negotiation of understanding with others can help learners
  3. Self-Regulation is a key to successful learning
  4. Authentic problems provide realistic contexts that contribute to the transfer of knowledge
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4
Q

T/F Construction of ideas is strongly influenced by prior knowledge

A

T

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5
Q

3 variations of constructivism

A
  1. Cognitive Constructivism
  2. Social Constructivism
  3. Critical Constructivism
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6
Q

Form of constructivism that focuses on cognitive processes that take place in individuals

A

Cognitive Constructivism

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7
Q

Form of constructivism that emphasizes the role of culture and social interaction in meaningful learning

A

Social Constructivism

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8
Q

Form of constructivism that emphasizes the role of cultural myths and how they influence learning environment

A

Critical Constructivism

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9
Q

Says that the teacher models a cognitive process that students are to learn and then gradually turns responsibility for executing the process to students as they become more skilled

A

Cognitive Apprenticeship

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10
Q

Occurs when students are given learning asks in realistic contexts

A

Situated Learning

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11
Q

Said too much school learning emphasizes rote learning that isn’t applicable outside of the classroom and said students need to learn how to problem-solve

A

Jerome Bruner

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12
Q

Says students should have the opportunity to view ideas and problems in multiple ways

A

Multiple Perspectives

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13
Q

T/F Teaching from a constructivist perspective is the only orientation to learning you will ever need

A

F, it is very time consuming and places high demands on learners, so you will need other learning orientations

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14
Q

3 types of problems in Constructivism

A
  1. Well-structured
  2. Ill-Structured
  3. Issues
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15
Q

A problem that is clearly formulated, solved by specific procedure, and evaluated by an agreed upon standard

A

Well-structured problems (ex. math equations)

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16
Q

A problem that is complex, has few cues to solution procedures, and less-definite criteria for measurement

A

Ill-Structured Problems (ex. how to increase voter turn-out, how to raise wages for teachers)

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17
Q

An ill-structured problem that arouses strong feelings and drives people into opposing camps at to the nature of and solution to the problem

A

Issues (ex. gun control, capital punishment)

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18
Q

Presents students with complex, authentic problems and requires them to ID and locate info needed to solve it

A

PBL (Problem-Based Learning)

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19
Q

Steps to helping students become good problem solvers

A
  1. Realize a problem exists
  2. Understand nature of the problem
  3. Compile relevant information
  4. Formulate and carry out a solution
  5. Evaluate the Solution
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20
Q

T/F Well-Structured problems may only call for steps 2,4, and 5 of the problem solving stages

A

T

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21
Q

When students independently apply knowledge and skills to similar but new info

A

Transfer of Learning

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22
Q

Transfer of learning where previous learning makes later learning easier

A

Positive Transfer (ex. someone who is a violin player can learn how to read accordion music faster than someone who can’t read music at all)

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23
Q

Argues that the greater the degree of similarity is between the tasks’ stimulus and response (ex. riding a bike and riding a motorcycle), the greater amount of learning transfer there will be

A

Theory of Identical Elements (Thorndike and Woodworth)

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24
Q

Transfer of learning where previous learning interferes with later learning

A

Negative Transfer (ex. a tennis player who learns how to play racquetball may confuse the rules)

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25
Q

Transfer of learning where prior learning has no effect on new learning

A

Zero transfer (ex. knowing how to diagram a sentence can’t help you with calculus)

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26
Q

Transfer of learning that occurs due to specific similarities between two tasks

A

Specific Transfer

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27
Q

Transfer of learning that occurs due to the use of the same cognitive strategies such as mnemonic devices

A

General Transfer

28
Q

Transfer of learning that occurs when previously learned knowledge and skills are used soon on a highly similar task

A

Near Transfer (ex. the math concepts learned at the beginning of a chapter help you do the ones at the end)

29
Q

Transfer of learning that occurs when previously learned knowledge i used on later for dissimilar tasks

A

Far Transfer (ex. using basic knowledge of math to calculate interest on a loan)

30
Q

T/F Specific/General Transfer are more contemporarily called Low-Road and High-Road Transfer

A

F; Near/Far

31
Q

Transfer that occurs when a previously learned skill is automatically applied to a similar current task

A

Low-Road Transfer (ex. a student can do 2 row addition and is able to do 3 and 4 row without needing explanation)

32
Q

Transfer of learning that occurs when people transfer prior knowledge and skills over longer times to new situations that differ from the first

A

High-Road Transfer (ex. Learning how to problem solve)

33
Q

T/F A teacher who teaches students how to formulate for a variety of tasks in the future with similar problems would be teaching low-road and high-road transfer

A

T

34
Q

the selection, persistence, intensity, and direction of behavior

A

Motivation

35
Q

Occurs when the learner does something to earn external rewards

A

Extrinsic Motivation

36
Q

Occurs when the learner does something to experience inherently satisfying results

A

Intrinsic Motivation

37
Q

This view says that motivation is based on reinforcers

A

Behaviorist

38
Q

This view says that motivation is people’s sense of self-efficacy and thee models to which they are exposed

A

Social Cognitive

39
Q

A student who observes an older sibling doing well and benefiting in school and strives to do the same is exhibiting this view of motivation

A

Social Cognitive

40
Q

What are some limitations of the behaviorist view of motivation

A
  1. changes in behavior may be temporary
  2. students may develop materialistic attitudes towards learning
  3. extrinsic rewards could lesson students’ intrinsic motivation
41
Q

View of motivation that is based on Piaet’s principles and says children possess an inherent desire to maintain a sense of organization and equilibration

A

Cognitive Development View of Motivation

42
Q

View that says motivation is influenced by inherent need to balance excitation of success against the fear of failure

A

The Need for Achievement

43
Q

4 factors that influence motivation

A

Ability
Effort
Task Difficulty
Luck

44
Q

3 types of beliefs about ability

A
  1. Entity Theorists
  2. Incremental Theorists
  3. Mixed Theorists
45
Q

Belief about ability wherein students describe intelligence as a thing with fixed characteristics

A

Entity Theorists

46
Q

Belief about ability wherein students believe intelligence can be improved gradually by refining and acquiring thinking skills

A

Incremental Theorists

47
Q

Belief about ability wherein students believe the other 2 theories, dependent upon different subjects

A

Mixed Theorists

48
Q

Individuals who experience periodic states of intense concentration, sustained interest, and enjoyment of an activity are in this state regarding motivation

A

Flow and Engagement

49
Q

Limitations of Cognitive Views of Motivation

A
  1. It is not always easy to get students to see answers
  2. The need for achievement view lacks efficient and objective instruments for measuring its strength
  3. Changing students’ attributions can be a difficult, time consuming task
50
Q

This theorist agrees with the Humanistic View of Motivation

A

Abraham Maslow

51
Q

Says motivation is influenced by fulfilling different levels of need

A

Maslow’s Theory of Growth Motivation

52
Q

Levels of Maslow’s Hierarchy of Needs (bot to top)

A 
Physiological
Safety
Belonging/Love
Esteem
Self-Actualization
53
Q

T/F On Maslow’s Hierarchy, the only one considered a growth need is Physiological Needs

A

F, the first four are deficiency needs (only motivate when not being meet), and Self-Actualization is the only growth need (people strive to satisfy it)

54
Q

Types of Self-Perceptions that play a role in Motivation

A
  1. Identity
  2. Self-Esteem/Self-Worth
  3. Self-Concept
  4. Self-Efficacy
55
Q

Self-Perception that is the non evaluative picture people have of themselves

A

Identity (ex. I am _____)

56
Q

self-Perception that includes the global evaluative judgments we make of ourselves; describes how you feel about your identity

A

Self-Esteem (ex. I am a good person; I am happy with myself)

57
Q

Self-Perception that includes the evaluative judgments someone makes of their competence in specific areas; past-oriented

A

Self-Concept (ex. I’m good at sports.)

58
Q

Self-Perception that includes the beliefs someone has about how capable they are

A

Self-Efficacy (Ex. I believe I can learn how to use a computer program)

59
Q

Approach to classroom management where student compliance is the main goal; makes heavy use of rewards/punishments

A

Authoritarian

60
Q

Approach to classroom management that imposes minimal control and allows students to make basic decisions; gains control by having students like you

A

Permissive

61
Q

Approach to classroom management where the goal is for students to learn how to regulate their own behavior; set rules but adjust as students show abilities to regulate their own behavior

A

Authoritative

62
Q

Theorist behind “with-it-ness” and maintaining smoothness in classroom activities while also coping with overlapping situations in the classroom

A

Jacob Kounin

63
Q

Influence Techniques

A 
Planned Ignoring 
Signals
Proximity/Touch 
Interest Boosting 
Humor
Helping over Hurdles
Program Restructuring 
Antiseptic Bouncing 
Physical Restraint (EL only)
Direct Appeals
Criticism and Encouragement
Defining Limits
Post situational Follow up
Marginal Use of Interpretation
64
Q

T/F Boys are more likely to bully than girls

A

F, Girls are (usually rumors, property destruction, name-calling)
Boys are more physical

65
Q

Bullying Characteristics (3)

A
  1. More likely to be hyperactive, impulsive, aggressive when provoked
  2. Receive less support from teachers and other students
  3. More likely to have witnessed domestic violence; less likely to have close relationships with mom
66
Q

T/F Boys are more likely than girls to become hostile towards school because of academic failure

A

T

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