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Human Growth and Cognition > HGC Final Exam CH. 7-9 > Flashcards

HGC Final Exam CH. 7-9 Flashcards

1
Q

a branch of psychology concerned with understanding and improving how students acquire a variety of capabilities through formal instruction in classroom settings

A

Educational Psychology

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2
Q

Skinner’s behavioral theory

A

Operant Conditioning

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3
Q

Theory that says many voluntary responses of animals and humans are strengthened when reinforced and weakened when ignored or punished

A

Operant Conditioning

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4
Q

What animals did Skinner first do his research on

A

Rats/Pigeons

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5
Q

T/F According to Operant Conditioning, a change in behavior is the only way you can conclude learning has occurred

A

T

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6
Q

What are the Basic Principles of Operant Conditioning? (8)

A 
Positive Reinforcement
Negative Reinforcement
Punishment
Time-Out
Extinction
Generalization
Discrimination
Shaping
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7
Q

Occurs when behavior is strengthened by presenting a positive stimulus after the behavior has occurred

A

Positive Reinforcement (ex. giving a student a piece of candy for answering a question )

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8
Q

Occurs when behavior is strengthened by removing a negative stimulus after behavior occurs

A

Negative Reinforcement (ex. student’s don’t have to take the exam if they get an A in the class)

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9
Q

Occurs when behavior is weakened by presenting an aversive stimulus right after the behavior

A

Presentation Punishment (Type 1 Punishment) (ex. paddling a student after he disobeys)

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10
Q

T/F It is only considered Punishment if the behavior decreases

A

T

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11
Q

Occurs when behavior is weakened by removing a positive stimulus after the behavior occurs

A

Removal Punishment (Type 2/Time-Out)

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12
Q

Occurs when a previously reinforced behavior decreases in frequency and eventually ceases altogether because reinforcement is withheld

A

Extinction

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13
Q

Occurs when an individual learns to make a particular response in a different situation

A

Generalization

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14
Q

Occurs when individuals notice unique aspects of similar situations and distinguish behavior to match differing situations

A

Discrimination

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15
Q

Occurs when an extinguished behavior reappears without having been reinforced

A

Spontaneous Recovery

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16
Q

Occurs when actions that move progressively closer to the desired behavior are reinforced

A

Shaping

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17
Q

Schedule of Reinforcement where reinforcement occurs after regular time intervals

A

Fixed Interval Schedule (ex. you get a reward every 10 minutes; there is a test every two weeks)

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18
Q

Schedule of Reinforcement where reinforcement occurs after random time intervals

A

Variable Interval Schedule (ex. reinforce once after 10 min., once after 20 min.)

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19
Q

Schedule of Reinforcement where reinforcement occurs after a set number of responses

A

Fixed Ratio Schedules (ex. giving a reward after 5 correct answers)

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20
Q

Schedule of Reinforcement where reinforcement occurs after a different number of responses each time

A

Variable Ratio Schedule (ex. slot machines)

*This is the best one to use

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21
Q

T/F Operant Conditioning disproves Computer-Based Instruction and Integrated Learning Systems

A

F, CBI and ILS are considered Educational Applications of Operant Conditioning Principles

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22
Q

Examples of CBI Programs

A

Drill and Practice
Tutorial
Problem-Solving Simulations and Games

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23
Q

the use of operant conditioning techniques to modify behavior

A

Behavior Modification

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24
Q

Technique that allows students to engage in desired behavior for a period of time after they complete a set of instructional objectives

A

Premack Principle

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25
Q

What are token economies?

A

A technique involving giving students “tokens” or other purchasing tools that they receive after completing an objective to “buy” objects

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26
Q

A technique used to specify desired behaviors; signed by student and teacher that says student will do _____, and teacher will provide ____

A

Contingency Contract

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27
Q

Seeks to understand how people acquire new information, how they create and store mental representations of information, how they recall it from memory, and how what they already know guides and determines what and how they will learn

A

Information Processing Theory

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28
Q

How humans attend to, recognize, transform, store, and retrieve info

A

Information Processing

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29
Q

T/F In the Info Processing Model, there are limits to how much info can be processed at each stage

A

T

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30
Q

T/F Information Processing Theories can be considered a Behaviorist Theory

A

F, it can be considered a constructivist view of learning because it builds on existing knowledge

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31
Q

The 3 memory stores in the Information processing model

A
  1. Sensory Register
  2. Short Term Memory
  3. Long Term Memory
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32
Q

Part of the Information Processing Model that determines the quantity and quality of the information the learner stores in and retrieves from memory and where the learner decides how to use that info

A

Control Processes

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33
Q

The first memory store of the IPM

A

Sensory Register

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34
Q

Part of the IPM that involves noting key features of a stimulus and relating them to previous info

A

Recognition

35
Q

Part of the IPM that is has a large capacity and holds raw sensory data that is encoded in the same way it is received. (1-3 secs)

A

Sensory Register

36
Q

Control Processes of the sensory register

A

Recognition and Attention

37
Q

Part of the IPM that involves selective focusing on a portion of the info

A

Attention

38
Q

Part of the IMP that can hold 7-9 “chunks” of info; includes what you are currently thinking about (20-30 secs)

A

Short-Term Memory

39
Q

Control processes of Short Term Memory

A

Rehearsal (Maintenance and Elaborative)

40
Q

Involves repeating info over and over again and has no effect on long-term memory storage

A

Maintenance Rehearsal

41
Q

Involves relating new info to knowledge already stored in long-term memory

A

Elaborative Rehearsal

42
Q

Generating images in your mind of objects, ideas, and actions

A

Visual Imagery Encoding

43
Q

IPM that has unlimited capacity, includes schemata, and is permanent

A

Long-Term Memory

44
Q

Where we encode, organize, and retrieve info

A

Short Term Memory

45
Q

Says concrete material and words are remembered better than abstract words because they are encoded as images and as verbal labels

A

Dual Coding Theory

46
Q

Abstract structure of info

A

Schemata

47
Q

T/F Forgetting new information learned mostly occurred within 2 weeks of instruction

A

F, 4 weeks

48
Q

T/F The more unfamiliar facts in a lesson or prior knowledge, the more likely a student is to forget the info

A

T

49
Q

T/F When students are more active in the info they are learning, they are less likely to forget it

A

T

50
Q

T/F A student who is on her phone and not listening when a teacher is giving announcements and later cannot recall the announcements would be considered to have forgotten the information

A

F, this would be considered an attention problem rather than a memory/forgetfulness problem

51
Q

5 reasons for Forgetting

A
  1. Inadequate Consolidation (never really learning the info)
  2. Nonmeaningful learning
  3. Few opportunities for Retrieval (not enough assessments on info)
  4. Interference from Other Material
  5. Lack of Retrieval Cues
52
Q

How we know what we know about our own thought processes

A

Metacognition (thinking about thinking)

53
Q

Theorist behind Social Cognitive Theory

A

Albert Bandura

54
Q

3 parts of Bandura’s Triadic Reciprocal Causation Model

A
  1. Personal Characteristics
  2. Behavioral Patterns
  3. Environmental Factors
55
Q

explanation of learning that is based on the premise that neither spontaneous behavior nor reinforcement was necessary for learning to occur; involves IPM and operant conditioning

A

Social Cognitive Theory

56
Q

Part of Bandura’s Model that includes mental and emotional factors such as goals, anxiety, metacognition, and self-efficacy

A

Personal Characteristics

57
Q

Part of Bandura’s Model that includes self-observation, self-evaluation, making changes in behavior to overcome or reduce perceptions, and creating productive study environments

A

Behavioral Patterns

58
Q

Part of Bandura’s Model that includes an individuals’s social and physical environment

A

Environmental Factors

59
Q

T/F Social Cognitive Theory assumes that environmental forces are the predominant causes of one’s behavior

A

F, it believes that people are the predominant use of their own behavior (operant conditioning assumes behavior is determined by environmental stimuli)

60
Q

The ability to control one’s actions in the absence of external reinforcement or punishment

A

Self-Control
Involves behaving in ways that lead to positive goals and suppressing behaviors that are detrimental when no one is looking

61
Q

Involves consistent, appropriate application of self-control skills to new situations

A

Self-Regulation
These students set their own performance standards and reinforce themselves (ex. a teacher modifying her lesson to capitalize on student interest and reflects on student behavior during the lesson)

62
Q

How capable or prepared we believe we are to handle a task

A

Self-Efficacy

63
Q

T/F Self-efficacy is equivalent to expected rewards, punishments, or actual skill level

A

F, self-efficacy is more influential

64
Q

Factors that affect self-efficacy

A

Performance Accomplishments (most important**)
Verbal Persuasion
Emotional Arousal
Vicarious Experience

65
Q

Thoughts, feelings, or actions purposely generated and controlled by a student to maximize learning of knowledge and skills for a given task and a set of conditions

A

Self-Regulated Learning

66
Q

A general plan that a learner formulates for achieving a distant academic goal

A

Learning Strategy

67
Q

A specific technique a learner uses to accomplish an immediate learning objective

A

Learning Tactic

68
Q

2 categories of learning tactics

A

Memory-Directed (help produce accurate storage/retrieval of info)
Comprehension-Directed (aid in understanding the meaning of ideas)

69
Q

T/F Rehearsal and mnemonic devices are memory directed tactics

A

T

70
Q

T/F Self-questioning, note taking, and concept mapping are memory directed tactics

A

F, comprehension-directed

71
Q

Memory-directed tactic that helps a learner transform or organize info to enhance retrievability

A

Mnemonic Device

72
Q

T/F Students can easily learn self-regulated learning tactics on their own

A

F, it is best if teachers model certain tactics and specifically emphasize or teach strategies

73
Q

T/F Social Cognitive Theory focuses on the relationships among self-efficacy, self-regulation, and achievement

A

T

74
Q

**“Attaching” Info to familiar, physical locations in order to better recall it is what type of mnemonic

A

Method of loci

75
Q

*A critical control process that needs to take place during the sensory register stage of the IPM is known as

A

Selective Attention

76
Q

*T/F A person’s self-efficacy affects IQ scores

A

F

77
Q

*A teacher who praises a student after every 20 minutes is using a ____ schedule of reinforcement

A

Fixed Interval

78
Q

*As you read information, you choose an answer you decide is correct by relating it to previously known info. This is known as ____

A

Recognition

79
Q

*Students must gain the skills of ______ in order to become independent learners

A

Self-Regulation

80
Q

*When having students learn the capitals of all fifty states, this would be the best way to have them learn

A

Divide states into groups of five and have them study them during 15 minute period over the week

81
Q

*T/F Info stored in long-term memory influences what we find meaningful

A

T

82
Q

*Why do note taking and reviewing notes improve learning?

A

They maximize the effects of maintenance rehearse

83
Q

*T/F The concept of self-efficacy refers to consistently using self-control skills in new situations

A

F, self-regulation

Human Growth and Cognition (4 decks)

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