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PST MLS > L3.1: Major Learning Theories > Flashcards

L3.1: Major Learning Theories Flashcards

1
Q

Refers to a discipline of psychology that attempts to explain how an organism learns (“organism” can refer to humans or animals)

A

Learning theory

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2
Q

What major learning theory defines learning as a relatively permanent change in behavior or behavior potential as a result of experience or practice?

A

Behavioral Theory

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3
Q

This is any change in environment that causes the organism to react

A

Stimulus

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4
Q

This is how the organism reacts to a stimulus (results in behavioral change)

A

Response

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5
Q

Behavioral theory is also known as?

A

Behaviorism or Behavioral psychology

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6
Q

T or F: Behavioral theory is concerned with abstract and internal responses

A

False (must be observable and measurable; there is no processing in the brain to be observed)

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7
Q

This is what you call when all behaviors are learned through interactions with the environment

A

Conditioning

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8
Q

In 1913, he started the Behaviorist Movement in his article, “Psychology, as the Behaviorist Views It”

A

John Watson

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9
Q

Who is the main proponent of the classical conditioning theory?

A

Pavlov

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10
Q

This conditioning theory occurs when a formerly neutral stimulus becomes associated with an unconditioned stimulus to produce a reflexive response

A

Classical conditioning theory by Pavlov

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11
Q

This is an entity that triggers an automatic response

A

Unconditioned stimulus

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12
Q

Refers to what happens when the presentation of the conditioned stimulus without the unconditioned stimulus leads to unlearning

A

Extinction

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13
Q

Who is the main proponent of the operant conditioning theory?

A

Skinner

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14
Q

This conditioning theory forms an association between a behavior and a consequence

A

Operant conditioning theory by Skinner

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15
Q

The operant conditioning theory is also known as?

A

Response-stimulus or RS conditioning

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16
Q

In the operant conditioning theory, this is an action that results to consequences

A

Operant behavior

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17
Q

What is the main difference between the classical and operant conditioning theories?

A

Operant requires action on the part of the learner, compared to the classical method of manually delivering the stimulus

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18
Q

This is an action that strengthens a behavior

A

Reinforcement

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19
Q

This type of reinforcement refers to when a desirable stimulus is added to strengthen behavior

A

Positive reinforcement

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20
Q

This type of reinforcement refers to when an undesirable stimulus is removed to strengthen behavior

A

Negative reinforcement

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21
Q

This refers to an action done on an unpleasant consequence to weaken behavior

A

Punishment

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22
Q

This type of punishment is when an unfavorable consequence is given in order to weaken the undesired behavior

A

Positive punishment

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23
Q

This type of punishment is when a favorable outcome is removed after an undesired behavior occurs

A

Negative punishment

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24
Q

This type of reinforcement is the best kind according to Skinner

A

Positive reinforcement

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25
Q

Who is the main proponent of the contiguity theory?

A

Guthrie

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26
Q

This is synonymous to the word
“contiguity”

A

Nearby

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27
Q

This theory states that stimuli and response bonds are strengthened because they occur together

A

Contiguity theory by Guthrie

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28
Q

Behaviorists claim that the behavioral theories are capable of explaining only simple or complex behavior?

A

Simple; not much processing of intellectual information is involved

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29
Q

This is a study of how the brain works in the process of perception, thinking, remembering, and learning

A

Cognitive science

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30
Q

Cognitive science is also known as?

A

Information processing

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31
Q

This theory refers to learning based on mental processes by which learners take in, interpret, store, and receive information

A

Cognitive Learning Theories

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32
Q

This theory explains how new information is included into existing thoughts and memory structures; it connects new skills or ideas into larger a scope of past experiences

A

Subsumption theory of meaningful verbal learning by Ausubel

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33
Q

Who is the main proponent of the subsumption theory of meaningful verbal learning?

A

Ausubel

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34
Q

This word is synonymous to include, add, combine, etc.

A

Subsume

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35
Q

Type of subsumption:
- new information is an example of an already learned concept

A

Derivative subsumption

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36
Q

Type of subsumption:
- a higher-level concept of thinking

A

Correlative subsumption

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37
Q

Type of subsumption:
- did not know the concept until it was taught

A

Superordinate subsumption

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38
Q

Type of subsumption:
- newly acquired knowledge combines with prior knowledge to enrich understanding of both

A

Combinatorial learning

39
Q

Who is the main proponent of the concept of schema/schemata?

A

Rumelhart

40
Q

These are knowledge structures that are stored in memory

A

Schema (sing.) or Schemata (plu.)

41
Q

This concept states that all knowledge can be packaged into small units with information and states that knowledge manipulation (how to use the knowledge in memory recollection) is also present

A

Concept of schema/schemata

42
Q

Process of learning of facts; new information is learned and added to existing schema

A

Accretion

43
Q

Refers to when existing schemata evolve or get refined as new information is added

A

Tuning (schema evolution)

44
Q

Refers to the development of new schemata by copying an old one and adding new elements to warrant new schemata

A

Restructuring (schema creation)

45
Q

This theory was created in 1972 where it states that information is processed sequentially: perception → attention → labelling → meaning; the greater the processing of information, the more it will be retained and remembered

A

Levels of processing theory by Craik and Lockhart

46
Q

Who were the main proponents of the levels of processing theory?

A

Craik & Lockhart

47
Q

This is essential for memory encoding and how much information will be recalled

A

Attention

48
Q

This type of processing has 2 subcategories called structural and phonemic processing

A

Shallow

49
Q

This type of processing has a subcategory called semantic processing

A

Deep

50
Q

This type of shallow processing focuses on what “looks like”

A

Structural processing

51
Q

This type of shallow processing focuses on what “sounds like”

A

Phonemic processing

52
Q

This type of deep processing deals with how the meaning of a word is related to similar words with similar meaning; involves elaboration rehearsal

A

Semantic processing

53
Q

The following activities fall under what term?
- translation of questions into simpler words
- DIY study questions and reviewers
- use of images for assistance
- use of mnemonics

A

Elaboration rehearsal

54
Q

This model explains how information is processed by different parts of the memory system simultaneously

A

Parallel distributing model

55
Q

This model explains how information is stored in many places forming a network of connections in the brain

A

Connectionistic model

56
Q

This theory is the most commonly heard/known about and it occurs in three stages: sensory memory, short-term memory, and long-term memory

A

Stage theory

57
Q

This type of memory is short-lived and passing

A

Sensory memory

58
Q

This type of memory is aka working memory; lasts around 15-30 seconds unless repeated; may be retained indefinitely if it is meaningful or practiced

A

Short-term memory

59
Q

This process is when information is clustered into patterns reducing long strings of information into shorter manageable chunks; helps STM go into LTM

A

Chunking

60
Q

This major concept of STM sees chunking as a related issue when grouping pieces of ideas into one unit

A

Organization

61
Q

This major concept of STM is aka rote rehearsal; it is used to try to “learn” something; until information is processed into LTM, it is not learning

A

Repetition

62
Q

This type of memory states that information stays longer because it is attached into existing schema (duration is not permanent unless recalled frequently)

A

Long-term memory

63
Q

A process of LTM that connects information to be learned with what is already known

A

Elaboration

64
Q

Type of elaboration:
- providing multiple examples

A

Elaboration of processing

65
Q

Type of elaboration:
- asking the “why” questions

A

Elaboration of interrogation

66
Q

Type of elaboration:
- an example would be how mnemonics can lead to varied encoding techniques

A

Elaborative rehearsal

67
Q

Type of elaborative rehearsal:
- creation of mental pictures

A

Imaging

68
Q

Type of elaborative rehearsal:
- ideas to be remembered are related to objects located in a familiar location

A

Method of loci

69
Q

Type of elaborative rehearsal:
- things to be remembered are connected to specific words (e.g one-bun, two-shoes)

A

Pegword method

70
Q

Type of elaborative rehearsal:
- information to be remembered is arranged in a phonetically-similar sounding manner

A

Rhyming (songs and phrases)

71
Q

Type of elaborative rehearsal:
- first letter of each word is used to make a sentence

A

Initial letter

72
Q

Type of elaborative rehearsal:
- combination of letters with each letter acting as a cue you need to remember

A

Acronym

73
Q

Type of elaborative rehearsal:
- invented sentence where the first letter of each word represents a cue word

A

Acrostic

74
Q

This is aka periodic review

A

Distributed practice

75
Q

Attention, Repetition, or Elaboration?
- process to STM

A

Attention

76
Q

Attention, Repetition, or Elaboration?
- maintain in STM

A

Repetition

77
Q

Attention, Repetition, or Elaboration?
- process to LTM

A

Elaboration

78
Q

This theory suggests how an individual learns through observation and imitation of others

A

Social learning theory by Bandura and Wallace

79
Q

Who were the main proponents of the social learning theory?

A

Bandura and Wallace

80
Q

This is learning through constant interaction with the environment and other people

A

Modeling

81
Q

This helps in determining which modeled behaviors will be learned

A

Attentional processes

82
Q

This is the ability to retain modeled behaviors in permanent memory

A

Retention process

83
Q

Whose definition of learning is this?
- acquisition of knowledge and skills that change a person’s behavior

A

Behaviorists

84
Q

Whose definition of learning is this?
- acquisition of knowledge is more favorable than behavioral change

A

Cognitive theorists

85
Q

Whose definition of learning is this?
- process where novices become experts

A

Breur

86
Q

This refers to:
- thinking about one’s thinking
- awareness and understanding of one’s thinking and cognitive processes
- learners gauge their thinking while trying to learn at the same time

A

Metacognition

87
Q

This is the ability to store facts which can be utilized in the future

A

Consolidation

88
Q

This is when memories cannot be retrieved due to weakened connections/networks

A

Forgetting

89
Q

This key factor determines whether something will be remembered or forgotten

A

Intent to learn

90
Q

Less than 2 weeks after meaningless material was learned, 90% of the information has been forgotten, what is being referred to here?

A

Retention or forgetting curve

91
Q

This is the ability to take information learned from one area and apply it to another

A

Transfer

92
Q

This type of learning is when present learning is enhanced or accelerated by past learning

A

Positive learning

93
Q

This type of learning is when past learning interferes with present learning

A

Negative learning

PST MLS (13 decks)

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