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Understanding the Self > Learning > Flashcards

Learning Flashcards

1
Q

refers to change in potentiality (i.e., knowledge or behavior) that results from experience

A

Learning

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2
Q

Learning types: learning without understanding e.g. memorization

A

Rote learning

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3
Q

Learning types: learning with understanding

A

Rational learning

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4
Q

Learning types: the adaptation of movement to stimuli relating to speed and precision of performance

A

Motor learning

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5
Q

Learning types: is learning through establishing relationship

A

Associational learning

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6
Q

Learning types: process of acquiring attitudes, ideas, satisfaction, and judgment concerning values as well as the recognition of worth and importance which learner ains from activities

A

Appreciational learning

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7
Q

Basic Principles of Learning: most recent impression or association is more likely to e recalled

A

Recency

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8
Q

Basic Principles of Learning: knowledge encountered most often is more likely to be recalled

A

Frequency

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9
Q

Basic Principles of Learning: learning is proportional to vividness of the process

A

Vividness

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10
Q

Basic Principles of Learning: using what has learned will help its likelihood to be recalled

A

Exercise

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11
Q

Basic Principles of Learning: readiness to learn is proportional to the efficiency of learning

A

Readiness

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12
Q

Refers to ways or methods of learning

A

Learning Styles

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13
Q

this can be a pattern that provide direction to learning

A

Learning Styles

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14
Q

a set of factors, behaviors and attitudes that facilitate learning for an individual in a given situation

A

Learning styles

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15
Q

can be considered as a contextual variable that may be influenced by both individual traits and culture

A

Learning styles

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16
Q

Learning Types:

intake
time-of-day energy
mobility vs passivity
perceptual preferences

A

Physiological

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17
Q

primary grade children are most often auditory, shifting to visual and kinesthetic in late elementary years, then moving to visual and auditory in adolescence and adulthood

A

Perceptual preferences

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18
Q

Learning Types:

light
sound
design
temperature

A

Environmental

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19
Q

Learning Types:

affect
motivation
persistence
responsibility

A

Emotional

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20
Q

Learning Types:

alone
in a pair
with peers
with an adult

A

Social

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21
Q

Refers to self-regulated thoughts, feelings, and behaviors that are oriented to attaining goals

A

Self-regulation

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22
Q

Is a proactive, self-directed process where the learner is aware of his/her strengths and limitations.

A

Self-regulated learning

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23
Q

Is a proactive, self-directed process where the learner personally set goals and task-related strategies

A

Self-regulated learning

24
Q

Is a proactive, self- directed process where the learner views learning as an activity that they do for himself/herself rather than as a covert event that happens to him/her in reaction to teaching

A

Self-regulated learning

25
Q

_______ is not asocial in nature and origin. What defines a ___________ student is his/her personal initiative, perseverance, and adoptive skill.

A

Self-regulated learning, self-regulated

26
Q

is encouraged to be developed among new students because this learning was found to be associated with many positive developmental outcome

A

Self-regulated learning

27
Q

Self-Regulated Learning Strategies: Statements indicating student-initiated evaluations of the quality or progress of their work; e.g., “I check over my work to make sure I did it right.”

A

Self-evaluation

28
Q

Self-Regulated Learning Strategies: Statements indicating student-initiated overt or covert rearrangement of instructional materials to improve learning; e.g., “I make an outline before I write my paper.”

A

Organizing and transforming

29
Q

Self-Regulated Learning Strategies: Statement indicating student setting of educational goals or subgoals and planning for sequencing, timing, and completing activities related to those goals; e.g., “First, I start studying 2 weeks before exams, and I pace myself.”

A

Goal setting and planning

30
Q

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to secure further task information from nonsocial sources when undertaking an assignment; e.g., “Before beginning to write a paper, I go to the library to get as much information as possible concerning the topic.”

A

Seeking information

31
Q

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to record events or results; e.g., “I took notes of the class discussion” or “I kept a list of the words I got wrong.”

A

Keeping records and monitoring

32
Q

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to select or arrange the physical setting to make learning easier; e.g., “I isolate myself from anything that distracts me” or “I turn off the radio so I can concentrate on what I am doing.”

A

Environmental structuring

33
Q

Self-Regulated Learning Strategies: Statements indicating student arrangement or imagination of awards or punishment for success or failure; e.g., “If I do well on a test, I treat myself to a movie.”

A

Determining self-consequences

34
Q

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to memorize material by overt or covert practice; e.g., “In preparing for a math test, I keep writing the formula down until I remember it.”

A

Rehearsing and memorizing

35
Q

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to solicit help from peers, teachers, and adults; e.g., “If I have problems with a math assignment, I ask a friend to help.”

A

Seeking social assistance

36
Q

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to reread tests, notes, or textbooks to prepare for class or further testing; e,g., “When preparing for a test, I review my notes.”

A

Reviewing records

37
Q

MBTI: Focus on outer world

A

Extraversion (E)

38
Q

MBTI: Focus on inner world

A

Introversion (I)

39
Q

MBTI: Focus on taking basic information

A

Sensing (S)

40
Q

MBTI: Focus on interpreting and adding meaning

A

Intuition (N)

41
Q

MBTI: Focus on logic and consistency

A

Thinking (T)

42
Q

MBTI: Focus on people and circumstance

A

Feeling (F)

43
Q

MBTI: Focus on getting things decided

A

Judging (J)

44
Q

MBTI: Focus on staying open to new information or options

A

Perceiving (P)

45
Q

A low degree of stress is associated with low performance

A

Stress and Performance

46
Q

High stress can set the system into fight-or-flight mode which leads to less brain activity in the cortical areas where higher-level learning happens

A

Stress and Performance

47
Q

Moderate levels of cortisol tend to correlate with the highest performance on tasks of any type

A

Stress and Performance

48
Q

concept is borrowed from physics (referring to strain, pressure, or force on a system)

A

Stress

49
Q

related in an inverted-U curve

A

Stress and performance

50
Q

Stress and performance: Too much stress may cause a person to

A

To freeze or be paralyzed in thinking

51
Q

Stress and performance: Studies show that the stimulation to learn requires _____

A

A moderate amount of stress

52
Q

Stress and performance: Any amount of _______ stress is linked with the _______ performance on tasks of any type (______ amount of strain, pressure, or force)

A

Any amount of moderate stress is linked with the highest performance on tasks of any type (right amount of strain, pressure, or force)

53
Q

The component skills of self-regulated learning include

A
  • Setting specific personal goals
  • creating or adopting strategies for attaining goals
  • monitoring one’s performance for signs of progress
  • restructuring one’s physical and social context to make it compatible with one’s goals
  • managing one’s time use efficiently
  • self-evaluating one’s methods
  • attributing causation to results
  • adapting future methods
54
Q

Self-regulated learning is encouraged to be developed among new students because this learning was found to be associated with many positive developmental outcome, such as:

A
  • Academic resilience
  • academic achievement
  • greater personal satisfaction
  • optimistic view of the future
  • higher self-esteem and efficacy
  • pursuit of lifelong learning
55
Q

Rief (1993) says that students retain:
__% of what they read
__% of what they hear
__% of what they see
__% of what they hear and see
__% of what they say
__% of what they say and do

A

Rief (1993) says that students retain:
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say
90% of what they say and do

56
Q

According to the findings of Rief (993), to maximize student learning, we must _____

A

Combine several approaches or multi-sensory approaches

57
Q

Establishing effective study habits

A

Learning to be a better student

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