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4UNDERSELF FINALS > LEARNING > Flashcards

LEARNING Flashcards

1
Q

According to _ learning relatively permanent change in behavior as a result of practice or process that leads to change as a practice or experiences

A

BEHAVIORIST

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2
Q

_ psychologist define learning as a process that leads to change as a result of experience

A

COGNITIVE PSYCHOLOGIST

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3
Q

_ is the acquisition of knowledge skills, and attitudes, through experiences

A

LEARNING

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4
Q

transformational process that leads to personal growth and development

A

LEARNING

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5
Q

helps an individual to adapt to the constantly changing environment, it starts with birth and continues throughout life

A

LEARNING

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6
Q

important to the survival of human beings because it enables them to discover new knowledge, technology and interventions

A

LEARNING

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7
Q

human _ is motivated or inspired by one’s aims,
goals, or intentions.

A

ACTION

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8
Q

can be short-term or long-term

A

GOALS

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9
Q

occurs because it is planned, desired, or even forced

A

LEARNING

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10
Q

No matter what the case, there is always a purpose why a person seeks more _

A

KNOWLEDGE

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11
Q

Research shows that students who set goals tend to be more persistent and are more likely to achieve their _

A

GOALS

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12
Q

_ IS PURPOSEFUL

A

LEARNING

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13
Q

often associated with a change in behavior as a result of experience

A

LEARNING

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14
Q

learning comes with one’s _
with the environment.

A

INTERACTION

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15
Q

a permanent change in behavior as a result of experience, requires continuity of behavioral change

A

LEARNING

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16
Q

_ may be able to define particular terms, explain
specific concepts, state general principles, or recite
certain provisions of law.

A

Learners

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17
Q

Learning can make them _ only if they understand
them well enough and be able to use and apply then in
real-life situations.

A

meaningful

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18
Q

“A sound _ in a sound body”

A

mind

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19
Q

famous quotation exemplifies the connection
between the physical and mental well-being of a person

A

“A sound mind in a sound body”

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20
Q

In order produce well-rounded graduates, education
institutions must hone not only the intellectual but also
the _ , _ , _ , and _ potentials of
learners.

A

physical, social, emotional and spiritual potentials

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21
Q

Incidental _ , _, and _ are also taught
and developed.

A

knowledge, skills and attitudes

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22
Q

_ IS MULTIFACETED

A

LEARNING

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23
Q

_ IS AN ACTIVE PROCESS

A

LEARNING

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24
Q

_ IS A RESULT OF
EXPERIENCE

A

LEARNING

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25
Q

_ should not be mere passive receivers of
information.

A

LEARNERS

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26
Q

Learning is not rote _

A

MEMORIZATION

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27
Q

The principle of _ states that the students should be the center of the learning process

A

PRINCIPLES OF TEACHING

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28
Q

_ active participation in class activities must be
solicited in order for them to fully grasp certain concepts.

A

STUDENTS

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29
Q

1.LEARNING IS PURPOSEFUL
2.LEARNING IS A RESULT OF EXPERIENCE
3.LEARNING IS MULTIFACETED
4.LEARNING IS AN ACTIVE PROCESS

A

CHARACTERISTICS OF LEARNING

30
Q

• Leaners should not be mere passive receivers of
information.
• Learning is not rote memorization.
• The principle of teaching states that the students should
be the center of the learning process.
• Students active participation in class activities must be
solicited in order for them to fully grasp certain concepts.

A

LEARNING IS AN ACTIVE PROCESS

31
Q
  • The principle of teaching states that the students should
    be the center of the learning process.
A

LEARNING IS AN ACTIVE PROCESS

32
Q
  • A sound mind in a sound body
    This famous quotation exemplifies the connection
    between the physical and mental well-being of a person.
  • In order produce well-rounded graduates, education
    institutions must hone not only the intellectual but also
    the physical, social, emotional, and spiritual potentials of
    learners.
  • Incidental knowledge, skills, and attitudes are also taught
    and developed.
A

LEARNING IS MULTIFACETED

33
Q
  • Learning is often associated with a change in behavior as
    a result of experience.
  • This entails that learning comes with one’s interaction
    with the environment.
  • Learners may be able to define particular terms, explain
    specific concepts, state general principles, or recite
    certain provisions of law.
  • They can make them meaningful only if they understand
    them well enough and be able to use and apply them in
    real-life situations.
A

LEARNING IS A RESULT OF EXPERIENCE

34
Q
  • Learning is often associated with a change in behavior as
    a result of experience.
A

LEARNING IS A RESULT OF EXPERIENCE

35
Q

Students active participation in class activities must be
solicited in order for them to fully grasp certain concepts.

A

LEARNING IS AN ACTIVE PROCESS

36
Q

Leaners should not be mere passive receivers of
information.

A

LEARNING IS AN ACTIVE PROCESS

37
Q

Incidental knowledge, skills, and attitudes are also taught
and developed.

A

LEARNING IS MULTIFACETED

38
Q
  • Learning is not rote memorization.
A

LEARNING IS AN ACTIVE PROCESS

39
Q

A sound mind in a sound body
This famous quotation exemplifies the connection
between the physical and mental well-being of a person.

A

LEARNING IS MULTIFACETED

40
Q
  • In order produce well-rounded graduates, education
    institutions must hone not only the intellectual but also
    the physical, social, emotional, and spiritual potentials of
    learners.
A

LEARNING IS MULTIFACETED

41
Q
  • This entails that learning comes with one’s interaction
    with the environment.
A

LEARNING IS A RESULT OF EXPERIENCE

42
Q

Learners may be able to define particular terms, explain
specific concepts, state general principles, or recite
certain provisions of law.

A

LEARNING IS A RESULT OF EXPERIENCE

43
Q

They can make them meaningful only if they understand
them well enough and be able to use and apply then in
real-life situations.

A

LEARNING IS A RESULT OF EXPERIENCE

44
Q

• Human action is motivated or inspired by one’s aims,
goals, or intentions.
• Goals can be short-term or long-term
• Learning occurs because it is planned, desired, or even
forced.
• No matter what the case, there is always a purpose why a
person seeks more knowledge.
• Research shows that students who set goals tend to be
more persistent and are more likely to achieve their goals.

A

LEARNING IS PURPOSEFUL

45
Q

Human action is motivated or inspired by one’s aims,
goals, or intentions.

A

LEARNING IS PURPOSEFUL

46
Q

Goals can be short-term or long-term

A

LEARNING IS PURPOSEFUL

47
Q

Learning occurs because it is planned, desired, or even
forced.

A

LEARNING IS PURPOSEFUL

48
Q

No matter what the case, there is always a purpose why a
person seeks more knowledge.

A

LEARNING IS PURPOSEFUL

49
Q

Research shows that students who set goals tend to be
more persistent and are more likely to achieve their goals.

A

LEARNING IS PURPOSEFUL

50
Q

for the _ it takes a set of knowledge and skills for its development

A

brain

51
Q

when a person learns something new, _ undergoes changes

A

brain

52
Q

changes in brain : new _ cells grow and new neural networks will then be formed

A

nerve

53
Q

changes in brain: the strength of existing synaptic connections changes, functionally changing the connectivity within existing neural networks in response to a _ stimuli

A

sensory stimuli

54
Q

changes in brain: new _ are formed between neurons that weren’t connected before, effectively creating new network of neurons that when active, represent a new memory

A

synapses

55
Q

with the advent of modern _, almost everything is possible. for humans to decode and unlock even the most complicated hardware like brain

A

modern technology

56
Q

brain is composed of more than _ billion neurons and _ trillion dendrites and synapses

A

80 billion neurons | 10 trillion dendrites and synapses

57
Q

the awareness of one’s thinking and the strategies one uses to learn

A

Metacognition

58
Q

simply defined as cognition about cognition or thinking about thinking.

A

Metacognition

59
Q

Includes knowledge of cognitive tasks,
and knowledge of the strategies to
complete tasks

A

Metacognition Knowledge

60
Q

Refers to how an individual monitors and controls his or her cognitive processes

A

Metacognition Regulation

61
Q

who identifies two components of metacognition

A

Psychologist John Flavell,

62
Q

Metacognition knowledge
Metacognition regulation

A

2 components of metacognition

63
Q

who defines Self-regulated Learning (SRL) as the process in which students systematically direct their thoughts, feelings, and actions toward the attainment of their academic goals.

A

Zimmerman (2002)

64
Q

it is a process of taking control of and
evaluating one’s own learning and behavior

A

Self-Regulated
Learning (SRL)

65
Q

It is a self-directed process through which students transform their mental abilities into academic skills.

A

Self-Regulated
Learning (SRL)

66
Q

it is also a cyclical process in which the student plans for a task, monitors his or her, and reflects on the outcome

A

Self-Regulated
Learning (SRL)

67
Q

The cycle is then repeated as the student
uses his or her reflections to adjust and
prepare for the next task.

A

Self-Regulated
Learning (SRL)

68
Q

Students practice _ learning by
setting goals, selecting and using strategies,
monitoring their performance, and reflecting
on their learning outcomes

A

Self-Regulated
Learning (SRL)

69
Q

PLANNING
PROBLEM SOLVING
SELF-EVALUATION

A

3 essential components of
self-regulated learning

70
Q

increases efficiency, control,
and motivation

A

PLANNING

71
Q

allows students to learn to
think and look for solutions
when faced with adversities

A

PROBLEM SOLVING

72
Q

self - _ increases self-awareness that leads to the better understanding of one’s own emotions, strengths, and
weaknesses.

A

SELF-EVALUATION

4UNDERSELF FINALS (6 decks)

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