Learning Theories, Multiple Intelligences, and Philosophies Flashcards
1
Q
This is a discipline of psychology that attempts to explain how an organism learns
A
Learning Theory
2
Q
the relatively permanent change in behavior (or behavior potential) as a result of experience or practice
A
Learning in Behavioral Theory
3
Q
a result of stimulus-response activities; permanent change in behavior because of experience or practice
A
Learning in Behavioral Theory
4
Q
another term for behavioral theory; also known as behavioral psychology
A
Behaviorism
5
Q
theory of learning which states that all behaviors are learned through interaction with the environment - through a process called conditioning
A
Behaviorism
6
Q
is mainly concerned with human behavior that is observable and measurable
A
Behaviorism
7
Q
When did the behaviorist movement began?
A
1913
8
Q
the proponent of behavioral theory who wrote an article entitled “Psychology as the behaviorist views it”
A
John Watson
9
Q
Muscle movement; results from a series of conditioned reflexes
A
Behavior
10
Q
He said that all emotion and thought results from behavior learned through conditioning
A
John Watson
11
Q
True or False:
Behavior is simply a response to an environmental stimulus
A
True
12
Q
any change in an organism’s environment that causes the organism to react
A
Stimulus
13
Q
how the organism reacts to a stimulus and results in a change in behavior
A
Response
14
Q
Also known as the pavlovian theory; presented dogs with food (neutral or unconditiond stimulus) and measured salivary response
A
Classical Conditioning Theory
15
Q
Who made the Classical Conditioning Theory/Pavlovian Theory?
A
Ivan Pavlov
16
Q
It is the thing that triggers automatic response
A
Unconditioned/neutral stimulus
17
Q
This occurs when a formerly neutral stimulus become associated with a natural occurring or unconditioned stimulus to produce a response similar to instinctive or reflexive response
A
Classical conditioning
18
Q
used when you start presenting the condition stimulus over and over but without the unconditioned stimulus, overtime the dogs would unlearn their conditioning, that the bell indicates food
A
Extinction
19
Q
A theory that forms an association between a behavior and a consequence (response-stimulus or RS conditioning)
A
Operant Conditioning Theory
20
Q
Who presented the Operant Conditioning Theory?
A
Burrhus Frederic Skinner
21
Q
formation of an association between the animal’s response (behavior) and the stimulus that follows (consequence)
A
Conditioning
22
Q
What is the activity that was done in the Operant Condition Theory Experiment 1?
A
Rat in a box
23
Q
This is an operant behavior and an action which results to consequences
A
Lever pressing
24
Q
This causes the operant behavior to increase
A
Reinforcer (food)
25
What is the activity that was done in the Operant Condition Theory Experiment 2?
Rat in a maze
26
Implications of this experiment includes:
- An individual tends to repeat a behavior that is rewarding and pleasant
- Avoid a behavior that is unpleasant and not rewarding.
Rat in a maze
27
True or False:
Operant differs from classical, because it requires action on the part of the learner
True
28
an action that strengthens a behavior or any event that strengthens or increases the behavior
reinforcement
29
a desirable stimulus is added to strengthen behavior
Positive reinforcement
30
an undesirable stimulus is removed to strengthen behavior
Negative reinforcement
31
any unpleasant consequence to weaken behavior
Punishment
32
favorable event or outcome is
removed after undesired behavior occurs
Negative punishment
33
unfavorable consequence is given in order to weaken the undesired
behavior
Positive punishment
34
True or False:
According to Skinner, the task is not broken down into small enough steps and positive reinforcement is lacking
True
35
This refers to nearby, neighboring, next, close, attached, touching
Contiguous
36
This emphasized contiguity of the stimulus and response
Contiguity Theories
37
These occur together making the their bonds stronger (Contiguity Theory)
Stimuli and Response
38
Who is/are the proponent(s) of the Contiguity Theories?
Watson and Guthrie
39
Place printed words near corresponding graphics to minimize the cognitive load on working memory and to maximize deep learning
Contiguity Principle
40
True or False:
Close relationship between stimulus and response is not required.
False
Close relationship between stimulus and response is a must.
41
True or False:
Contiguity theory means that all
learning was a consequence of association between stimulus and the response.
True
42
According to them, learning is a result of stimulus-response activities
Behaviorists
43
True or False:
Behaviorists are capable of explaining only simple behavior
True
44
True or False:
Teachers who are behaviorists focus on drill and practice and memorization
True
45
the study of how the brains work in the process of perceiving, thinking, remembering, and learning (Information processing)
Cognitive science
46
Based on mental processes by which learners take in, interpret, store and retrieve information
Learning in Cognitive Theory
47
an approach to psychology that attempts to explain human behavior by understanding your though processes
Cognitive Theory
48
new information is included into existing thought and memory structures; connects new skills or ideas into the larger scope of past experiences
Subsumption Theory of Meaningful Verbal Learning
49
Who is the cognitive learning theorist that presented the Subsumption Theory of Meaningful Verbal Learning?
David Ausubel
50
new information is an example of a concept already learned
Derivative Subsumption
51
higher-level concept of thinking
Correlative Subsumption
52
did not know the concept itself until it was taught
Superordinate Subsumption
53
newly acquired knowledge combines with prior knowledge to enrich the understanding of both concepts
Combinatorial Learning
54
Allows the students to see the big picture of the topic to be learned before the details
Advance organizers (Combinatorial Learning)
55
knowledge structures that are stored in memory
schemata
56
Who made the concept of schema/schemata
Rumelhart
57
in social science, it is the mental structure an individual uses to organize knowledge and guide cognitive processes; like a filing cabinet with lots of folders
Schemata
58
states that all knowledge can be packaged into small units called schema; It does not only contain knowledge, but also how the knowledge is to be used in memory recall
Schema Theory
59
learning of facts; new information is learned and added to existing schemata
Accretion
60
the existing schemata evolve or refined as new information is added
Tuning (schema evolution)
61
development of new schemata by copying an old schemata and adding new elements to warrant a new schemata
Restructuring (schema creation)
62
True or False:
The concept of schema/schemata help learners to develop new schemata and establish connections between them
True
63
the principle determiner of what will be learned from a new text
Prior knowledge/schemata
64
information is processed sequentially, from perception to attention to labelling and meaning; one at a time
Levels of Processing Theory
65
Who made the Levels of Processing Theory?
Craik and Lockhart in 1972
66
True or False:
In the Levels of Processing Theory, The greater the processing of information during learning, the more it will be retained and remembered
True
67
It is the appearance, looks like in Shallow Processing
Structural processing
68
It is the "sounds like" in shallow processing
Phonemic processing
69
involves elaboration rehearsal and a more meaningful analysis
Deep processing
70
meaning of a word and relate it to similar words with similar meaning
Semantic processing
71
True or False:
in levels of processing, the idea that the way the information is processed affects how well it is remembered; Whether you recall or not depends on how you processed the information
True
72
73
True or False:
The deeper processing, the harder the information is to recall
False
the EASIER the information is to recall
74
information is processed by different parts of the memory system simultaneously; related to connectionistic model
The Parallel Distributing Model (Parallel Distributive Processing)
75
memory is based on the idea that the brain does not function in a series of activities or one at a time, but rather, performs a range of activities at the same time
The Parallel Distributing Model (Parallel Distributive Processing)
76
Memories exist in a “network.” New experiences alter this network and change one’s knowledge base
The Parallel Distributing Model (Parallel Distributive Processing)
77
information is stored in many places throughout the brain, forming a network of connections
The Connectionistic Model
78
Process and store information in 3 stages
Stage Theory
79
A type of memory in stage theory where it is short-lived; passing; what you saw, read, and heard
Sensory memory
80
A type of memory in stage theory where it initially lasts around 15-30 seconds unless it is repeated; may be retained indefinitely if it is meaningful or practiced; working memory
Short-term memory
81
Individuals are more likely to pay attention to a stimulus if it has an interesting feature
Short-term memory
82
Individuals are more likely to pay attention if the stimulus activates a known pattern
Short-term memory
83
A related issue to this concept of retaining STM is the concept of chunking or the grouping of pieces of data into units
Organization
84
information is clustered into patterns; getting and keeping information in short-term memory
Chunking
84
reducing long strings of information into shorter more manageable chunks
Chunking
85
A way in which information is arranged in the memory
Organization
85
type of elaboration that will help get information into long-term memory
Chunking
86
a technique used to try to "learn" something
Repetition/rote rehearsal
87
Until information is processed into long-term memory, learning has not occurred
Repetition
87
information stays longer in the
memory because it is attached to the existing schema
Long-term memory
88
Connect information to be learned with information that students already know
Elaboration
88
providing multiple examples when introducing a new concept
Elaboration of Processing
88
ask the “why questions”
Elaboration of Interrogation
89
use rehearsal techniques such as mnemonics leads to more varied encoding techniques
Elaborative Rehearsal
90
Ideas or things to be remembered are connected to specific words; are rhyming words for numbers (e.g., one-bun, two-shoe, three-tree, etc)
Pegword method
90
True or False:
Mnemonics/Memory techniques are used to remember things or info
True
91
Information to be remembered is arranged in a rhyme, songs, phrases
Rhyming
92
first letter of each word is used to make a sentence
Initial letter
93
an invented combination of letters with each letter acting as a cue to an idea you need to remember
Acronym
94
an invented sentence where the first letter of each word is a cue to an ideaor concept you need to remember
Acrostic
95
relatively easy to make and can be useful for remembering group of words
Acrostic
96
Creating a mental picture
Imaging
97
Ideas or things to be remembered are connected to objects located in a familiar location
Method of Loci – (Locations)
98
learning technique where practice occurs in several brief sessions over a lengthy period, with an adequate amount of space between each session.
Distributed practice – periodic review
99
The three stages in Stage Theory are?
Sensory, STM, and LTM
99
Learning is an acquisition of knowledge than resulting behavior change according to them
Cognitive Theorist
99
According to them, learning is an acquisition of knowledge and skills that changes a person’s behavior
Behaviorits
99
awareness and understanding one's thinking and cognitive processes; “thinking about one’s thinking”
Metacognition
99
According to him, learning is a process whereby novices become expert
Breur
100
ability to store facts & information w/c can be utilized in the future
Consolidation
100
Information/memories in our brain can NOT be retrieved because of weakened connections/networks to the memory
Forgetting
101
How much of the information will be forgotten in less than 2 weeks according to the forgetting curve?
90%
102
This is caused by disuse, with disease, interference from new
memories
Weakening of memory
103
The ability to take information learned in one situation and apply it to another
Transfer
104
Type of transfer wherein present learning is enhanced or accelerated by past learning
Positive transfer
105
Type of transfer wherein past learning interferes with present learning
Negative transfer/learning
106
an individual learns through observation and imitation of others
Social Cognitive/Learning Theory
107
Who made the Social Cognitive/Learning Theory
Bandura & Wallace
108
Component of the Social Cognitive Theory where people learn as they are in constant interaction with their environment; learning occurs as a result of observing other people’s behavior
Modelling
109
Component of the Social Cognitive Theory that determine which modelled behaviors will be learned
Attentional processes
110
Component of the Social Cognitive Theory that retains modelled behaviors in permanent memory
Retention processes
111
Proposed that each individual has a unique set of “intelligences”; Hobbs Professor of Cognition and Education, Harvard University, Boston, USA
Dr. Howard Gardner
112
This intelligence is word smart, very wide vocabulary, and very good speaker
LINGUISTIC-VERBAL INTELLIGENCE
113
This intelligence is good at analyzing problems and mathematical operations
LOGICAL-MATHEMATICAL INTELLIGENCE
114
This intelligence has good visual and spatial judgement; picture smart
VISUAL-SPATIAL INTELLIGENCE
115
This intelligence is good at rhythm and music; sound smart
MUSICAL INTELLIGENCE
116
This intelligence has good physical movement, motor control and body smart
BODILY KINESTHETIC INTELLIGENCE
117
This intelligence is good at finding patterns and relationships to nature; nature smart
NATURALISTIC INTELLIGENCE
118
This intelligence has introspection and self-reflection; self-smart
INTRAPERSONAL INTELLIGENCE
119
This intelligence is good at understanding and relating to other people; people smart
INTERPERSONAL INTELLIGENCE
119
This intelligence is reflective and deep thinking; life smart
EXISTENTIALISM
120
This refers to examining your own thoughts and feeling
Introspection
121
Ability to use language effectively, either in the oral or written form
Linguistic
122
Ability to perceive, identify, transform and express musical forms
Musical
123
Ability to imagine drawing in two or three dimensions and to understand space
Spatial
124
Ability to use numbers effectively and analyse problems logiically
Logical-mathematical
125
Ability to express ideas, handle tools, or perform physical exercises with the body
Body-kinaesthetic
125
Ability to interpret the mental state (feeling, motivations) of others
Interpersonal
126
Ability to form a precise and true model of oneself
Intrapersonal
127
Ability to identify, classify and manipulate elements in the nevironment
Naturalistic
