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PST MLS: Prelims > Learning Theories, Multiple Intelligences, and Philosophies > Flashcards

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

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2
Q

the relatively permanent change in behavior (or behavior potential) as a result of experience or practice

A

Learning in Behavioral Theory

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3
Q

a result of stimulus-response activities; permanent change in behavior because of experience or practice

A

Learning in Behavioral Theory

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4
Q

another term for behavioral theory; also known as behavioral psychology

A

Behaviorism

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5
Q

theory of learning which states that all behaviors are learned through interaction with the environment - through a process called conditioning

A

Behaviorism

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6
Q

is mainly concerned with human behavior that is observable and measurable

A

Behaviorism

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7
Q

When did the behaviorist movement began?

A

1913

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8
Q

the proponent of behavioral theory who wrote an article entitled “Psychology as the behaviorist views it”

A

John Watson

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9
Q

Muscle movement; results from a series of conditioned reflexes

A

Behavior

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10
Q

He said that all emotion and thought results from behavior learned through conditioning

A

John Watson

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11
Q

True or False:

Behavior is simply a response to an environmental stimulus

A

True

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12
Q

any change in an organism’s environment that causes the organism to react

A

Stimulus

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13
Q

how the organism reacts to a stimulus and results in a change in behavior

A

Response

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14
Q

Also known as the pavlovian theory; presented dogs with food (neutral or unconditiond stimulus) and measured salivary response

A

Classical Conditioning Theory

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15
Q

Who made the Classical Conditioning Theory/Pavlovian Theory?

A

Ivan Pavlov

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16
Q

It is the thing that triggers automatic response

A

Unconditioned/neutral stimulus

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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

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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

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19
Q

A theory that forms an association between a behavior and a consequence (response-stimulus or RS conditioning)

A

Operant Conditioning Theory

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20
Q

Who presented the Operant Conditioning Theory?

A

Burrhus Frederic Skinner

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21
Q

formation of an association between the animal’s response (behavior) and the stimulus that follows (consequence)

A

Conditioning

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22
Q

What is the activity that was done in the Operant Condition Theory Experiment 1?

A

Rat in a box

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23
Q

This is an operant behavior and an action which results to consequences

A

Lever pressing

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24
Q

This causes the operant behavior to increase

A

Reinforcer (food)

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25
Q

What is the activity that was done in the Operant Condition Theory Experiment 2?

A

Rat in a maze

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26
Q

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.
A

Rat in a maze

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27
Q

True or False:

Operant differs from classical, because it requires action on the part of the learner

A

True

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28
Q

an action that strengthens a behavior or any event that strengthens or increases the behavior

A

reinforcement

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29
Q

a desirable stimulus is added to strengthen behavior

A

Positive reinforcement

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30
Q

an undesirable stimulus is removed to strengthen behavior

A

Negative reinforcement

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31
Q

any unpleasant consequence to weaken behavior

A

Punishment

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32
Q

favorable event or outcome is
removed after undesired behavior occurs

A

Negative punishment

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33
Q

unfavorable consequence is given in order to weaken the undesired
behavior

A

Positive punishment

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34
Q

True or False:

According to Skinner, the task is not broken down into small enough steps and positive reinforcement is lacking

A

True

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35
Q

This refers to nearby, neighboring, next, close, attached, touching

A

Contiguous

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36
Q

This emphasized contiguity of the stimulus and response

A

Contiguity Theories

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37
Q

These occur together making the their bonds stronger (Contiguity Theory)

A

Stimuli and Response

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38
Q

Who is/are the proponent(s) of the Contiguity Theories?

A

Watson and Guthrie

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39
Q

Place printed words near corresponding graphics to minimize the cognitive load on working memory and to maximize deep learning

A

Contiguity Principle

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40
Q

True or False:

Close relationship between stimulus and response is not required.

A

False

Close relationship between stimulus and response is a must.

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41
Q

True or False:

Contiguity theory means that all
learning was a consequence of association between stimulus and the response.

A

True

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42
Q

According to them, learning is a result of stimulus-response activities

A

Behaviorists

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43
Q

True or False:

Behaviorists are capable of explaining only simple behavior

A

True

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44
Q

True or False:

Teachers who are behaviorists focus on drill and practice and memorization

A

True

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45
Q

the study of how the brains work in the process of perceiving, thinking, remembering, and learning (Information processing)

A

Cognitive science

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46
Q

Based on mental processes by which learners take in, interpret, store and retrieve information

A

Learning in Cognitive Theory

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47
Q

an approach to psychology that attempts to explain human behavior by understanding your though processes

A

Cognitive Theory

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48
Q

new information is included into existing thought and memory structures; connects new skills or ideas into the larger scope of past experiences

A

Subsumption Theory of Meaningful Verbal Learning

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49
Q

Who is the cognitive learning theorist that presented the Subsumption Theory of Meaningful Verbal Learning?

A

David Ausubel

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50
Q

new information is an example of a concept already learned

A

Derivative Subsumption

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51
Q

higher-level concept of thinking

A

Correlative Subsumption

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52
Q

did not know the concept itself until it was taught

A

Superordinate Subsumption

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53
Q

newly acquired knowledge combines with prior knowledge to enrich the understanding of both concepts

A

Combinatorial Learning

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54
Q

Allows the students to see the big picture of the topic to be learned before the details

A

Advance organizers (Combinatorial Learning)

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55
Q

knowledge structures that are stored in memory

A

schemata

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56
Q

Who made the concept of schema/schemata

A

Rumelhart

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57
Q

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

A

Schemata

58
Q

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

A

Schema Theory

59
Q

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

A

Accretion

60
Q

the existing schemata evolve or refined as new information is added

A

Tuning (schema evolution)

61
Q

development of new schemata by copying an old schemata and adding new elements to warrant a new schemata

A

Restructuring (schema creation)

62
Q

True or False:

The concept of schema/schemata help learners to develop new schemata and establish connections between them

A

True

63
Q

the principle determiner of what will be learned from a new text

A

Prior knowledge/schemata

64
Q

information is processed sequentially, from perception to attention to labelling and meaning; one at a time

A

Levels of Processing Theory

65
Q

Who made the Levels of Processing Theory?

A

Craik and Lockhart in 1972

66
Q

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

A

True

67
Q

It is the appearance, looks like in Shallow Processing

A

Structural processing

68
Q

It is the “sounds like” in shallow processing

A

Phonemic processing

69
Q

involves elaboration rehearsal and a more meaningful analysis

A

Deep processing

70
Q

meaning of a word and relate it to similar words with similar meaning

A

Semantic processing

71
Q

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

A

True

72
Q
A
73
Q

True or False:

The deeper processing, the harder the information is to recall

A

False

the EASIER the information is to recall

74
Q

information is processed by different parts of the memory system simultaneously; related to connectionistic model

A

The Parallel Distributing Model (Parallel Distributive Processing)

75
Q

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

A

The Parallel Distributing Model (Parallel Distributive Processing)

76
Q

Memories exist in a “network.” New experiences alter this network and change one’s knowledge base

A

The Parallel Distributing Model (Parallel Distributive Processing)

77
Q

information is stored in many places throughout the brain, forming a network of connections

A

The Connectionistic Model

78
Q

Process and store information in 3 stages

A

Stage Theory

79
Q

A type of memory in stage theory where it is short-lived; passing; what you saw, read, and heard

A

Sensory memory

80
Q

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

A

Short-term memory

81
Q

Individuals are more likely to pay attention to a stimulus if it has an interesting feature

A

Short-term memory

82
Q

Individuals are more likely to pay attention if the stimulus activates a known pattern

A

Short-term memory

83
Q

A related issue to this concept of retaining STM is the concept of chunking or the grouping of pieces of data into units

A

Organization

84
Q

information is clustered into patterns; getting and keeping information in short-term memory

A

Chunking

84
Q

reducing long strings of information into shorter more manageable chunks

A

Chunking

85
Q

A way in which information is arranged in the memory

A

Organization

85
Q

type of elaboration that will help get information into long-term memory

A

Chunking

86
Q

a technique used to try to “learn” something

A

Repetition/rote rehearsal

87
Q

Until information is processed into long-term memory, learning has not occurred

A

Repetition

87
Q

information stays longer in the
memory because it is attached to the existing schema

A

Long-term memory

88
Q

Connect information to be learned with information that students already know

A

Elaboration

88
Q

providing multiple examples when introducing a new concept

A

Elaboration of Processing

88
Q

ask the “why questions”

A

Elaboration of Interrogation

89
Q

use rehearsal techniques such as mnemonics leads to more varied encoding techniques

A

Elaborative Rehearsal

90
Q

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)

A

Pegword method

90
Q

True or False:

Mnemonics/Memory techniques are used to remember things or info

A

True

91
Q

Information to be remembered is arranged in a rhyme, songs, phrases

A

Rhyming

92
Q

first letter of each word is used to make a sentence

A

Initial letter

93
Q

an invented combination of letters with each letter acting as a cue to an idea you need to remember

A

Acronym

94
Q

an invented sentence where the first letter of each word is a cue to an ideaor concept you need to remember

A

Acrostic

95
Q

relatively easy to make and can be useful for remembering group of words

A

Acrostic

96
Q

Creating a mental picture

A

Imaging

97
Q

Ideas or things to be remembered are connected to objects located in a familiar location

A

Method of Loci – (Locations)

98
Q

learning technique where practice occurs in several brief sessions over a lengthy period, with an adequate amount of space between each session.

A

Distributed practice – periodic review

99
Q

The three stages in Stage Theory are?

A

Sensory, STM, and LTM

99
Q

Learning is an acquisition of knowledge than resulting behavior change according to them

A

Cognitive Theorist

99
Q

According to them, learning is an acquisition of knowledge and skills that changes a person’s behavior

A

Behaviorits

99
Q

awareness and understanding one’s thinking and cognitive processes; “thinking about one’s thinking”

A

Metacognition

99
Q

According to him, learning is a process whereby novices become expert

A

Breur

100
Q

ability to store facts & information w/c can be utilized in the future

A

Consolidation

100
Q

Information/memories in our brain can NOT be retrieved because of weakened connections/networks to the memory

A

Forgetting

101
Q

How much of the information will be forgotten in less than 2 weeks according to the forgetting curve?

A

90%

102
Q

This is caused by disuse, with disease, interference from new
memories

A

Weakening of memory

103
Q

The ability to take information learned in one situation and apply it to another

A

Transfer

104
Q

Type of transfer wherein present learning is enhanced or accelerated by past learning

A

Positive transfer

105
Q

Type of transfer wherein past learning interferes with present learning

A

Negative transfer/learning

106
Q

an individual learns through observation and imitation of others

A

Social Cognitive/Learning Theory

107
Q

Who made the Social Cognitive/Learning Theory

A

Bandura & Wallace

108
Q

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

A

Modelling

109
Q

Component of the Social Cognitive Theory that determine which modelled behaviors will be learned

A

Attentional processes

110
Q

Component of the Social Cognitive Theory that retains modelled behaviors in permanent memory

A

Retention processes

111
Q

Proposed that each individual has a unique set of “intelligences”; Hobbs Professor of Cognition and Education, Harvard University, Boston, USA

A

Dr. Howard Gardner

112
Q

This intelligence is word smart, very wide vocabulary, and very good speaker

A

LINGUISTIC-VERBAL INTELLIGENCE

113
Q

This intelligence is good at analyzing problems and mathematical operations

A

LOGICAL-MATHEMATICAL INTELLIGENCE

114
Q

This intelligence has good visual and spatial judgement; picture smart

A

VISUAL-SPATIAL INTELLIGENCE

115
Q

This intelligence is good at rhythm and music; sound smart

A

MUSICAL INTELLIGENCE

116
Q

This intelligence has good physical movement, motor control and body smart

A

BODILY KINESTHETIC INTELLIGENCE

117
Q

This intelligence is good at finding patterns and relationships to nature; nature smart

A

NATURALISTIC INTELLIGENCE

118
Q

This intelligence has introspection and self-reflection; self-smart

A

INTRAPERSONAL INTELLIGENCE

119
Q

This intelligence is good at understanding and relating to other people; people smart

A

INTERPERSONAL INTELLIGENCE

119
Q

This intelligence is reflective and deep thinking; life smart

A

EXISTENTIALISM

120
Q

This refers to examining your own thoughts and feeling

A

Introspection

121
Q

Ability to use language effectively, either in the oral or written form

A

Linguistic

122
Q

Ability to perceive, identify, transform and express musical forms

A

Musical

123
Q

Ability to imagine drawing in two or three dimensions and to understand space

A

Spatial

124
Q

Ability to use numbers effectively and analyse problems logiically

A

Logical-mathematical

125
Q

Ability to express ideas, handle tools, or perform physical exercises with the body

A

Body-kinaesthetic

125
Q

Ability to interpret the mental state (feeling, motivations) of others

A

Interpersonal

126
Q

Ability to form a precise and true model of oneself

A

Intrapersonal

127
Q

Ability to identify, classify and manipulate elements in the nevironment

A

Naturalistic

PST MLS: Prelims (5 decks)

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